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Claire Bartlett

Senior Lecturer, Teacher Education

Literacy education, Online learning, Indigenous pre-service teacher education


  • Name: Claire Bartlett
    Position: Senior Lecturer, Teacher Education
    Research focus: Literacy education, Online learning, Indigenous pre-service teacher education


    Email: claire.bartlett@batchelor.edu.au


    Qualifications: MEd TESOL (Deakin University), Diploma of E-Learning (Tropical North Queensland TAFE); BEd Primary (The University of Melbourne)


    Professional memberships and associations
    • Member, Australian Association for Research in Education
    • Member, American Educational Research Association
    • Member, Australian Federation of University Women, NT
    • Registered Teacher: Queensland College of Teachers
    • Registered Teacher: Teacher Registration Board of the Northern Territory
    • 2011 – 2012: Postgraduate representative, Charles Darwin University Academic Appeals Committee
    • 2011 Postgraduate representative, Charles Darwin University Academic Board
  • RESEARCH INTERESTS

    Claire Bartlett has is an early career researcher whose work has focused on the implementation of educational programs at scale; the design, facilitation and evaluation of online learning for pre-service and in-service teachers and literacy learning in Indigenous Australian contexts, using a range of qualitative research methods.

    She was the project and field research coordinator for the qualitative component of the evaluation of the implementation of Accelerated Literacy in the Northern Territory. This involved leading the design of a method for observing teaching practices in classrooms to assess the degree to which the Accelerated Literacy pedagogy had effectively transferred to practice, observation of teacher practice and data analysis. She also led the design, data collection and analyses of the focus group and survey components of the evaluation.

    Claire also conducted research to determine fidelity of program implementation and ascertain student and teacher perceptions of an online literacy program (ABRA). This was part of a larger, quasi experimental study to provide preliminary evidence of its effect on student literacy outcomes.

    AWARDS & RECOGNITION

    • 2010 – 2013: Australian Postgraduate Award Scholarship
    • 2011: Charles Darwin University/Australian Federation of University Women Postgraduate Scholarship
    • 2009: Northern Territory Research and Innovation Board Post Graduate Scholarship
    • 2009: Charles Darwin University Early Career Researcher Internal Grant
    • 1996: The University of Melbourne Dean’s Honours List for excellence in academic achievement
    • 1995: The University of Melbourne Dean’s Honours List for excellence in academic achievement

    PROFESSIONAL SERVICE

    2011 – Present Senior Lecturer Teacher Education, Batchelor Institute
    2011 – 2014 Education and Training Consultant
    • Project Manager and Course Developer: Advanced Diploma of Education (Paraprofessional education worker) qualification
    • Curriculum writer:
    • Certificate IV in Training and Education (Batchelor Institute)
    • Diploma of Education Support (Batchelor Institute in partnership with the Northern Territory Government Department of Education and Training)
    • Certificate III in Community Services Work - Women’s Safe House Worker training (Batchelor Institute in partnership with Northern Territory Government Department of Community and Families)
    • Certificate II in Reading, Writing and Spelling (Batchelor Institute)
    • Certificate I in Work Preparation (Mission Australia)
    2010 Academic Consultant Educational Design (part time), Teaching and Learning Quality Group, Charles Darwin University
    2006 – 2009 Research Fellow, School for Social and Policy Research, Charles Darwin University
    2002 – 2013 Leading Vocational Teacher, Remote Area Teacher Education Program (RATEP) and Diploma of E-Learning, Tropical North Queensland TAFE
  • CURRENT RESEARCH PROJECTS

    Understanding education reform in the Northern Territory: A case study of the scale up of Accelerated Literacy – Doctoral research
    Duration: expected completion date December 2014
    Principal Researcher: Claire Bartlett

    This interpretive, in-depth case study describes the social processes and practices as they unfolded during the mandated scale up of the Accelerated Literacy program in the Northern Territory during 2004––2009. The scale up aimed to significantly change the teaching practices of 700 teachers in 100 schools in order to accelerate the literacy outcomes of approximately 10,000 students. Data was gathered using the case study techniques of participant observation; document analysis and semi-structured interviews with 35 academics, bureaucrats and educators involved in the scale up. My ability to undertake this study was supported by the receipt of an Australian Postgraduate Scholarship (2010-2013), Northern Territory Research and Innovation Board Post Graduate Scholarship (2009) and Charles Darwin University/Australian Federation of University Women Postgraduate Scholarship (2011).

    PAST RESEARCH PROJECTS

    Evaluation of the National Accelerated Literacy Program in the Northern Territory, 2004–2008, Implementation and Outcomes
    Duration: October 2006 – December 2008
    Principal Investigators: Associate Professor Gary Robinson & Associate Professor Tess Lea
    Co-Researchers: Claire Bartlett, Dr Susan Emmett, Dr William Tyler, Dr James Cooper, Emeritus Professor Judith Rivalland, Bruce Dunn

    Funding for this evaluation was provided by NT DET within the framework of its partnership with CDU for the development, delivery and evaluation of the National Accelerated Literacy Program.

    The evaluation examined two areas of critical concern:
    1. How was the program’s implementation in schools regarded by participants and did it lead to the kinds of teaching required by the Accelerated Literacy method?
    2. What are the student learning outcomes of the program as measured by the available assessment tools?
    To answer these two questions, a mixed-methods approach was adopted. The views of teachers, coordinators and others on the implementation of AL were systematically canvassed by means of focus group interviews and a survey of all teachers and coordinators. A valid and reliable method for observing teaching practices in classrooms was developed to assess the degree to which the pedagogy had been effectively transferred to practice. Both survey questionnaire and observational protocol were designed after an extensive review of literature, examination of videos of AL practice and a series of formal consultations with AL developers, expert AL coordinators and managers.

    To answer the second question, data were provided on a range of variables relating to student assessment outcomes and characteristics of schools, teachers, students and locations and subjected to statistical analysis to ascertain rates of accelerated progress and to identify determinants of learning outcomes of students.
    Digital delivery of professional development of Accelerated Literacy Teachers
    Duration: June 2009 – December 2009
    Principal Investigators: Claire Bartlett & Donna Robbins

    Funding for this research project was provided by NT DET within the framework of its partnership with CDU for the development, delivery and evaluation of the National Accelerated Literacy Program and supplemented with a Charles Darwin University Early Career Researcher Grant.

    The Digital Delivery of Professional Development research study was a major deliverable of the extension of the National Accelerated Literacy Program (NALP) contract between the Northern Territory Department of Education and Training (DET) and Charles Darwin University (CDU). The purposes of the study were, in collaboration with the DET Accelerated Literacy (AL) team to “plan, implement and evaluate the effective delivery of AL professional learning to support AL teachers in remote settings utilising existing digital systems including NT schools e-PD professional learning portal (Share Point) and REACT (Interactive Distance Learning).”

    The key research questions that underpinned this research study were:
    1. How can professional learning be designed and facilitated to provide instructionally effective professional learning for practising Accelerated Literacy teachers in provincial, remote and very remote contexts?
    2. What instructional design and online facilitation theories and principles underpin such an approach?
    3. Can existing digital systems including NT schools e-PD professional learning portal (Share Point) and REACT be used to facilitate instructionally effective professional learning for practising Accelerated Literacy teachers in provincial, remote and very remote contexts?
    The research questions were investigated using an action research approach, underpinned by co-operative inquiry methodology. Two e-PD cycles were planned, implemented and evaluated. These e-PD cycles comprised of a blend of live (synchronous) and over time (asynchronous) professional learning. The e-PD was facilitated using Interactive Distance Learning technology and REACT software and a sub-site of the DET Share Point site called the e-PD professional learning portal. Ten teachers and 11 members of the AL team participated in REACT sessions.
    ABRACADABRA! Improving literacy through Technology (Year 2: Quasi Experimental Study)
    Duration: January 2009 – December 2009
    Principal Investigators: Associate Professor Tess Lea, Dr Jennifer R Wolgemuth
    Co-researchers: Dr Janet Helmer, Dr Susan Emmett, Dr John Ehrich and Claire Bartlett

    Funding for this pilot study was provided by the Telstra Foundation and Collier Charitable Fund and in-kind support from the Northern Territory Department of Education and Training (NT DET).

    The three year ABRA Project in the Northern Territory (NT) includes a pilot study in year 1 (2008) to establish the feasibility of using ABRA in the NT, a quasi-experimental study in year two (2009) to provide preliminary evidence of ABRA’ effect on student literacy outcomes and a randomised control trial (RCT) in year 3 (2010) to test the hypothesis that ABRA will improve student literacy significantly more than traditional instruction alone.

    The year two quasi-experimental study was conducted to determine, to the extent a quasi-experiment can, whether using ABRA causes gains in students’ literacy scores above and beyond regular instruction. Student attendance and the quality of implementation and literacy instruction were assessed to determine whether these variables impacted on students’ literacy outcomes. The teacher training and support strategy, implementation fidelity and student and teacher perceptions were also evaluated.
    Investigating flexible delivery strategies that meet the needs of RATEP Diploma of Education students – Masters research
    Duration: January 2004 – December 2005
    Principal researcher: Claire Bartlett

    This research investigated RATEP Diploma of Education (ATSI) students’ opinions, attitudes and perceptions of flexible delivery strategies. The three students who participated in this qualitative research studied the Diploma of Education (ATSI) between 2003 and 2004. Data was collected via semi-structured, open ended interviews and presented as case studies.

    REFEREED JOURNAL ARTICLES

    Helmer, J, Bartlett, C, Wolgemuth, JR, Lea, T and Emmett, S 2011, ‘Coaching (and) commitment: linking ongoing professional development, quality teaching and student outcomes’. Professional Development in Education, vol 37, pp. 197-211.
    Ehrich, J, Wolgemuth, JR, Helmer, J, Oteng, G, Lea, T, Bartlett, C, Smith, H and Emmett, S 2010, ‘Attendance, performance, and the acquisition of early literacy skills: a comparison of Indigenous and non-Indigenous school children’. Australian Journal of Learning Disabilities, vol. 15 no. 3, pp. 131-149.

    REFEREED CONFERENCE PRESENTATIONS

    Helmer, J, Bartlett, C, Wolgemuth, J, Lea, T and Emmett, S, 2010, ‘Coaching (and) commitment: linking ongoing professional development, quality teaching and student outcomes’. Paper presented at the 2010 American Educational Research Association Annual Meeting, Denver, CO.
    Helmer, J, Wogemuth, JR, Ehrich, J, Bartlett, C, Lea, T, & Smith, H, 2010, ‘Navigating the systemic hurdles in remote Australia: conducting rigorous early childhood literacy research’, Paper presented at the 2010 American Educational Research Association Annual Meeting, Denver, CO, April 2010.
    Bartlett, C, Robinson, G, Lea, T, Morrison, P, Rivalland, J, 2010, ‘Implementing the National Accelerated Literacy Program in the Northern Territory: findings of questionnaire, focus group and observation of teaching practice’, in Proceedings of the Australian Association of Research in Education Conference, National Convention Centre, Canberra, November 29-December 3.
    Tyler, W, Robinson, G, & Bartlett, C, 2010, ‘Outcomes of the National Accelerated Literacy Program in the Northern Territory: 2004 – 2007’, in Proceedings of the Australian Association of Research in Education Conference, National Convention Centre, Canberra, November 29-December 3.
    Helmer, J, Wolgemuth, J, Ehrich, J, & Bartlett, C, Lea, T & Smith, H, 2010, ‘The trials and tribulations of conducting early childhood research in remote Australia’, Proceedings of the Australian Association of Research in Education Conference, National Convention Centre, Canberra, November 29-December 3.
    Bartlett, C, 2008, ‘Facilitating online interaction using community building strategies’, Proceedings of the Emerging Technologies Conference, University of Wollongong, June 18-20, 2008.
    Bartlett, C,2006, ‘The human touch: developing an online learning community’, Proceedings of the Australian Computers in Education Conference, Cairns Convention Centre, October 2-4, 2006.
    Bartlett, C, 2006, ‘Investigating flexible delivery strategies that meet the needs of RATEP Diploma of Education (Aboriginal and Torres Strait Islander) students’, Proceedings of the Australian Association of Research in Education Conference, University of South Australia, November 26-30, 2006.
    Bartlett, C, 2005, ‘Learning together: Strategies used to deliver the RATEP Diploma of Education (Aboriginal and Torres Strait Islander) students’, Proceedings of the xviii Learning Technologies Conference, Mooloolaba, Australia. November 9-11, 2005.

    NON-REFEREED CONFERENCE PRESENTATIONS

    Bartlett, C, Robinson, G, Rivalland, J, Cooper, J, Tyler, W, Morrison, P. Dunn, B, & Lea, T, 2010, ‘Travelling the Territory to evaluate the National Accelerated Literacy Program’, Proceedings of the Australian Association of Research in Education Conference, National Convention Centre, Canberra, November 29-December 3, 2009.
    Wolgemuth, J, Ehrich, J, Lea, T, Helmer, J, Emmett, S, Smith, H & Bartlett, C, 2010, ‘ABRACADABRA: Improving literacy through computer-based instruction in regional and remote schools’, Proceedings of the Australian Association of Research in Education Conference, National Convention Centre, Canberra. November 29-December 3, 2009.
    Bartlett, C, 2007, ‘Sustaining professional improvement in NT schools’, Australian Association of Research in Education Conference, University of Notre Dame, Western Australia, November 25-29, 2007.
    Bartlett, C, 2007, ‘A tale of research design in an exceptional educational context: Evaluating the implementation of the National Accelerated Literacy Program’, Proceedings of the Australian Association of Research in Education conference, University of Notre Dame, Western Australia, November 25-29, 2007.
    Bartlett, C, 2006, ‘Online delivery strategies in the RATEP Diploma of Education (Aboriginal and Torres Strait Islander) students’, Australian Council for Private Education and Training conference, Cairns, August 24, 2006.
    Bartlett, C, 2006, ‘Learning together: blended delivery strategies and modes used to deliver the RATEP Diploma of Education (Aboriginal and Torres Strait Islander)’, TAFE English Language and Literacy Services professional development, Brisbane, June 26-27, 2006.

    RESEARCH REPORTS

    Bartlett, C & Robbins, D, 2009, Digital Delivery of Professional Development for Accelerated Literacy Teachers, Charles Darwin University, Darwin, NT.
    Robinson, G, Rivalland, J, Tyler, W, Lea, T, Bartlett, C, Morrison, P, Cooper, J, Emmett, S, & Dunn, B, 2009, The National Accelerated Literacy Program in the Northern Territory (2004 to 2008): implementation and outcomes, final evaluation report, vol. 1, Charles Darwin University, Darwin, NT.
    Robinson, G, Rivalland, J, Tyler, W, Lea, T, Bartlett, C, Morrison, P, Cooper, J, Emmett, S, & Dunn, B, 2009, The National Accelerated Literacy Program in the Northern Territory (2004 to 2008): implementation and outcomes, final evaluation report, vol 2, Charles Darwin University, Darwin, NT.
    Wolgemuth, J, Helmer, J, Emmett, S, Bottrell, C, Lea, T, Bartlett, C, Harper, H, Abrami, P, & Savage, R, 2011, ABRACADABRA! (ABRA) early childhood literacy project annual report no. 3: a randomised controlled trial of the ABRA literacy software in Northern Territory Indigenous classrooms, Charles Darwin University, Darwin, NT.
    Wolgemuth, J, Helmer, J, Emmett, S, Bottrell, C, Lea, T, Bartlett, C, Harper, H, Abrami, P, & Savage, R, 2010, ABRACADABRA! (ABRA) early childhood literacy project annual report no. 2: a quasi-experimental study of the ABRA literacy software in Northern Territory Indigenous classrooms, Charles Darwin University, Darwin, NT.
    Wolgemuth, J, Ehrich, J, Helmer, J, Emmett, S, Bartlett, C, Smith, H, Lea, T, Abrami, P, Savage, R, & Deleveaux, G, 2009, ABRACADABRA! (ABRA) early childhood literacy project annual report no. 1: a pilot study of the feasibility of the ABRA literacy software in Northern Territory Indigenous classrooms, Charles Darwin University, Darwin, NT.