Dr Gregory Hine

Senior Lecturer
Doctor of Philosophy (University of Notre Dame Australia), Master of Arts in Leadership and Administration (University of Notre Dame, USA), Master of Arts in Education (University of Notre Dame, USA), Bachelor of Arts in Education (University of Notre Dame Australia)

Email: gregory.hine@nd.edu.au
Phone: 9433 0152

  • Biography

    Gregory Hine's teaching career spans 21 years. He has taught in Australia and the United States predominantly in the areas of mathematics, science, and religious education, to middle and high school students. For seven years Greg taught at Seton Catholic College, Samson – holding the pastoral position of House Coordinator for five years. Additionally, Greg has worked as an academic consultant for Academic Associates (Perth) and Pearson Education (Melbourne). He has written and published texts for Senior Secondary School Mathematics courses in Western Australia, and more recently for the Australian Curriculum. Greg perennially marks WACE examination papers in Mathematics for the School Curriculum and Standards Authority.

    In 2011 Greg was appointed to an academic position in the School of Education. As a Senior Lecturer, he trains pre-service secondary teachers in mathematical content and pedagogy, which align well with his areas of scholarly interest. Greg also teaches a Master of Education course on applied educational research. He is currently conducting research within two Australian universities to provide better support for pre-service secondary mathematics teachers. Greg was the lead author for Teaching Secondary Mathematics – a pedagogically-based text for pre-service, secondary Mathematics teachers in Australia, which was released by Cambridge University Press in July 2016.

    Links:

  • Teaching areas

    At an undergraduate level, Greg’s teaching expertise is within secondary mathematics education, where he teaches classes in mathematical content knowledge and mathematical pedagogical knowledge. At a postgraduate level, Greg taught an applied educational action research course in the School of Education for 10 years, before commencing teaching an applied educational research methods course in 2019.

    Undergraduate courses taught

    • EDUC5237: Planning and Pedagogy
    • ED2425/ED4425: Psychological Principles of Classroom Management
    • ED1120: Introduction to Teaching and the Curriculum Framework
    • ED4133: Professional and Legal Responsibilities of the Teacher
    • ED4146: Preparation and Internship for the Transition
    • ED4238: Understanding and Managing Adolescents
    • ED4226: Secondary Religious Education Methods
    • EDUC0004/EDUC0104: Secondary Teaching Method (Mathematics)
    • EDUC2315: Mathematics Learning for Early Adolescents
    • MATH2100: Calculus and Applied Mathematics
    • MATH1030: Principles of Mathematics
    • MATH2000: Advanced Algebra and Geometry
    • MATH3030: Discrete Mathematics
    • MATH3040: Advanced Calculus
    • MATH1300: Mathematics Foundations
    • EDUC6002: Educational Research (2019 - present)
    • EDUC6765: Action Research in Education (2009 - 2018)
    • ED6113: Action Research in Tertiary Education (2013)
    • ED6112: Models of Curriculum Design and Evaluation

    Postgraduate courses taught

    In 2020 Greg will teach four Senior Secondary Mathematics short courses for the Department of Education WA’s LEAP program.

  • Research expertise and supervision

    Greg’s research expertise and supervision extends to topics within secondary mathematics education, adolescent leadership development, and educational action research. His most recent research projects have explored mathematics education from the perspective of senior secondary students (attitudes and behaviours regarding course enrolment) and pre-service teachers (noticing student thinking; mathematical content knowledge; mathematical pedagogical knowledge).

  • Research grants

    • Thai, T., Hine, G., Bellen, L., & Glynn, R. (2019). Exploring primary teacher education students’ self-perceptions of readiness to teach primary mathematics ($3 000). University of Notre Dame Australia: Learning and Teaching Office.
  • Current higher degree by research students

    • Terri Burton (PhD). Women’s experiences of eating disorders in pregnancy: A phenomenological study. Co-Supervisor Dr Judith Wilson.
    • Sarah Mellado (EdD). Experiences of metropolitan senior high school students, from a Protestant College, engaged in a service-learning immersion at a remote Aboriginal school and community. Co-supervisor A/Prof Shane Lavery.
  • Completed higher degree by research students

    • Deborah Black (PhD, 2019). To teach or not to teach? The experiences and self-perceptions of early career teachers in Western Australian Catholic primary schools that led them to remain in the profession.
      https://researchonline.nd.edu.au/theses/223/
    • Linda Cranley (MPhil, 2018). An investigation into the impact of high-stakes testing, through the NAPLAN assessment, on the teaching and learning of mathematics in one primary school.
      https://researchonline.nd.edu.au/theses/204/
  • Journal articles and proceedings

    • Hine, G.S.C. (2019). Proof by Contradiction: Teaching and Learning Considerations in the Secondary Mathematics Classroom. Australian Mathematics Education Journal, 1(3), 24-28.
    • Hine, G., & Thai, T. (2019). Pre-service secondary mathematics teachers’ self-perceptions of readiness to teach secondary school mathematics. Mathematics Teacher Education and Development, 21(2), 64-86.
    • Hine, G.S.C. (2019). Reasons why I didn’t enrol in a higher-level mathematics course: Exploring the voice of senior secondary students. Research in Mathematics Education. DOI: https://doi.org/10.1080/14794802.2019.159998
    • Lesseig, K., Hine, G., Na, G., & Boardman, K. (2019). Perceptions on proof and the teaching of proof: An international study across preservice secondary teachers in Australia, United States and Korea. Mathematics Education Research Journal, 31(1), 1-26. DOI: https://doi.org/10.1007/s13394-019-00260-7
    • Hine, G.S.C. (2018). Exploring declining secondary student enrolments in higher-level mathematics courses. Issues in Educational Research, 28(3), 635-654.
    • Joyce, C., Hine, G., & Anderton, R. (2017). The association between secondary mathematics and first year university performance in health science. Issues in Educational Research, 27(4), 770-783.
    • Hine, G.S.C. (2017). Student leadership program evaluations: A longitudinal case study. Leading and Managing, 23(1), 77-97.
    • Anderton, R., Joyce, C., & Hine, G. (2017). Secondary school mathematics and science matters: Academic performance for secondary students transitioning into university allied health and science courses. International Journal of Innovation in Science and Mathematics Education, 25(1), 34-47.
    • Hine, G.S.C. (2015). Exploring the self-perceptions of pre-service secondary mathematics teachers completing a Graduate Diploma of Secondary Education. Issues in Educational Research, 25(4), 480 - 500.
    • Hine, G.S.C., & Lavery, S.D. (2015). The role of the primary school principal in developing student leadership. eJournal of Catholic Education in Australasia, 2(1), 1-25.
    • Hine, G.S.C. (2015). Strengthening pre-service teachers’ mathematical content knowledge. Journal of University Teaching and Learning Practice, 12(4), 1-16.
    • Hine, G.S.C. (2014). Student leadership development: A functioning model conceptualized. Catholic Education: A Journal of Inquiry and Practice, 18(1), 79-110.
    • Hine, G.S.C., & Lavery, S.D. (2014). Action research: Informing strategic planning within schools. Issues in Educational Research, 24(2), 162-173.
    • Italiano, F., & Hine, G.S.C. (2014). Finding ways to effectively use Year 12 achievement data to inform practice in secondary schools. Australian Journal of Teacher Education, 39(5), 99-116.
    • Hine, G.S.C., & Lavery, S.D. (2013). Perceptions of high school principals on leadership programs. Catholic Education: A Journal of Inquiry and Practice, 17(1), 41-66.
    • Hine, G.S.C. (2013). The importance of action research in teacher education programs. Issues in Educational Research (Special Issue), 23(2), 151-163.
    • Hine, G.S.C. (2013). Student leadership experiences: A case study. Leading and Managing, 19(1), 32-50.
    • Hine, G.S.C. (2012). Exploring the need for improvement in a student leadership program. Journal of Catholic School Studies, 84(1), 12-22.
    • Hine, G.S.C. (2005). Are American schools facing a shortage of qualified administrators? Catholic Education: A Journal of Inquiry and Practice, 7(2), 266-277.
  • Conference papers

    • Cranley, L., Hine, G.S.C., & Robinson, C. (2019). Parental perceptions of NAPLAN results: Who is telling the truth? Paper presented at the Mathematics Association of Victoria Conference, Melbourne.
    • Lesseig, K., & Hine, G.S.C. (2019). Noticing pre-service teachers’ thinking: An international study. Paper presented at the North American Chapter of the International Group for the Psychology of Mathematics Education, Missouri.
    • Thai, T., & Hine, G.S.C. (2019). Exploring primary teacher education students’ self-perceptions of readiness to teach primary mathematics. Paper presented at the 25th Australian Conference on Science and Mathematics Education Sydney.
    • Hine, G.S.C. (2019). Declining enrolments in senior secondary mathematics courses: Staff and student perceptions. Paper presented at the 25th Australian Conference on Science and Mathematics, Sydney.
    • Lesseig, K., Hine, G., & Boardman, K. (2018). Preservice secondary mathematics teachers’ perceptions of proof in the secondary mathematics classroom. Paper presented at the north American Chapter of the Psychology for Mathematics Education Conference, South Carolina.
    • Hine, G., & Thai, T. (2018). Readiness to teach secondary mathematics: A study of pre-service mathematics teachers’ self-perceptions. Paper presented at the Mathematics Education Research Group of Australasia Conference, Auckland.
    • Hine, G.S.C. (2017). Proof by mathematical induction: Professional practice for secondary teachers. Paper presented at the Australian Association of Mathematics Teachers Biennial Conference, Canberra.
    • Hine, G.S.C. (2017). Exploring reasons why Australian senior secondary students do not enroll in higher-level mathematics courses. In A. Downton, S. Livy, & J. Hall (Eds.), 40 years on: We are still learning! Paper presented at the Mathematics Education Research Group of Australasia Conference, Melbourne.
    • Cranley, L., & Hine, G.S.C. (2016). Are there any winners in high-stakes testing? A qualitative case study exploring student, parent and teacher attitudes towards NAPLAN numeracy tests in Years 3 and 5. Paper presented at the Mathematics Association of Victoria Conference, Melbourne.
    • Hine, G.S.C. (2016). Investigating declining enrolments in secondary mathematics. Paper presented at the Mathematics Education Research Group of Australasia Conference, Adelaide.
    • Hine, G., Joyce, C., & Anderton, R. (2015). Mathematics: A good predictor for success in a health sciences degree. Paper presented at the Australian Conference on Science and Mathematics Education, Perth.
    • Hine, G.S.C. (2015). Preparing secondary mathematics teachers: A review of research. Paper presented at the Mathematics Association of Victoria Conference, Melbourne.
    • Hine, G.S.C. (2015). Improving the mathematical content knowledge of pre-service middle school teachers. Paper presented at the STEAM & Education Conference. Hawaii.
    • Hine, G.S.C. (2015). Strengthening pre-service teachers’ mathematical content knowledge. Paper presented at the Teaching & Learning Forum, Perth.
    • Hine, G.S.C., & Lavery, S.D. (2014). The importance of action research in teacher education programs: Three testimonies. Paper presented at the Teaching & Learning Forum, Perth.
    • Hine, G.S.C., & Lavery, S.D. (2013). Student leadership in Catholic schools: A matter of service! Paper presented at the Australian Catholic University Leadership Conference, Sydney.
    • Hine, G.S.C. (2013). The importance of action research in teacher education programs. Paper presented at the Teaching & Learning Forum, Perth.
  • Original creative works

    Hine, G.S.C. (2016). Investigating the development of adolescent leadership potential: A longitudinal case study. SAGE Research Methods Cases. London: SAGE Publications. DOI: http://dx.doi.org/10.4135/9781526401472

  • Community engagement

    • 2019 Year 12 student leadership training. Presentation given to Year 12 student leaders at Aranmore Catholic College, Leederville.
    • 2018 Mathematical induction; differential calculus. Presentation given to Staff and students of Butler College.
    • 2018 Exploring reasons why Western Australian senior secondary students do not enrol in higher-level mathematics courses. Presentation given to Heads of Learning Area: Mathematics at CEWA & AISWA Planning Day: Doubleview.
    • 2016 Investigating declining enrolments in secondary mathematics. Presentation given to Heads of Learning Area: Mathematics at CEWA Planning Day: Secondary Mathematics, Leederville.
    • 2015 Student leadership – Why not? Presentation given to all staff at Servite Catholic College, Tuart Hill, WA.
    • 2014 The Power of Telling Our Story. Presentation given to Youth Group of St. Joseph’s Parish, Subiaco.
    • 2012 Leadership. Keynote presentation given to all staff at Bunbury Catholic College Retreat, Bunbury.
  • Invited presentations

    • Hine, G.S.C. (2019, December). Exploring one challenge for the future of secondary mathematics education in Australia: Senior secondary enrolments. Invited lecture for the Conference of Joint Societies for Mathematics Education, Ajou University, South Korea.
    • Hine, G.S.C. (2019, July). Exploring proof in the secondary mathematics classroom. Invited workshop for Mathematics Education Research Group of Australia Annual Conference – Teacher’s Day. Bentley: Curtin University.
  • Journal Reviewer Responsibilities

    2020 Journal for Research in Mathematics Education, NCTM.
    2019 Research in Mathematics Education Australasia 2016-2019, MERGA.
    2018 – present   European Journal of Educational Research
    2018 – present Australian Senior Mathematics Journal, AAMT.
    2017 – present Mathematics Education Research Journal, MERGA.
    2017 – present Australian Mathematics Teacher, AAMT.
    2017 – present Methodological Innovations, SAGE Publications: UK.
    2016 – present Australian Mathematics Primary Classroom, AAMT.
    2016 – present Asia-Pacific Journal of Teacher Education, Taylor & Francis.
    2015 – present Issues in Educational Research. WAND: Perth.
    2015 – present International Journal of Innovation in Science and Mathematics Education. University of Sydney, New South Wales.
    2015 – present Australian Journal of Education. Thousand Oaks, California.
    2014 – present Journal of Catholic Education. Loyola Marymount University, Los Angeles, California.
    2011 – present Australian Journal of Teacher Education. Edith Cowan University, Perth.