BEd (Hons), University of Leeds; MEd James Cook University (JCU); PhD, JCU
Dr Angela Fenton has a PhD and Masters of Education from James Cook University (JCU) in Queensland and attained a Bachelor of Education (with Honours) from the University of Leeds, UK. In her Doctoral thesis Angela explored improving teacher preparation for child protection using a Strengths Approach. Alongside her studies, Angela worked in schools and education services for over thirty five years as a teacher, director, project officer and academic. In the tertiary sector of education, Angela has undertaken lecturing and leadership roles in the TAFE and university sector for over twenty years (for the eleventh year at Charles Sturt University).
Angela has received a National Citation for Outstanding Contribution to Student Learning and is passionate about promoting quality teaching in Higher Education. Angela’s research focuses on the use of strengths approaches across all sectors and disciplines of education, most recently in the area of professional practice and partnerships. Angela holds leadership roles within the School of Education as the Associate Head of School and is the Deputy Chair for academic assessment and moderation.
Angela's doctoral research and subsequent publications are centred on strengths approaches, teacher education and preparation, child protection, development and well-being. Angela has published international and national journal articles, book chapters and papers in conference proceedings. Angela's most recent research is an embedded multiple case study examining an enhanced model of professional experience for pre-service teachers. Angela’s research focuses on the potential use of a Strengths Approach to a diverse range of complex issues in educational and community contexts.
Angela's PhD research examined a Strengths Approach to Child Protection Education. Her doctoral studies were supervised by Associate Professor Melissa Vick and Professor Nola Alloway from James Cook University.
2017 – to date: Fenton, A., (Chief Investigator) Grover, P., & Smith, D. James Fallon High School/Charles Sturt University: Teaching for the Future Professional Partnership, Building Expertise and Innovative Practice: A Strengths-based Embedded Case Study, NSW, Department of Education and Faculty of Arts and Education, Research Income and Initiatives Grant.
2016: Davidson, C., MacDonald, A., with Fenton, A. Everyday learning and interactions during family shopping experiences, Faculty of Arts and Education, Income and Initiatives Grant.
2016: Spalding, N., with, Fenton, A. Enhancing child protection training for early childhood educators using a strengths approach, Community-University partnerships, CSU Head of Campus Grant, Regional Schools Development Program.
2015/2016: Fenton, A., & Dalton, K. A strengths approach to child protection preparation: Online learning resources, Charles Sturt University, UImagine Innovation grant Scheme.
2015: McFarland, L., & Fenton, A. Evaluation of a newly developed strengths-based, recovery-focused program for parents with mental health issues, Hume Partners in Recovery Innovation Fund.
2015: Ross Circuit Preschool with, Fenton, A., MacDonald, A., & McFarland, L: A strengths approach resource package for supporting children and families, Community-University partnerships, CSU Head of Campus Grant, Regional Schools Development Program.
2013: Sumsion, J., Harrison, L., & Irvine, S., with Fenton, A., et al. An investigation of Goodstart's centre-based processes in engaging with the Australian Children's Education and Care, Goodstart Early Learning.
2013: Reid, J., with Fenton, A., et al. Faculty of Education benchmarking project, University of Tasmania, Charles Sturt University, Curtin University, Griffith University and University of Western Sydney.
Angela was a member of the Research Institute for Professional Practice, Learning and Education (RIPPLE) until its closure in 2016. RIPPLE was a multi-disciplinary research centre that conducted high-quality applied research and consultation in the field of professional practice and implications for professional learning and education.
Angela was a member of the Excellence in Research in Early Years Education Collaborative Research Network (CRN), a collaboration between Charles Sturt University, Queensland University of Technology and Monash University. Angela was awarded a RIPPLE/CRN Research Fellowship in 2012.
Angela has over thirty years' experience working in Early Childhood, Primary and Tertiary education sectors. Angela has previously been a classroom teacher in both the United Kingdom and Australia and has worked in educational leadership positions, for example in positions as Centre Director and Project Officer. Angela is a Senior Lecturer and has achieved university teaching awards including Faculty of Education/Arts and Education, Charles Sturt University Citations in 2014 and 2018. In 2016, Angela was awarded a National Citation for Outstanding Contribution to Student Learning for Inspiring pre-service teachers to engage with complex issues of child protection and development using an innovative Strengths Approach to teaching and learning (Australian Government, Department of Education & Training, Australian Awards for University Teaching).
Most recently Angela's area of teaching expertise has been in child development and preparing teachers using a strengths approach to child protection. Angela currently oversees subject assessment and moderation across all undergraduate subjects convened by the School of Education. Previous to this Angela was an Assistant Course Director and lectured and convened subjects in the internal Bachelor of Education (Early Childhood and Primary) degree as well as teaching students online in the Bachelor of Education (Birth to Five Years). Angela is the co-author of a scholarly text, prescribed for undergraduate education subjects across multiple universities: Bergin, C., Bergin, D., Walker, S., Daniel, G., Fenton, A., & Subban, P. (2019). Child and Adolescent Development for Educators. 1st Australian edition. Sydney: Cengage Learning.
Higher Degree Research Student Supervision
2021: Stenson, S., Master of Philosophy. How are we educating preservice nurses about how to keep children safe and does this prepare them for their role as mandated reporters of child maltreatment? Co-Supervisor.
2020 to date: Collins, F., Doctor of Philosophy. An investigative study of teachers’ practices in recognising, communicating, and building on children’s strengths in mathematics during the first year of school. Co-Supervisor.
2020 to date: McGrath, S., Doctor of Philosophy. Educators’ perspectives and beliefs on mathematics education for children birth to three years old: How do these influence their practice? Co-Supervisor.
2019 to date: Warren, R., Doctor of Philosophy. Early childhood educators’ conceptualisations and enactment of children’s rights in exemplary early childhood education services. Principal Supervisor.
2019 to date: Tillett, V., An investigative study into the experiences of belonging of early childhood educators practicing in Australian early childhood education and care services. Co-Supervisor.
2017 to date: Scorgie, G., Doctor of Philosophy. The Changing Space of International Education: Investigating a Chinese-International School in Mainland China. Co-Supervisor.
2016 (completed): Welsh, S., Master of Education (Research Project). A Case Study of the Influence of Learning Analytics Feedback on Self-Regulated Learning Processes among University Students. Principal Supervisor.
2015 (completed): McMaster, J., Master of Education (Research Project). First Nations Metis and Inuit Graduation Coach: Professional. Principal Supervisor.
2015 to date: External examiner (cross institutional) for Honours and Masters Research Dissertations.
CSU Committees and Leadership Roles
Reviewer for Publishers/Journals
Scholarly Book Chapters
Refereed Journal Articles
Refereed Conference Papers