Associate Heads of School

Dr Angela Fenton

BEd (Hons), University of Leeds; MEd James Cook University (JCU); PhD, JCU

Associate Head of School (Learning and Teaching) & Senior Lecturer
Albury / Wodonga
Building 763, Office 124

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.

PhD Research

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.

Research Grants/Projects

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.

RIPPLE Membership

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.

CRN Membership

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.

Teaching Experience

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).

Undergraduate 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

  • Academic Senate – Faculty elected member (current)
  • School of Education Leadership Team – Associate Head of School (current)
  • School of Education Assessment Committee - Presiding Officer and Chair/Deputy Chair (current)
  • Faculty of Arts and Education Assessment Committee- Member (previous)
  • Faculty of Education - Assistant Course Director (previous)
  • Faculty of Education Courses Committee – Member (previous)
  • School of Education – Deputy Chair Research Committee (previous)

Community Engagement

  • Invited Key Note Presenter 'Building Bridges' Early Years Conference (2017).
  • Previous conference contributor, Australian Research Alliance for Children and Youth (ARACY), Australian Association for Research in Education (AARE) and Australian Collaborative Education Network (ACEN) national conferences.
  • Conference contributor, Mobile Children's Services Association of NSW (MCSA).
  • Conference contributor, Higher Education Close Up (HECU) International Conferences.

Professional Membership/Affiliations

  • Abused Child Trust (ACT), subscriber;
  • Australian Institute of Family Studies (AIFS) – Networking Forum, member;
  • Australian Research Alliance for Children and Youth (ARACY), member;
  • Early Childhood Australia, (ECA) member;
  • Education Network Australia (EDNA), subscriber;
  • Higher Education: In-depth Research, subscriber;
  • Secretariat of National Aboriginal and Islander Child Care (SNAICC), subscriber;
  • Commonwealth of Australia, Royal Commission - Institutional Responses to Child Sexual Abuse, member.

Reviewer for Publishers/Journals

  • Cambridge University Press
  • Pearson Education
  • Oxford University Press
  • Springer Publishing
  • Cengage Learning
  • Sage Publications
  • Australasian Journal of Early Childhood
  • Australian Journal of Guidance and Counselling
  • Australian Collaborative Education Network (ACEN) National Conference papers
  • International Journal Sex Education
  • Children and Youth Services Review
  • Teaching and Teacher Education
  • Journal of Clinical Practice in Speech-Language Pathology

PhD Thesis

  • Fenton, A. (2013). A Strengths Approach to Child Protection Education (Doctoral dissertation).

Books

  • Bergin, C., Bergin, D., Walker, S., Daniel, G., Fenton, A., & Subban, P. (accepted 27/08/20). Child and Adolescent Development for Educators. 2nd Australian edition. Sydney: Cengage Learning.
  • 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.

Scholarly Book Chapters

  • MacDonald, A., Fenton, A., & Davidson, C. (2020). Young children’s mathematical learning opportunities in family shopping experiences. In O. Thiel & B. Perry (Eds.), Innovative approaches in early childhood mathematics, (Ch. 2). London: Routledge.
  • Fenton, A., (2020). Human Flourishing Versus Failure to Thrive: Higher Education and Child Protection. In P. Ashwin & J. McArthur (Eds.), Locating Social Justice in Higher Education. University of Lancaster.
  • Fenton, A., Walsh, K., & MacDonald, A. (2016). Capacity building of early career researchers through cross-institutional mentoring. In B. G. Johannessen (Ed.), Global co-mentoring networks in higher education: Politics, policies, and practices. Switzerland: Springer. ISBN: 3319275089, 9783319275086.
  • Fenton, A. (2008). Caution children crossing ahead: Child protection education with pre-service teachers using a strengths approach. In D. Bottrell & G. Meagher (Eds.), Communities and change: Selected papers (pp. 211-238). Sydney: Sydney University Press. ISBN: 1920898840, 9781920898847.

Refereed Journal Articles

  • Fenton, A., Grover, P., & Smith, D. (In Press, 2021). Teaching for the future professional partnership: The university perspective. International Journal of Teaching and Case Studies.
  • Mahony, L., & Fenton, A. (Accepted, 2021). Teachers supporting young children experiencing parental separation and divorce: A strengths approach. Journal of Divorce and Remarriage.
  • Fenton, A., Grover, P., & Papasavvas, A. (2019). Teaching for the future professional partnership: Teacher education students’ perspectives. International Journal of Teaching and Case Studies, 10(2), 187-207.
  • Walsh, K., Howard, S., Hand, K., Ey, L., Fenton, A., & Whiteford, C. (2019). What is knowns about initial teacher education for child protection? A protocol for a systematic scoping review. International Journal of Educational Methodology5(1), 19-33. doi: 10.12973/ijem.5.1.19.
  • McFarland, L., & Fenton, A. (2019). Unfogging the future: Investigating a strengths-based program to build capacity and resilience in parents with mental health issues. Article for Special Issue Parenting Interventions and the Mental Health of Children and Parents in Advances in Mental Health. doi: 10.1080/18387357.2018.1476065.
  • Davidson, C., MacDonald, A., & Fenton, A. (Accepted 02/03/2018). “These are my camera glasses”: Wearable digital video glasses for recording and examining young children’s interactions during shopping. Asia-Pacific Journal of Research in Early Childhood Education.
  • MacDonald, A., Fenton, A., & Davidson, C. (2018). Young children’s mathematical learning opportunities in family shopping experiences. European Early Childhood Education Research Journal, doi: 10.1080/1350293X.2018.1487163.
  • Fenton, A., & McFarland, L. (2018). Building early childhood educators’ capacity to apply a strengths approach to working with vulnerable families and children. New Zealand International Research in Early Childhood Education Journal, 21(2), 19-31. Retrieved from https://www.childforum.com/research/2018-issue2-nz-international-research-ece-journal/1609-working-with-vulnerable-families-children.html.
  • Fenton, A., & McFarland, L. (2018).  Tailoring case study research: A strengths approach. International Journal of Teaching and Case Studies, 9(1). doi: 10.1504/IJTCS.2018.10011126.
  • Wallis, K., Fenton, A., & Dockett, S. (2016). Focusing on strengths as children start school. What does it mean in practice? Australasian Journal of Early Childhood, 41(2), 103-111.
  • Fenton, A., MacDonald, A., & McFarland, L. (2016). A strengths approach to supporting early mathematics learning in family contexts. Australasian Journal of Early Childhood, 41(1), 45-53.
  • Bone, J., & Fenton, A. (2015). Spirituality and child protection: A strengths based approach. International Journal of Children's Spirituality, 20(2), 86-99. doi 10.1080/1364436X.2015.1030594.
  • Fenton, A., Walsh, K., Wong, S., & Cumming, T. (2015). Using strengths-based approaches in early years practice and research. International Journal of Early Childhood, 47(1), 27-52. doi:10.1007/s13158-014-0115-8.
  • Fenton, A., & Piazza, L. (2014). Supporting early childhood pre-service teachers in their work with children, and families with complex needs: A strengths approach. Journal of Early Childhood Teacher Education, 35(1)22-38. doi:10.1080/10901027.2013.874384.
  • Fenton, A. (2013). Using a strengths approach to early childhood teacher preparation in child protection using work-integrated education. Asia Pacific Journal of Cooperative Education, 14(3), 157-169.
  • Fenton, A. (2008). From strength to strength: An educational research journey using a Strengths Approach. International Journal of Pedagogies and Learning, 4(5), 90-103.

Refereed Conference Papers

  • Mahony, L., & Fenton, A. (2021). Teachers supporting young children experiencing parental separation and divorce: A strengths approach. In Australian Institute of Family, Studies Snack Sized Research Showcase [online] proceedings 18th February. Retrieved from https://aifs.paperlessevents.com.au/share/Mahony-58
  • Mahony, L., & Fenton, A. (2020). A strengths approach to supporting young children experiencing parental separation and divorce. In Early Childhood Voices Conference [online] proceedings 16th – 20th November. Retrieved from https://www.youtube.com/watch?v=mZaF6h-NuD0&list=PLRXcSAl_dA7a29Dwe62u5O3CjgIQcaVMY&index=13
  • Fenton, A. (Accepted, 2020). For the Public Good: Enhancing Professional Experience in Higher Education. In Higher Education Close Up 10 International Conference 6th – 8th July: Critical Approaches to Close-Up Higher Education Research, Lancaster University, UK, conference proceedings. [postponed Covid]. Retrieved from http://wp.lancs.ac.uk/hecu10/
  • Smith, D., Fenton, A., & Grover, P. (2019). NSW Professional Experience Hub Project (Albury); Teaching for the Future Professional Partnership Building Expertise and Innovative Practice. Paper presented at New South Wales Council of Deans of Education Conference 29-30 August.
  • MacDonald, A., Fenton, A., & Davidson, C. (2017). Numeracy in action in family shopping experiences: A view from the trolley. Paper presented at the 40th annual conference of the Mathematics Education Research Group of Australasia, Melbourne, 2-6 July.
  • Muller, M., MacDonald, A., Fenton, A., & McFarland, L. (2016). Strengths approach resource kits for supporting vulnerable children and families. Poster presented at the Early Childhood Australia conference, Darwin, 4-8 Oct
  • Fenton, A. (2016). Human flourishing versus failure to thrive: Higher Education and child protection. In Higher Education Close Up 8 International Conference 18th-20thJuly: Locating Social Justice in Close-Up Research, Lancaster University, UK, conference proceedings (No. 28, pp. 1-6).
  • Fenton, A. (2015). Changing teacher preparation for child protection: A strengths approach Poster presentation at the Australian Research Alliance for Children and Youth (ARACY) Conference, Coming together for Australia’s children, Hobart, TAS.
  • Fenton, A. (2014). Capacity building of early career researchers through cross-institutional mentoring. As part of a Symposium presentation at Australian Association for Research in Education (AARE) Conference, 2014. Queensland University of Technology, Brisbane, QLD.
  • Fenton, A. (2014). Strengths approaches to early childhood education. A paper presentation at Australian Association for Research in Education Conference, 2014. Queensland University of Technology, Brisbane, QLD.
  • Fenton, A. (2014). Teacher preparation for child protection: A strengths approach. In Higher Education Close Up 7 International Conference 21st-23rd July: Research making a difference, Lancaster University, UK, conference proceedings (No. 25, pp. 1-6). Retrieved from http://www.lancaster.ac.uk/fass/events/hecu7/papers/fenton.pdf.
  • Fenton, A.  (2012). Using a strengths approach in collaborative education. In Campbell, M. (Ed.), Collaborative education – Investing in the future: Proceedings of the 2012 Australian Collaborative Education Network (ACEN) National Conference. Geelong, October. Retrieved from ACEN website.
  • Fenton, A. (2011). Using a strengths approach in early childhood education across the ‘preservice - inservice’ boundary. A symposium paper presentation at Australian Association for Research in Education Conference, 27th November- 1st December. Hobart, TAS.
  • Fenton, A. (2010). Methodological Opportunities: A Strengths Approach. Individual paper presentation at Australian Association for Research in Education Conference, 28th November- 2nd December Melbourne, VIC.
  • Fenton, A. (2009). Strengths Based Education: Helping to Protect. Individual poster and paper presentation at the Australian Research Alliance for Children and Youth (ARACY) Conference, Transforming Australia for our children's future: Making Prevention Work, 2-4 September, Melbourne, VIC.
  • Fenton, A. (2007). Caution Children Crossing Ahead: Child Protection Education with pre- service teachers using a Strengths Approach: Findings to date. Individual paper presentation University of Sydney Conference Communities and Change, NSW.
  • Fenton, A. (2007). From strength to strength: An educational research journey using a Strengths Approach. Individual paper presentation at the University Southern Queensland: 3rd International Conference on Pedagogies and Learning, QLD.

Conference Presentations

  • Winslade, M., Fenton, A. & Grover, D. (2019). The Best of Intentions – CSU PEX Hub Partnership: James Fallon Partnership. Paper presented at the Faculty of Arts and Education Learning and Teaching Symposium 27-29 August.
  • Fenton, A., Papasavvas, A., Grover, P. & Smith, D. (2019). Teaching for the future professional partnership, building expertise and innovative practice: Research Project: A strengths-based embedded case study. Paper presented at the NSW Department of Education - Professional Experience Hub Forum: Planning for Effective Hub Partnerships 4-5 April.
  • Fenton, A. (2018). Case study and strengths approaches research. Invited seminar for the Leadership for Learning Network 10 October, University of Cambridge, Faculty of Education, UK.
  • Fenton, A. (2018). Strengths approaches to education linking to the LfL framework. Invited seminar for the Leadership for Learning Network, 8 October, University of Cambridge, Faculty of Education, UK.
  • Fenton, A. & Spalding, N. (2018). A strengths approach to child protection education in Family Day Care. Paper presented at the Family Day Care National Conference, Embracing our Strengths, Gold Coast, 6-8 September.
  • Fenton, A. (2017). Providing advocacy and connections for children and families - A Strengths Approach. A Keynote presentation at the Building Bridges Regional Early Years Conference, 2017. Wodonga, VIC.
  • Fenton, A.  (2013). Child Protection: A strengths approach. At the Mobile Children's Services Association (MCSA), Mobile Meet, 2013 Albury Entertainment Centre, NSW.
  • Fenton, A. (2013). Being in the Community: A strengths approach. A Keynote presentation at the Building Bridges a Regional Early Years Conference: The Magic of Being, 2013. Charles Sturt University, Albury, NSW.

Other Publications

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