Associate Professor Sean Kearney

PhD, MEd, DipEd, BA (Hons)
Associate Professor

Email: sean.kearney@nd.edu.au
Phone: (02) 8204 4436

  • Biography

    Associate Professor Sean Kearney lectures in educational psychology and general pedagogical methods. Sean started his career in teaching in New York City before immigrating to Australia where he taught high school English and History. Sean’s PhD research centred on beginning teacher induction programs in the independent education sector and the nature of professional socialisation to induct beginning teachers into the workforce. His current research focus is on assessment reform in higher education and the impact of international service learning immersion programs on students’ cross-cultural competence. He has published peer reviewed journal articles in both of these areas and has presented at national and international conferences. Sean has been involved in international service learning programs for eight years, has received six grants for those programs, a Vice Chancellor’s Award and an Office of Learning and Teaching Citation (Team) for his work in Kenya. Sean was awarded a 'New Voice' Scholarship by the Australian Council for Educational Leadership in 2015, recognising his research as being forward thinking, relevant and responsive to education.  He was also awarded a Vice Chancellor’s Award for the creation and dissemination of the ASPAL Model of assessment.  Sean is the International and Founding Director of the Dayamani Foundation, an ACNC charity that has built the Dayamani Academy in India to help educate underprivileged Dalit children in Tenali, Andhra Pradesh.

  • Teaching Areas

    Learning and Development
    Educational Psychology
    General Pedagogy
    Education Leadership

  • Research Expertise and Supervision

    Service Learning
    International immersions
    Educational Leadership / Principalship
    Induction / Mentoring
    Case Studies
    Phenomenography

  • Books

    Kearney, S. (2013). New scheme teacher induction: Challenges and opportunities. Saarbrucken, Germany: Scholar’s Press.

  • Book Chapters

    • Kearney, S., & Maakrun, J. (in press).  Building cultural competence in initial teacher education through international service-learning.  In F. Dervin & R. Maloney (Eds.) Intercultural competences and teacher education. Taylor and Francis.
    • Kearney, S., & Maakrun, J. (2018).  Where is the ‘service’ in service-learning?  Critiquing international programmes as a means of increasing the global-mindedness of teacher education students. In T. Hall, T. Grey, G. Downey, & M. Singh. (Eds.).  The globalisation of higher education – Developing internationalised education research and practice.  Sydney: Palgrave Macmillan.
    • Buchanan, J., Major, J., Harbon, L., & Kearney, S. (2017).  Preparing teachers through international experience: A collaborative critical analysis of four Australian programs in C. Reid and J. Major, J. (Eds.). Global teaching: southern perspectives on working with diversity (pp. 167-188). New York: Palgrave Macmillan.
    • Kearney, S., & Athota, V.S. (2017). International immersions experiences in higher education: Who benefits?  In S. Hou (ed.) Service-Learning: Perspectives, Goals, & Outcomes.  Hauppauge, New York: Nova Publishers. ISBN 978-1-53610-903-0.  Retrieved from:  https://www.novapublishers.com/catalog/product_info.php?products_id=61048
    • Kearney, S. (2016). Self and Peer Assessment as a means of enhancing the student learning experience: A unique and practical model.  In D. Bowen (ed.) Student Learning: Assessment, Perceptions and Strategies.  Hauppauge, New York: Nova Publishers. ISBN 978-1-63485-130-5.  Retrieved from: https://www.novapublishers.com/catalog/product_info.php?products_id=58295
  • Journal Articles and Proceedings

    • Kearney, S. (2019).  The challenges of beginning teacher induction: A collective case study.  Teaching Education.  DOI: 10.1080/10476210.2019.1679109
    • Kearney, S., Athota, V.S., & Bee, S. (2018). International service learning in higher education: Contradictions of purpose. Journal of Global Education and Research, 2(1), 100-111.  https://scholarcommons.usf.edu/jger/vol2/iss1/
    • Kennedy-Clark, S., Kearney, S., & Galstaum, V. (2017).  Using a collaborative assessment design to support student learning.  Education Sciences, 7(4), 1-14. DOI:10.3390/educsci7040080 http://www.mdpi.com/2227-7102/7/4/80/pdf
    • Kearney, S. (2017). Beginning teacher induction:  A best practice case study.  Issues in Educational Research 27(4), 784-802. http://www.iier.org.au/iier27/kearney.pdf
    • Kearney, S. (2016). What happens when induction goes wrong: Case studies from the field. Cogent Education, 3(1), 1-9. http://www.tandfonline.com/doi/full/10.1080/2331186X.2016.1160525
    • Athota, V.S., & Treloar, S., & Kearney, S. (2016). Learning styles prediction of charitableness via emotional management. Jindal Journal of Business Research 4(1&2), 1-10. DOI: 10.1177/2278682116655663
    • Kearney, S., Perkins, T., & Kennedy-Clark, S. (2016). Using self and peer-assessment for summative purposes: Analyzing the relative validity of the AASL (Authentic Assessment for Sustainable Learning) Model. Assessment and Evaluation in Higher Education, 41(6), 840-853.
    • Advance online publication (2015). doi: 10.1080/02602938.2015.1039484
    • Athota, V.S., Kearney, S., & Cocodia, E. (2015). How self-transcendence via individualised moral foundations predicts emotional and social enhancement. Journal of Beliefs & Values, 36(3), 297-307.
    • Kearney, S. (2015). Reconceptualizing beginning teacher induction as organizational socialization: A situated learning model. Cogent Education, 1(2), 1-20.http://www.tandfonline.com/doi/full/10.1080/2331186X.2015.1028713#.VSxuBJOUeI
    • Kearney, S., & Perkins, T. (2014). Engaging students through assessment: The success and limitations of the ASPAL (Authentic Self and Peer Assessment for Learning) model. Journal of University Teaching & Learning Practice 11(3). http://ro.uow.edu.au/jutlp/vol11/iss3/2
    • Kearney, S., Perkins, T., & Maakrun, J. (2014). A transformative experience: A short-term cross-cultural service-learning immersion to Kenya. Issues in Educational Research, 24(2), 229-237. http://www.iier.org.au/iier24/Kearney.html
    • Kearney, S. (2014). Teacher attrition, retention and mobility: Where does Australia stand? Education & Society, 32(2), 5-24
    • Kearney, S. (2014). Understanding beginning teacher induction: A contextualised examination of best practice. Cogent Education, 1(1), 1-15. doi: 10.1080/2331186X.2014.967477
    • Kearney, S. (2013). Improving engagement: the use of ‘Authentic self-and peer-assessment for learning’ to enhance the student learning experience. Assessment and Evaluation in Higher Education, 38(7), 875-891.
  • Conference Papers

    • Carrol K., Hanham, J., Skillen, M., Tanti, M., Cotton, W., & Kearney, S. (2019, Dec). Exploring the Impact of the Australian Graduate Teaching Standards on Secondary Pre-service Teachers’ self-efficacy in NSW.   Paper presented at the Australian Association for Research in Education (AARE), Brisbane, QLD.
    • Kearney, S. & Maakrun, J. (2019, Nov). The Power and Reach of Global Service-Learning.  Presented at the Service-Learning Summit Australia (SLA), Gold Coast, QLD.
    • Kearney, S. (2019, July). International Service-Learning: An examination of practice?  Paper presented at the European Conference on Education (ECE2019), London.
    • Kearney, S. (2018, May). Initial teacher education: Who should we select and how?  Invited presenter at Implementing the Teacher Education Reforms Confernece, Sydney, NSW.
    • Kearney, S. (2017, Dec).  International immersion programs.  Presentation at the Australian Catholic Youth Festival, Sydney, NSW.
    • Kearney, S., & Perkins, T. (2017, June). Changing the rules: Using self and peer assessment for summative evaluation. Paper presented at the Assessment in Higher Education Conference. Manchester, UK.
    • Kearney, S., & Maakrun, J. (2016, June). Initial teacher education and intercultural competence: Critiquing international programs as a means of increasing the global-mindedness of teacher education students. Paper presented at the Global Perspectives Symposium. Sydney, NSW.
    • Major, J. Buchanan, J., Harbon, L, & Kearney, S. (2016, August). Global teaching: Southern perspectives on working with diversity. Paper presented at the ECER Conference, Dublin.
    • Kennedy, Clark, S., Kearney, S., Eddles-Hirsch, K., De La Hoz, R., Galstaun, V., & Wheller, P. (2015, Dec). Measuring creativity in collaborative design projects in pre-service teacher education. Proceedings of the Australasian Society for Computers in Learning and Tertiary Education. Perth, WA.
    • Kearney, S. (2015, May). Understanding beginning teacher induction: A contextualized examination of best practice. Keynote presentation at the Securing Our Future: Induction and Mentoring Conference. Sydney, NSW.
    • Kearney, S. (2014, December). International service learning in higher education: Building community partnerships for reciprocal benefits. Paper presented at the International Conference on Economics, Education and Humanities (ICEEH'14). Bali, Indonesia.
    • Kearney, S. (2014, October). Quality education: What we do: Who we are. Invited panelist, Quality Teaching Capacity: Initial Teacher Education and the Practicum; Mentoring and Support for Quality Teaching. Independent Education Union National Conference. Sydney, NSW.
    • Kearney, S., & Perkins T. (2012, April). Implementing authentic self and peer assessment for learning (ASPAL) in schools. Invited presenter, Australasian Curriculum, Assessment and Certification Authorities (ACACA) Conference: Building a New Culture of Teaching and Learning through Assessment. Brisbane, QLD.
    • Kearney, S., & Perkins, T. (2011, October). Improving engagement: The use of ‘Authentic Self and Peer Assessment for Learning’ to enhance the student learning experience. Paper presented at the Academic and Business Research Institute Conference, Las Vegas, Nevada.
    • Kearney, S. (2011, January). The importance of induction programmes for beginning teachers in independent Catholic secondary schools in New South Wales. Proceedings of the 9th Annual Hawaii International Conference on Education 2011. ISSN#:1541-5880
    • Kearney, S., & Perkins T. (2011, January). Developing students' capacity for innovation, creativity and critical thinking through contemporary forms of assessment. Proceedings of the 9th Annual Hawaii International Conference on Education 2011. ISSN#:1541-5880
    • Kearney, S. (2010, November). Understanding the need for induction programmes for beginning teachers in independent Catholic secondary schools in New South Wales, Paper presented at the Faculty of Education and IERI HDR Conference Wollongong, NSW.
    • Kearney, S., & Perkins T. (2010, November). Developing students’ capacity for innovation, creativity and critical thinking through contemporary forms of assessment: A case study in progress. Paper presented at ATN Assessment Conference. Sydney, NSW.
    • Kearney, S., & Perkins T. (2010, November). Authentic self and peer assessment for Learning (ASPAL) – a model for re-engaging students in the assessment for learning process. Paper presented at NSW Institute for Educational Research Conference. Sydney, NSW.
  • In the Media

    • Attard, C. (2015, August). Beginning teachers in need of more support. Australian Teacher Magazine, 11(7), pp.54. Retrieved from http://student.educationhq.com/magazines/teacher/
    • Osborne, S. (2015, June). Registration and Induction, not the same. Independent Education, 2(45), pp. 2.
    • Kyne, Theresa. (2015, May). ‘New voice’ in education highlights importance of support for new teachers [University of Notre Dame Media Release] Retrieved from http://www.nd.edu.au/news/media-releases/2015/051
    • Guilfoyle, H. (2014, February). Notre Dame education students make a difference in India [University of Notre Dame Media Release] Retrieved from http://www.nd.edu.au/news/media-releases/2014/283
    • Catholic Weekly (Ed.). (2014, March). Students and staff on a passage to India: Education opportunity for underprivileged children. Catholic Weekly, online.
    • Fenech, E. (2012, April). Social justice trip evolves into permanent charity [University of Notre Dame Media Release] Retrieved from
      http://researchonline.nd.edu.au/media_release/811
    • Fenech, E. (2011, November). Notre Dame students help give Kenyan children the gift of education [University of Notre Dame Media Release] Retrieved from http://researchonline.nd.edu.au/media_release/365
  • Professional Affiliations

    • Executive member New South Wales Institute for Educational Research
    • Member: NADLATE
    • Member cADRE
    • Member ACEL
  • Community Engagement

    Founding and International Director - Dayamani Foundation
    http://www.dayamaniacademy.org/

  • Awards

    2016
    Vice Chancellor's Award for Initiatives that Enhance Student Learning
    2015 
    Australian Council for Educational Leaders 'New Voice" in Educational Leadership Scholarship Award: Research & Scholarship
    2014 
    Office of Learning and Teaching Citation for Outstanding Contributions to Student Learning
    2013
    Vice Chancellor's Award for Initiatives that Enhance Student Learning