Professor Sean Kearney

PhD, MEd (Inclusive Ed), MEd (Ed Leadership), Grad Cert Ed (Special Needs), DipEd, BA (Hons)
Professor

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

  • Biography

    Professor Sean Kearney lectures in educational leadership, learning sciences and general pedagogical methods. He is the former President and current Vice President of the NSW Institute for Educational Research and the International and Co-Founding Director of the Dayamani Foundation, an ACNC charity that has built a residential school in India to help educate underprivileged Dalit children in Tenali, Andhra Pradesh.  

    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 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. Sean has been involved in developing and running international service-learning programs since 2010.

    He has received numerous awards for his work, including, three Vice Chancellor’s Awards for initiatives that enhance student learning; two Australian Awards for University Teaching Citations for Outstanding Contribution to Student Learning; a 'New Voice' in Educational Leadership Research Scholarship by the Australian Council for Educational Leaders; and an Outstanding Community Service Award for Education by the government of Andhra Pradesh, India, for his work there.

  • Teaching Areas

    • Education Leadership
    • Learning Sciences
    • General Pedagogy

  • 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. (2022). Beginning Teacher Induction in Australia: Current policy trends and future challenges. In J. Wang (Ed.) Teacher Induction Policy in Global Contexts: Intentions, Implementations, and Influences. Information Age Publishing. Kearney, S., & Maakrun, J. (2020).  Building cultural competence in initial teacher education through international service-learning.  In F.
    • Dervin, R. Maloney, & A. Simpson (Eds.) Intercultural competence in the work of teachers: Confronting ideologies and practices. Routledge. https://doi.org/10.4324/9780429401022
    • 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.  Palgrave Macmillan.  DOI: 10.1007/978-3-319-74579-4_25
    • 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). Palgrave Macmillan. DOI: 10.4324/9780429401022-10
    • Kearney, S., & Athota, V.S. (2017). International immersions experiences in higher education: Who benefits?  In S. Hou (ed.) Service-Learning: Perspectives, Goals, & Outcomes.  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.  Nova Publishers. ISBN 978-1-63485-130-5.  Retrieved from: https://novapublishers.com/shop/student-learning-assessment-perceptions-and-strategies/

  • Journal Articles and Proceedings

    • Kearney, S.P. (2023). Teacher induction in Australia: Historical context and current challenges. Paper submitted to Issues in Educational Research
    • Etuka, J.M., Kearney, S.P., & Athota, V.S.. (2021). How can Emotional Intelligence (EI) and Neuro-Linguistic Programming (NLP) help leaders manage through COVID-19? Knowledge Management Research & Practice, 19(4), 475-483. https://doi.org/10.1080/14778238.2020.1860667
    • Maakrun, J. & Kearney, S.P. (2020). An intercultural immersion: Personal, professional and cultural expectations of student participants. International Journal of Research on Service-Learning and Community Engagement, 8(1). https://doi.org/10.37333/001c.18721
    • Kearney, S.P. & Maakrun, J. (2020).   Let’s get engaged: The nexus between digital technologies, engagement and learning. Education Sciences, 10(12), 357. https://doi.org/10.3390/educsci10120357
    • Kearney, S. (2019).  Transforming the first year experience through self and peer assessment.  Journal of University Teaching & Learning Practice, 16(5). 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.  DOI: 10.5038/2577-509X.2.1.1015 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. https://doi.org/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. https://doi.org/10.1080/13617672.2015.1095519
    • 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. (2014). Teacher attrition, retention and mobility: Where does Australia stand? Education & Society, 32(2), 5-24. https://doi.org/10.7459/es/32.2.02
    • Kearney, S. (2014). Understanding beginning teacher induction: A contextualised examination of best practice. Cogent Education, 1(1), 1-15. https://doi.org/10.1080/2331186X.2014.967477
    • 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. (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. https://doi.org/10.1080/02602938.2012.751963

  • Conference Papers

    • Carrol K., Hanham, J., Skillen, M., Tanti, M., Cotton, W., & Kearney, S. (2022, Dec). Understanding self-efficacy impacts on teaching: A review of how self-efficacy is linked to the Australian Graduate Teaching Standards. Paper Accepted to the Australian Association for Research in Education (AARE), Adelaide, SA.
    • Etuka, J.M., Athota, V.S.., & Kearney, S.P. (2020, Sept). Does Emotional Intelligence (EI) and Neuro-Linguistic Programming (NLP) influence transformational leadership ability? Proceedings of the International Forum on Knowledge and Asset Dynamics (IFKAD), Matera, Italy
    • 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, December).  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, Honolulu.  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, Honolulu.  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 Australian Technology Network 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 the learning process. Paper presented at NSW Institute for Educational Research Conference, Sydney, NSW.

  • In the Media

    • O’Shea, P. (Interviewer). (2021). The Versatilist with Sean Kearney [Audio Podcast]. The Versatilist. https://www.podomatic.com/podcasts/versatilist/episodes/2021-02-21T20_06_42-08_00
    • Attard, C. (2015, August). Beginning teachers in need of more support.  Australian Teacher Magazine, 11(7), pp.54.
    • 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]
    • Guilfoyle, H. (2014, February).  Notre Dame education students make a difference in India [University of Notre Dame Media Release]
    • 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

    • Former President NSW Institute for Educational Research, Current Vice President NSW Institute for Educational Research www.nswier.org

  • Community Engagement

  • Awards

    • 2020 Australian Awards for University Teaching - Citation for Outstanding Contribution to Student Learning
    • 2019 Outstanding Community Service Award for Education – Government of Andhra Pradesh, India, presented by A. Sivukumar MLA
    • 2018 Finalist: Australian Financial Review Higher Education Awards – International Education category [Team]
    • 2017 Finalist: Australian Financial Review Higher Education Awards – International Education category [Team]
    • 2016 Vice Chancellor’s Award for Initiatives that Enhance Student Learning [Team]
    • 2015 Australian Council of Educational Leaders ‘New Voice’ in Educational Leadership Award: Research and Scholarship
    • 2014 Office of Learning and Teaching, Australian Awards for University Teaching - Citation for Outstanding Contribution to Student Learning [Team]
    • 2013 Vice Chancellor’s Award for Initiatives that Enhance Student Learning [Team]
    • 2007 New South Wales Teacher’s Guild Certificate of Excellence in Teaching
    • 1998-99 Navy Achievement Medal, Armed Forces Expeditionary Medal, North Atlantic Treaty Organization Medal, USMC
    • 1997 Certificate of Commendation, USMC