Associate Professor Tony Loughland
Associate Professor

Associate Professor Tony Loughland

BTeach UTS Sydney 1994

B.Ed (hons) UTS Sydney 1998

PhD UTS Sydney 2007

Arts,Design & Architecture
School of Education

Tony Loughland is an Associate Professor in the School of Education at the University of New South Wales. Tony is an experienced educator who likes to work from practice to theory and back again. His research interests lie in teacher professional learning across the continuum from graduate to lead teacher.  

Phone
9385 8390
Location
F20.127 Goodsell Building
  • Books | 2019
    Grima-Farrell C; Loughland T; Nguyen H, 2019, Theory to Practice in Teacher Education The Critical Challenge of Translation, http://dx.doi.org/10.1007/978-981-32-9910-8
    Books | 2019
    Loughland T, 2019, Teacher Adaptive Practices Extending Teacher Adaptability into Classroom Practice, Springer, https://www.springer.com/gp/book/9789811368578
  • Book Chapters | 2019
    Pei M; Loughland T; Jin W; Nguyen HTM, 2019, 'Building Teachers’ Collective Efficacy: An Insight from a Language Teacher Education Program in China', in Second Handbook of English Language Teaching, Springer International Publishing, pp. 1195 - 1211, http://dx.doi.org/10.1007/978-3-030-02899-2_61
    Book Chapters | 2019
    Pei M; Loughland T; Wei J; Nguyen H, 2019, 'Building Teachers’ Collective Efficacy: An Insight from a Language Teacher Education Program in China.', in Second Handbook of English Language Teaching, Springer, Cham, http://dx.doi.org/10.1007/978-3-319-58542-0_61-1
    Book Chapters | 2017
    Loughland T; Nguyen HTM, 2017, 'Boundary objects and brokers in professional experience: An activity theory analysis', in Educating Future Teachers: Innovative Perspectives in Professional Experience, pp. 71 - 87, http://dx.doi.org/10.1007/978-981-10-5484-6_5
    Book Chapters | 2017
    Nguyen HTM; Loughland T, 2017, 'Boundary objects and brokers in professional experience: An activity theory analysis', in Ambrosetti A; Capeness R; Kriewaldt J; Rossison D (ed.), Educating teachers: Innovative perspectives in professional experience, Springer, Singapore:, pp. 50 - 71
    Book Chapters | 2009
    Loughland T, 2009, 'Enhancing Communication with Effective Resources', in Ewing R; Lowrie T; Higgs J (ed.), Teaching and Communicating. Rethinking Professional Experiences, Oxford University Press, Melbourne
    Book Chapters | 1998
    Walker K; Loughland T, 1998, 'Is this an Instruction Manual? An Introduction to Social Theory', in Sociology of Education, Possibilities and Practices, pp. 3 - 14
  • Journal articles | 2022
    Loughland T; Ryan M, 2022, 'Beyond the measures: the antecedents of teacher collective efficacy in professional learning', Professional Development in Education, vol. 48, pp. 343 - 352, http://dx.doi.org/10.1080/19415257.2020.1711801
    Journal articles | 2021
    Loughland T; Bostwick K; Nguyen H; Durksen T, 2021, 'Looking to GROW: The absence of goal setting in post-lesson mentoring conversations on work-integrated learning placements', International Journal of Work-Integrated Learning, vol. 22, pp. 475 - 487, https://www.ijwil.org/files/IJWIL_22_4_475_487.pdf
    Journal articles | 2021
    Raffe C; Loughland T, 2021, '“We’re not data analysts”: Teachers’ perspectives on factors impacting their use of student assessment data', Issues in Educational Research, vol. 31, pp. 224 - 240, http://www.iier.org.au/iier31/raffe.pdf
    Journal articles | 2020
    Loughland T; Nguyen HTM, 2020, 'Using teacher collective efficacy as a conceptual framework for teacher professional learning – A case study', Australian Journal of Education, vol. 64, pp. 147 - 160, http://dx.doi.org/10.1177/0004944120908968
    Journal articles | 2020
    Ryan M; Loughland T, 2020, 'Preparing teachers for reflexive leadership roles in schools', Journal of Education for Teaching, vol. 46, pp. 676 - 689, http://dx.doi.org/10.1080/02607476.2020.1771172
    Journal articles | 2019
    Loughland T; Alonzo D, 2019, 'Teacher adaptive practices: A key factor in teachers' implementation of assessment for learning', Australian Journal of Teacher Education, vol. 44, pp. 18 - 30, http://dx.doi.org/10.14221/ajte.2019v44n7.2
    Journal articles | 2018
    Loughland T; Alonzo D, 2018, 'Teacher adaptive practices: Examining links with teacher self-efficacy, perceived autonomy support and teachers’ sense of adaptability', Educational Practice and Theory, vol. 40, pp. 55 - 70, http://dx.doi.org/10.7459/ept/40.2.04
    Journal articles | 2018
    Nguyen TMH; Loughland T, 2018, 'Pre-service teachers’ construction of professional identity through peer collaboration during professional experience: A case study in Australia', Teaching Education, vol. 29, pp. 81 - 97, http://dx.doi.org/10.1080/10476210.2017.1353965
    Journal articles | 2017
    Loughland T; Ellis NJ, 2017, '‘Where to next?’ Examining feedback received by teacher education students.', Issues in Educational Research,, vol. 27, pp. 86 - 98, http://www.iier.org.au/iier-inf.%20html
    Journal articles | 2016
    Loughland T; Ellis N, 2016, 'A Common Language? The Use of Teaching Standards in the Assessment of Professional Experience: Teacher Education Students’ Perceptions', Australian Journal of Teacher Education, vol. 41, pp. 56 - 69, http://dx.doi.org/10.14221/.v2016n41.4
    Journal articles | 2016
    Loughland T; Ellis NJ, 2016, 'A Common Language? The Use of Teaching Standards in the Assessment of Professional Experience: Teacher Education Students’ Perceptions', Australian Journal of Teacher Education, vol. 41, pp. 56 - 69, http://dx.doi.org/10.14221/ajte.2016v41n7.4
    Journal articles | 2016
    Loughland T; Nguyen HTM, 2016, 'Using the instructional core to implement a professional learning program for primary science teachers in Australia : Insights from implementation and outcomes', Teacher Development, vol. 20, pp. 1 - 23, http://dx.doi.org/10.1080/13664530.2016.1164748
    Journal articles | 2016
    Loughland T; Thompson G, 2016, 'The problem of simplification: think-tanks, recipes, equity and ‘Turning around low-performing schools’', Australian Educational Researcher, http://dx.doi.org/10.1007/s13384-015-0190-3
    Journal articles | 2016
    Loughland T; Vlies P, 2016, 'The Validation of a Classroom Observation Instrument Based on the Construct of Teacher Adaptive Practice', The Educational and Developmental Psychologist, vol. 33, pp. 163 - 177, http://dx.doi.org/10.1017/edp.2016.18
    Journal articles | 2016
    Loughland TF; Ellis NJ, 2016, 'The Challenges of Practitioner Research: A Comparative Study of Singapore and NSW', Australian Journal of Teacher Education, vol. 41, pp. 122 - 136, http://dx.doi.org/10.14221/ajte.2016v41n2.8
    Journal articles | 2015
    Ginns P; Loughland A; Tierney RJ; Fryer L; Amazan R; McCormick A, 2015, 'Evaluation of the Learning to Teach for Social Justice–Beliefs Scale in an Australian context', Higher Education Research & Development, vol. 34, pp. 311 - 323, http://dx.doi.org/10.1080/07294360.2014.956701
    Journal articles | 2015
    Loughland T; Kilpatrick L, 2015, 'Formative assessment in primary science', Education 3-13, vol. 43, pp. 128 - 141, http://dx.doi.org/10.1080/03004279.2013.767850
    Journal articles | 2014
    Loughland T; Sriprakash A, 2014, 'Bernstein revisited: the recontextualisation of equity in contemporary Australian school education', British Journal of Sociology of Education, vol. 37, pp. 1 - 18, http://dx.doi.org/10.1080/01425692.2014.916604
    Journal articles | 2012
    Kilpatrick L; Loughland T, 2012, 'Looking for the Interactive in IWBs: critical literacy and pedagogical interactivity in a year one classroom', Scan, vol. 31, http://scan.nsw.edu.au/
    Journal articles | 2012
    Loughland T, 2012, 'Teacher Professional Learning in Pursuit of the Common Good: A Discussion of the Role of Demonstration Schools in Teacher Education', McGill Journal of Education, vol. 47, pp. 53 - 68, http://mje.mcgill.ca/index.php/MJE/article/view/8845
    Journal articles | 2012
    Loughland T; Bowen M, 2012, 'Action research built on uncertain foundations: the internship and action-research in a graduate teaching degree', McGill Journal of Education, vol. 47, pp. 345 - 358, http://dx.doi.org/10.7202/1014863ar
    Journal articles | 2003
    Loughland T; Meyenn B, 2003, 'Information technology across the teacher education curriculum: more claims than evidence [Paper in: Transformations in Education: Innovations in Teacher Education, Horsley, Mike and Groundwater-Smith, Susan (eds.).]', Change (Sydney, NSW), vol. 6, pp. 102
    Journal articles | 2003
    Loughland T; Reid A; Walker KIM; Petocz P, 2003, 'Factors Influencing Young People's Conceptions of Environment', Environmental Education Research, vol. 9, pp. 3 - 19, http://dx.doi.org/10.1080/13504620303471
    Journal articles | 2003
    Walker K; Loughland T, 2003, 'The socio-cultural influences on environmental understandings of Australian school students: a response to Rickinson', Environmental education research, vol. 9, pp. 227 - 239
    Journal articles | 2002
    Loughland T; Reid A; Petocz P, 2002, 'Young people's conceptions of environment: A phenomenographic analysis', Environmental Education Research, vol. 8, pp. 187 - 197
    Journal articles | 2001
    Walker K; Loughland T; Brady L; Petocz P; Reid A, 2001, 'What do children think about the environment and where do their ideas come from? A study of the socio-cultural influences on environmental understandings of Australian schoolchildren', American Educational Research Association Annual Conference, Seattle, April
  • Reports | 2021
    Eacott S; Loughland T; Niesche R; Durksen T; Heffernan A; Gobby B, 2021, High-impact school leadership: case study 3
    Reports | 2021
    Eacott S; Loughland T; Niesche R; Durksen T; Heffernan A; Gobby B, 2021, High-impact school leadership: case study 4
    Reports | 2021
    Eacott S; Niesche R; Heffernan A; Loughland T; Gobby B; Durksen T, 2021, High-impact school leadership in regional, rural and remote schools, https://www.unsworks.unsw.edu.au/permalink/f/5gm2j3/unsworks_modsunsworks_75297
    Reports | 2021
    Eacott S; Niesche R; Loughland T; Durksen T; Heffernan A; Gobby B, 2021, High-impact school leadership: case study 1
    Reports | 2021
    Eacott S; Niesche R; Loughland T; Durksen T; Heffernan A; Gobby B, 2021, High-impact school leadership: case study 2
    Reports | 2021
    Loughland T, 2021, Examining the Role of the School Professional Experience Coordinator in the NSW Department of Education’s Professional Experience Hub School Program
    Reports | 2020
    Eacott S; Raffe C; Niesche R; Loughland T; Durksen T; Heffernan A; Gobby B, 2020, Attracting and retaining high impact school leaders and educators in regional, rural and remote schools. Report 1: Barriers and Challenges, 1
    Reports | 2020
    Eacott S; Raffe C; Niesche R; Loughland T; Durksen T; Heffernan A; Gobby B, 2020, Attracting and retaining high impact school leaders and educators in regional, rural and remote schools. Report 3: Non-monetary Incentives, 3
    Reports | 2020
    Eacott S; Raffe C; Niesche R; Loughland T; Durksen T; Heffernan A; Gobby B, 2020, Attracting and retaining high-impact school leaders and educators in regional, rural and remote schools. Report 2: High-Impact Leadership, 2
    Reports | 2019
    Loughland T, 2019, Supervising teachers’ application of the graduate teaching standards to the assessment of professional experience

  • Erasmus Teaching Fellowship Award Feb 2019
  • UNSW Arc Postgraduate Research Supervision Award Nov 2018

  •  Chair of NSW Council of Deans of Education mentoring working party responsible for project management of the development, production and curation of assessment resources for the supervision of teacher education students across NSW. The budget for the project was 276K. The project will feature in an upcoming AITSL showcase video of best practice in cooperation between ITE providers in NSW.

  • The successful NSWCDE website project has segued into a 109K proposal examining the role of the school professional experience coordinator in the quality assurance of professional experience in teacher education across hub schools

  • Inaugural member of the Big Schools Network. The Big School Network (BSN) is a professional learning alliance of primary schools with very large enrolments in excess of 1000 students. It was established in 2018. The network reached out to the School of Education at UNSW to jointly develop a professional learning program for emerging leaders in these big primary schools. This professional learning program was evaluated by an associated research study conducted by Professor Mary Ryan from Macquarie University and myself. The Big Schools Network also has regular meetings for principals where university partners such as UNSW are invited to share and contribute knowledge where applicable. The BSN provides an ideal environment for educational collaboration in research and innovative practices in leadership and pedagogy.
  • Member of ATEA national executive
  • Worked with the UNSW Gonski Institute of Education in 2019 delivering two professional learning presentations and the development of a research proposal on school staffing in collaboration with Tracy Durksen
  • Led the School of Education Hub-Schools partnership program through the development and delivery of mentoring courses, the successful implementation of the INSTEP program and managed the empowering of our school-based colleagues in the professional experience component of our ITE programs