Dr Katrina Eddles-Hirsch

BA (York University), Teacher` Certificate: Primary & Middle school (Simon Fraser University), MEd (UNSW), PhD (UOW)
Senior Lecturer, Coordinator Inclusive Education Programs

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

  • Biography

    Dr Katrina Eddles-Hirsch is a senior lecturer in the School of Education at the University of Notre Dame Australia, Sydney Campus. Dr Eddles-Hirsch has taught at university, middle school and primary school levels. She has undertaken various roles in education such as lecturer, headmistress, gifted and talented coordinator, visual arts and primary school teacher. She has taught in Australia, Canada and South Africa.

    Dr Eddles-Hirsch received her Master of Education from the University of New South Wales. Her research used a phenomenological theoretical framework to discover the benefits and disadvantages of the specialised educational setting. 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 Eddles-Hirsch’s current research focus is the social and emotional development of gifted children incorporating topics such as social context, challenging instruction and gender.

  • Teaching Areas

    • Coordinator Graduate Certificate in Education (Special Needs)
    • Unit Coordinator: Undergraduate Inclusive Education: ED3006, ED3007, ED3015 2016.
    • International scholar at University of Portland: June – August 2016
    • Master of Philosophy Students: Differentiation & the Brain: University of Portland (Jun-Aug 2016)
    • Doctorate Post Graduate: Phenomenological Research: University of Portland (Jun-Aug 2016)
  • Research Expertise and Supervision

    2017. Master of Philosophy (Education). Jonathan Coates Exploring inclusive practice among teachers of students with ASD in mainstream primary classrooms.
    2017. Master of Philosophy (Education). Jonathan Coates Exploring inclusive practice among teachers of students with ASD in mainstream primary classrooms.
    Joy Nettleton. Master of Philosophy (Education). Gifted Education

    Australasian Journal of Gifted Education- -Editorial Board Member 2013 - current
    Australian E-Journal for Catholic Schools Studies - Editorial Board Member 2013 - current
    University of Notre Dame - Ethics Committee 2013 - current
    AITSIL Accreditation Committee (Primary) 2012 - current
    Unit and Course Development Committee 2011 - current

    Thesis Examiner
    MPil: WHO WILL LEAD...Recommendations for the Identification and Further Development of Authentic Educational Leaders in Sydney's Catholic Primary Schools

    Abstract reader for:
    2010 - 11th Asia Pacific Conference on Giftedness, Sydney

  • Journal Articles and Proceedings

    • 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 (in press). Journal of University Teaching & Learning Practice.
    • 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. (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), 5-15
  • Conference Papers

    • 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. (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. (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.
    • 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. (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.
    • 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

    Designed Certificate in Education (Special Needs).

  • 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 Social and Educational Participation and Engagement Research Network (SEPERN)
    • GERRIC - Gifted Education Research Forum
    • Member of NSW Association for Gifted and Talented Children
  • Community Engagement

    • Consultation with Catholic Education Office Wollongong and Sydney
    • University of Wollongong guest speaker
    • St Charabel's College, Sydney
    • The John Berne School, Sydney
  • Awards

    • 2015. Winner of Vice Chancellor Award: PETL 2015
    • 2011 - 2014 University of Notre Dame, Dean’s Commendation for teaching performance
    • 2010-(IeR) Beth Southwell Award for thesis research
  • 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.