Associate Heads of School

Dr Graham Daniel

Dip. Teach (General Primary) MCAE; B Ed (Primary) Southern Cross University; M Ed. Hons) (First Class Honours), Murdoch University; PhD (University of Western Sydney); Grad Cert in University Leadership and Management (Charles Sturt University)

Associate Head of School (Staffing and Development) & Senior Lecturer in Educational Psychology

Dr Graham Daniel is Senior Lecturer in Educational Psychology in the School of Teacher Education He has a background in Primary teaching, school leadership, and as a school consultant. Graham’s research interests include family-school engagement and children’s schooling experience with a focus on inclusion and the early years of schooling.

Graham’s research interests include family-school engagement and children’s schooling experience with a focus on inclusion and the early years of schooling. Graham’s research also includes an interest in preservice initial teacher education.  Graham is currently involved in research on family school partnerships analysing national longitudinal data, investigating the practice of repeating (retaining) students in the early years of schooling, and in a project on preservice teacher preparation with local primary and secondary schools.

Graham teaches in undergraduate and postgraduate courses in the areas of Educational Psychology, Child Development and Educational Research. Graham also supervises students in Honours, Masters and PhD programs.

  • Member of the Australian Association for Educational Research (AARE)
  • Member of the Australian Teacher Education Association (ATEA)
  • Member of the International Society for the Study of Behavioural Development (ISSBD)
  • Member of the Australian Research Alliance for Children and Youth (ARACY)

Scholarly Books

  • Bergin, C., Bergin, D., Walker, S., Daniel, G.R., Fenton, A. & Subban, P. (2018). Child and adolescent development for teachers. Melbourne: Cengage.

Scholarly Book Chapters

  • Daniel, G. R., Wang, C., Murray, E., & Harrison, L. J. (2017). School choice and parent involvement among Australian children starting school. In S. Dockett, W. Griebel, and B. Perry (Eds.), Families and the Transition to School. London: Springer.

  • Daniel, G., & McLeod, S. (2011). “I can’t say words much”: Listening to school-aged children’s experiences of speech impairment. In S. Roulstone & S. McLeod (Eds.), Listening to children and young people with speech, language and communication needs. London: J&R Press.

Refereed Journal Articles

  • Daniel, G. R., & McLeod, S. (2017). Children with Speech Sound Disorders at School: Challenges for Children, Parents and Teachers. Australian Journal of Teacher Education, 42(2), 81-101.
  • Daniel, G. R., & Wang, C. (2017). Inclusion and the practice of repeating Kindergarten in Australia. Australian Journal of Learning Difficulties, 22(1), 57-69.
  • Daniel, G. R., Wang, C., & Berthelsen, D. (2016). Early school-based parent involvement, students’ self-regulated learning and academic achievement among Australian primary school children: A longitudinal study. Early Childhood Research Quarterly, 36, 168-177. (2015 Impact Factor 1.730 Scimago Rank Q1).
  • Daniel, G. R. (2016). Parents’ experiences of teacher outreach in the early years of schooling. Asia Pacific Journal of Education, 36(4), 559-569.
  • DOI: 10.1080/02188791.2015.1005051
  • (2015 Impact Factor 0.531 Ranked 182/219 Scimago Rank Q2).
  • Daniel, G. R. (2015). Patterns of parent involvement: A longitudinal analysis of family-school partnerships in the early years of school in Australia. Australasian Journal of Early Childhood, 40(1), 119-128. (2014 Impact Factor 0.308 Scimago Rank Q3).
  • Auhl, G., & Daniel, G. R. (2014).Preparing pre-service teachers for the profession: Creating spaces for transformative practice. Journal of Education for Teaching, 40(4), 377-390.
  • (2014 Impact Factor 0.634 Ranking: 119/219 Scimago Rank Q1).
  • Wong, S. M., Murray, E., Rivalland, C., Monk, H., Piazza-McFarland, L., & Daniel, G. R. (2014). Relationships matter: Some benefits, challenges and tensions associated with forming a collaborative educational researcher group. The Australian Educational Researcher, 41(3), 243–259.
  • (2014 Impact Factor 0.216Scimago Rank Q2).
  • Daniel, G. R., Auhl, G., & Hastings, W. (2013). Collaborative feedback and reflection for professional growth: Preparing first-year pre-service teachers for participation in the community of practice. Asia-Pacific Journal of Teacher Education, 41(2), 159-172.
  • (2014 Impact Factor .717 Scimago Rank Q1).
  • McLeod, S., Daniel, G., & Barr, J. (2013). “When he’s around his brothers ... he’s not so quiet”: The private and public worlds of school-aged children with speech sound disorder. Journal of Communication Disorders, 46(1), 70-83.
  • (2014 Impact Factor: 1.449Scimago Rank Q2).
  • Daniel, G. (2011). Family-school partnerships: Towards sustainable pedagogical practice. Asia-Pacific Journal of Teacher Education, 39(2), 165-176.
  • (2014 Impact Factor .717 Scimago Rank Q1).
  • Barr, J., McLeod, S., & Daniel, G. (2008). Siblings of children with communication impairments: Cavalry on the hill. Language, Speech, and Hearing Services in Schools, 39(1), 21-32. (2014 Impact Factor 1.435 Scimago Rank Q2).

Refereed Conference Papers

  • Daniel, G., & McLeod, S. (2006). Listening to the voice of children with communication impairment. In G. Whiteford (Ed.), Proceedings of the Qualitative Research as Interpretive Practice Conference 2005, Voice, Identity & Reflexivity (pp. 187-200). Charles Sturt University: Albury.
  • McLeod, S., Daniel, G., & Barr, J. (2006). Using children’s drawings to listen to how children feel about their speech. In C. Heine & L. Brown (Eds.), Proceedings of the 2006 Speech Pathology Australia National Conference. Speech Pathology Australia: Melbourne.
  • Daniel, G. R. (2005). Parent involvement in children's education: Implications of a new parent involvement framework for teacher education in Australia. Proceedings of the Australian Teacher Education Association Conference 2005, Teacher education: Local and global (pp. 141-148). Surfers Paradise: Griffith University.
  • Daniel, G. R. (2004). What about justice? School Councils, equity and social justice. Refereed proceedings of Education Research Conference: 11-12 October 2003. Parramatta: University of Western Sydney.

Invited Presentations

  • Daniel, G. R. & McLeod, S. (2012, June). Listening to children with speech and language impairment: Implications for teachers of young children. Paper presented at the University of the West of England, Speech & Language Therapy Research Unit, Special Seminar: Listening to Children & Young People with Speech, Language & Communication Needs, University of the West of England, Bristol.

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