Dr Katrina Eddles-Hirsch

Doctor of Philosophy (University of Wollongong, Wollongong, Australia), Special commendation and IeR Award Master of Education( University of New South Wales, Sydney, Australia) High Distinction for Master's Research Teacher's Certificate: Primary and Middle School (Simon Fraser University, Vancouver, Canada), Bachelor of Arts Degree - Major English (University of York, Toronto, Canada)
Senior Lecturer

Email: Katrina.Eddles-Hirsch@nd.edu.au
Phone: (02) 8204 4130

  • Biography

    Dr Katrina Eddles-Hirsch holds a Vice Chancellor`s (PETLS) Award for her teaching and is consistently awarded high scores in her teaching performance evaluations by her students. Dr Eddles-Hirsch has taught internationally as an International Scholar at the University of Portland. She has been invited as a guest speaker to share her research domestically, as well as internationally at the University of Iowa, University of St Thomas, the College of William and Mary in the United States, as well as the University of Descartes in France and University of Portugal in Lisbon.

    Mensa Australia awarded Dr Katrina Eddles-Hirsch the Richard John`s Research Grant to undertake research in Gifted Education. She has published her research in both international and peer reviewed journals. Dr Eddles-Hirsch received her PhD from the University of Wollongong and received the 2010 Beth Southwell Research Award for outstanding doctoral research. Her PhD explored the type of social contexts schools need to create in order to ensure optimal education of their gifted and talented population.

    Dr Katrina Eddles-Hirsch is the Coordinator of the Graduate Certificate of Special Needs program (Sydney campus) and also the 3rd year undergraduate advisor.

  • Teaching Areas

    Dr Katrina Eddles-Hirsch has been awarded the Vice Chancellor (PETLS) Award for her teaching. She has also had experience as an International Scholar University of Portland where she taught post graduate courses in inclusive education and research. At the University of Notre Dame Dr Eddles-Hirsch is Coordinator of the Graduate Certificate of Special Needs (Sydney campus). She coordinates and delivers inclusive education courses at both the undergraduate and post graduate level.

    Undergraduate courses taught

    • EDUC3028 Special Needs – Catering for Students with Special Needs - Coordinator and lecturer

    Postgraduate courses taught

    Graduate Certificate

    • EDUC6890: Children of High Ability: Gifted and Talented: - Coordinator and lecturer.
    • EDUC6660: Adaptive Education for the Inclusive: -Coordinator and lecturer.
    • EDUC6240: Educating Children with Special Needs: - Course Author, coordinator and lecturer.
    • EDUC6005: Inclusion: Theory to Practice: - Coordinator and lecturerasters of Teaching
    • EDUC6030: Independent Inclusive Education Research Project - Coordinator and lecturer.
    • EDUC6015: Inclusive Education - Coordinator and lecturer

    Masters of Teaching

    • EDUC6030: Independent Inclusive Education Research Project - Coordinator and lecturer.
    • EDUC6015: Inclusive Education - Coordinator and lecturer

  • Research Expertise and Supervision

    Dr Eddles-Hirsch’s knowledge and research has been recognized by Mensa Australia as she was awarded the Richard Johns Research Grant to carry out research on the role of social context in the talent development process. Research carried out by Dr Katrina Eddles-Hirsch has been published both internationally as well as domestically. Dr Katrina Eddles-Hirsch has been an invited to present her research at both conferences as well as a guest speaker domestically and internationally.
    Research students

    In Progress

    • 2019. PhD: What Factors Contribute Towards Emotional Stability and Improve Learning Outcomes for Secondary School Students with Attention Deficit: In progress
    • 2019. MPhil: Reaching New Height: Assessing Achievement and Engagement in Gifted and Talented students: In progress

    Completed

    • 2017 MPhil Johnathan Coates: Exploring inclusive practice among teachers of student with Autism Spectrum Disorder in mainstream primary classrooms.

    Current research projects

    • 2020: Title: An exploratory study investigating the impact of a differentiated framework of instruction on generalist pre-service primary education teachers perceived confidence to teach science education. Dr Katrina Eddles Hirsh; Tryon Francis and Dr Alison Casey
      This exploratory Action Research study examines the effectiveness of differentiated instruction as an intervention to promote the self-efficacy levels of 140 3rd year generalist pre-service teachers.

    Conference Presentation

    • Francis, T., Eddles-Hirsch, K., & Casey, A. (2018, June). An Exploratory Study Investigating the Impact of a Differentiated Framework of Instruction on Generalist Pre-service Primary Education Teachers Perceived Confidence to Teach Science Education. Paper presented at the 2018 Hawaii University International Conferences on STEM/STEAM and Education.

    Completed research projects

    • Richard Johns Grant: The Role of Social Context in the Talent Development Process in Higher Education: Mensa Australia Inc Research Project
      • Peer Reviewed Journal Article
        • Eddles-Hirsch, K.T. (2019). The Role of Social Context in the Talent Development Process at the Tertiary Level. Australasian Journal for the Education of the Gifted.28, (2).17-28.
      • Conference Presentations
        • Eddles-Hirsch, K.T. (2018). The Lived Experience of Talented Students at the Tertiary Level. 9th Annual STEM/STEAM Conference. University of Hawaii, Honolulu.Eddles-Hirsch, K.T. (2017). The Role of Social Context in the Talent Development Process. Paper presented at the 12th International Conference in Excellence in Education. Paris, France.
        • Eddles-Hirsch, K.T. (2017). The Role of social context in the process of managing talent from K-12. Invited speaker at the Special Educational Needs Summit, Sydney.
        • Eddles-Hirsch, K.T. (2016). Exceptional learners achieving excellence within the tertiary framework. Paper presented at the Australian Association for Research in Education Conference. MCG, Melbourne Vic.
        • Eddles-Hirsch, K.T. (2016). Paper presented at the AAEGT National Gifted Conference. University of New South Wales, Sydney.
    • RIS Grant
      • Peer Reviewed Journal Article
        • Eddles-Hirsch, Kennedy-Clark & Francis (2019) Developing creativity through authentic programming in the inclusive classroom, Education 3-13.
        • Eddles-Hirsch, K.T. (2017). An exploratory study investigating the impact of a differentiated framework of instruction on generalist teachers perceived confidence to teach visual arts. Journal of University Teaching & Learning Practice, 14 (2).
      • Conference Papers
        • Eddles-Hirsch, K.T. (2015). The effect of a differentiated model of instruction on the confidence levels of pre-service teachers to teach visual arts at the primary school level. Paper presented at the Australian Association for Research in Education Conference. University of Notre Dame, Fremantle, WA.
        • Eddles-Hirsch, K.T. (2015). Differentiated models of learning and assessment in Australian pre-service teacher education: Current practice and future directions Gifted Futures Forum for Talent Enhancement. University of New South Wales, Sydney.
    • Pre-service teachers’ knowledge on inclusive strategies through action research
      • Peer Reviewed Journal Article
        • Kennedy-Clark, S., Eddles-Hirsch, K., Francis, T., Cummins, G., Feratino, L., Tichelaar, M., & Ruz, L. (2018). Developing Pre-Service Teacher Professional Capabilities through Action Research. Australian Journal of Teacher Education, 43(9), 39-58.
    • PhD Research Project: The Role of Social Context at the Primary School Level 
      • Peer Reviewed Journals
        • Eddles-Hirsch, K.T., Rogers, K., Vialle, W., & McCormick, J. (2012). Insiders or Outsiders: The role of Social Context in the Peer Relations of Gifted Students. Roeper Review, 34, (1), 53-62. (ERA ID 20585)
        • Eddles-Hirsch, K.T., Rogers, K., Vialle, W., & McCormick, J. (2010). “Just Challenge Those High-Ability Learners and They'll Be All Right!” The Impact of Social Context and Challenging Instruction on the Affective Development of High-Ability Student. The Journal of Advanced Academics, 22, (1), p.102-168.
      • Conference Presentations
        • Eddles-Hirsch, K.T. (2017). OC Classes and Selective Schools: enriching gifted education or a TER/ATAR production line? Panel Member at the Special Educational Needs Summit, Sydney.
        • Eddles-Hirsch, K.T. (2017). The role of social context in the process of managing talent from K-12. Invited speaker at the Special Educational Needs Summit, Sydney.
        • Eddles-Hirsch, K.T. (2014). Girly Girls, Tomboys, Jocks and Nerds: Gifted girls and boys experience of the specialised school environment. Paper presented at the 11th International Conference in Excellence in Education. University Descartes, Paris, France.

    Research grants

    • Richard John`s Research Grant Mensa Inc: Role of social context in the talent development process at the university level.
    • 2014- University of Notre Dame Research Incentive Scheme
    • 2012 - University of Notre Dame Research Incentive Scheme (RIS) Grant: Development of a checklist to help with the identification of the gifted/learning disabled student in the regular classroom

  • Journal Articles and Proceedings

    • Francis, T., Kennedy-Clark, S., Eddles-Hirsch, K., & a ’Beckett, C. (2020). Developing a shared understanding of a sense of community in large classes. Global Research in Higher Education, 3 (1), 25-34.
    • Eddles-Hirsch, Kennedy-Clark & Francis (2019) Developing creativity through authentic programming in the inclusive classroom, Education 3-13.
    • Eddles-Hirsch, K.T. (2019). The Role of Social Context in the Talent Development Process at the Tertiary Level. Australasian Journal for the Education of the Gifted, 28, (2).17-28.
    • Kennedy-Clark, S., Eddles-Hirsch K.T., et al (2018). Developing Pre-Service Teacher Professional Capabilities through Action Research. Australian Journal of Teacher Education,43, (9), p.39-58.
    • Eddles-Hirsch, K.T. (2017). An exploratory study investigating the impact of a differentiated framework of instruction on generalist teachers perceived confidence to teach visual arts. Journal of University Teaching & Learning Practice, (14), 2.
    • Eddles-Hirsch, K.T. (2015). Phenomenology and Educational Research. International Journal of Advanced Research, 3, (8), 251-260.
    • Handal, B., Novak, A., Watson, K., Maher, M., MacNish, J., & Eddles-Hirsch, K.T. (2014). Numeracy education through mobile apps. Australian Journal of Middle Schooling, 14, (1), 28-37.
    • Eddles-Hirsch, K.T. (2013). Girly Girls, Tomboys, Athletes and Nerds: A phenomenological study of social context in the specialised school environment. Scottish Journal of Arts, Social Sciences and Scientific Studies, 17, (1), 88-101.
    • Eddles-Hirsch, K.T., Rogers, K., Vialle, W., & McCormick, J. (2012). Insiders or Outsiders: The role of Social Context in the Peer Relations of Gifted Students. Roeper Review, 34, (1), 53 62.
    • Eddles-Hirsch, K.T., Rogers, K., Vialle, W., & McCormick, J. (2010). There is challenge and there is CHALLENGE! The Impact of Challenging Instruction on the Social and emotional Development of High Ability Students. The Journal of Advanced Academics, 22, (1), p.102-168.
    • Eddles-Hirsch, K.T. (2006). If only they would listen: The life of academically advanced elementary students. Australasian Journal of Gifted Education, 15, (1), 5-1

  • Conference Papers

    • Eddles-Hirsch, K.T. (2018). The Lived Experience of Talented Students at the Tertiary Level. 9th Annual STEM/STEAM Conference. University of Hawaii, Honolulu.
    • Eddles-Hirsch, K.T. (2017). The role of Social Context in the Talent Development Process. Paper presented at the 12th International Conference in Excellence in Education. University of Lisbon, Portugal.
    • Eddles-Hirsch, K.T. (2016). Exceptional learners achieving excellence within the tertiary framework. Paper presented at the Australian Association for Research in Education Conference. MCG, Melbourne Vic.
    • Eddles-Hirsch, K.T. (2016). Paper presented at the AAEGT National Gifted Conference. University of New South Wales, Sydney.
    • Kennedy-Clarke, S., Eddles-Hirsch, K.T., Wheeler, P. (2015). Measuring creativity in collaborative design projects in pre-service teacher education. Ascilite 2015: Australasian Society for Computers in Learning and Tertiary Education, Perth: Australasian Society for Computers in Learning in Tertiary Education.
    • Eddles-Hirsch, K.T. (2015). The effect of a differentiated model of instruction on the confidence levels of pre-service teachers to teach visual arts at the primary school level.  Paper presented at the Australian Association for Research in Education Conference. University of Notre Dame, Fremantle, WA.
    • Eddles-Hirsch, K.T. (2015). Differentiated models of learning and assessment in Australian pre-service teacher education: Current practice and future directions Gifted Futures Forum for Talent Enhancement. University of New South Wales, Sydney.
    • Eddles-Hirsch, K.T. (2014). Girly Girls, Tomboys, Jocks and Nerds: Gifted girls and boys experience of the specialised school environment. Paper presented at the 11th International Conference in Excellence in Education. University Descartes, Paris, France.
    • Eddles-Hirsch, K.T. (2013). A Phenomenological Study of the Advanced Learners in
      Educational Settings Suited to their Academic Needs. Guest speaker at the Centre for Gifted Education College of William & Mary, Williamsburg, Virginia, USA.
    • Eddles-Hirsch, K.T. (2008). A phenomenological study of advanced learners placed in educational settings suited to their academic needs. A paper presented at the Annual Australian Gifted Conference, Hobart, Australia.
    • Eddles-Hirsch, K.T. (2006). If only they would listen. The lifeworld of academically advanced elementary students. A paper presented at the Annual Institute for Educational Research Postgraduate Conference, University of Sydney.

  • Original Creative Works

    AARE Blog presentation (2014) Girly Girls, Tomboys, Jocks and Nerds: Gifted girls and boys experience of the specialised school environment.

  • In the Media

    AARE Blog presentation (2014) Girly Girls, Tomboys, Jocks and Nerds: Gifted girls and boys experience of the specialised school environment.

  • Professional Affiliations

    • The Australasian Journal of Gifted Education Editorial Board Member 2015 - current
    • Australian E-Journal for Catholic Schools Studies - Editorial Board Member 2013 - current
    • GERRIC - Gifted Education Research Forum 2011 – current
    • School of Education Research Committee (Sydney Campus) 2013-to present

  • Community Engagement

    Community Engagement 

    • The Australasian Journal of Gifted Education Editorial Board Member 2015 – current
    • The Social and Educational Participation and Engagement Research Network (SEPERN) 2015-current
    • Australian E-Journal for Catholic Schools Studies - Editorial Board Member 2013 – current
    • GERRIC - Gifted Education Research Forum 2011 - current

    Consultancies

    • St Charabel's College, Sydney: How to differentiate instruction for the inclusive classroom.
    • Lane Cove Public School, Sydney: How to create an equitable gifted program in the primary school

    Invited presentations

    • Eddles-Hirsch, K.T. (2017). The Role of social context in the process of managing talent from K-12. Invited speaker at the Special Educational Needs Summit, Sydney.
    • Eddles-Hirsch, K.T. (2017). Elitism' and 'Favouritism' – the dirty-words of educating the gifted & talented. PANEL Leader at the Special Educational Needs Summit, Sydney.
    • Eddles-Hirsch, K.T. (2017). OC Classes and Selective Schools: enriching gifted education or a TER/ATAR production line? Panel Member at the Special Educational Needs Summit, Sydney.
    • Eddles-Hirsch, K.T. (2013). The role of Social Context in the talent development process. Guest speaker at the Belin Blank Centre International Centre for Gifted Education, University of Iowa, Iowa City.
    • Eddles-Hirsch, K.T. (2013). Guest speaker at the University of St Thomas, St Paul, Minnesota.
    • Eddles-Hirsch, K.T. (2013). The Role of Social Context in the Talent Development Process. Guest speaker Engage/Challenge/Achieve at the University of Wollongong, Wollongong, NSW.

  • Awards

    • 2017: Mensa Richard John`s Research Grant
    • 2017 International Scholar University of Portland
    • 2016 Vice Chancellor (PETLS) Award for teaching
    • 2010 - (IeR) Beth Southwell Award for thesis research Year, title of award

  • Other

    • Richard Jones Research Grant 2016
    • 2016. University of Notre Dame Research Incentive Scheme (RIS) Grant: Exceptional learners achieving excellence within the tertiary framework.
    • 2012. University of Notre Dame Research Incentive Scheme (RIS) Grant: Development of a checklist to help with the identification of the gifted/learning disabled student in the regular classroom.