Dr Karen Peel

Dr Karen Peel
NameDr Karen Peel
Email Addresskaren.peel@unisq.edu.au
Job TitleSenior Lecturer (Curriculum and Pedagogy)
QualificationsDipT BrisbaneCAE, BEd BrisbaneCAE, MEd USQ, PhD USQ
DepartmentSchool of Education
ORCIDhttps://orcid.org/0000-0003-1626-9525
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Biography

Dr Karen Peel is a Senior Lecturer of Initial Teacher Education in the School of Education at the University of Southern Queensland, Australia. She has extensive experience in curriculum design and implementation of practices for effective teaching and learning. Her research interest lies in self-regulated learning, classrooms cultures that support positive behaviour and contemporary issues in education that impact outcomes for students and educators.

Employment

PositionOrganisationFromTo
Senoir LecturerUniversitiu of Southern Queensland2011

Expertise

Classroom behaviour management

Curriculum and pedagogy

Self-regulated learning/Self-regulation

Distance education schooling

Remote education tutors

Teacher resilience

Teaching

Classroom behaviour management

Fields of Research

  • 390102. Curriculum and pedagogy theory and development
  • 399999. Other education not elsewhere classified

Professional Membership

Professional MembershipYear
SPERA (Society for the Provision of Education in Rural Australia)
DipT
BrisbaneCAE
1983
BEd
BrisbaneCAE
1988
MEd
USQ
2010
PhD
USQ
2017

Current Supervisions

Research TitleSupervisor TypeLevel of StudyCommenced
Investigating School and Teacher Influences on how the Humanities and Social Sciences (HASS) Curriculum is Implemented in Queensland Primary SchoolsAssociate SupervisorDoctoral2023

Completed Supervisions

Research TitleSupervisor TypeLevel of StudyCompleted
Teacher Aides in inclusive, supportive classrooms: - Towards changes in Policies and ProceduresAssociate SupervisorDoctoral2023
Teacher decision making: The fulcrum of a productive teaching and learning environmentAssociate SupervisorDoctoral2021

Analysing teachers’ figurative language to shed new light on teacher resilience

Peel, K.L., Kelly, N., Danaher, P.A., Harreveld, B and Mulligan, D.. 2023. "Analysing teachers’ figurative language to shed new light on teacher resilience." Teaching and Teacher Education. 130. https://doi.org/10.1016/j.tate.2023.104175

Occupational (In)visibility: The emerging role of the Remote Education Tutor as an educational conduit

Peel, Karen, McLennan, Brad, Danaher, Patrick and Burnett, Elizabeth. 2023. "Occupational (In)visibility: The emerging role of the Remote Education Tutor as an educational conduit." The Australian Educational Researcher. 50 (5), p. 1599–1628. https://doi.org/10.1007/s13384-022-00576-7

Australian Remote Education Tutors and Universities: Proposed Innovative Partnerships for Credentialling Adult Supervisors of School Students Enrolled in Distance Education

McLennan, Brad, Peel, Karen, Burnett, Elizabeth and Danaher, Patrick. 2022. "Australian Remote Education Tutors and Universities: Proposed Innovative Partnerships for Credentialling Adult Supervisors of School Students Enrolled in Distance Education." Australian and International Journal of Rural Education. 32 (1), pp. 52-69. https://doi.org/10.47381/aijre.v32i1.314

The emerging role of the Remote Education Tutor from Occupational (In)visibility

Peel, Karen. 2022. "The emerging role of the Remote Education Tutor from Occupational (In)visibility." European Association for Practitioner Research on Improving Learning 2022 (EAPRIL 2022): From formal education to continuous learning. Nijmegen, The Netherlands  23 - 25 Nov 2022

Behaviour management: self-regulated learning and wellbeing

Peel, Karen. 2019. "Behaviour management: self-regulated learning and wellbeing." Teacher.

Teacher decision-making in the classroom: the influence of cognitive load and teacher affect

McCarty, Caroline, Redmond, Petrea and Peel, Karen. 2021. "Teacher decision-making in the classroom: the influence of cognitive load and teacher affect." Journal of Education for Teaching. 47 (4), pp. 548-561. https://doi.org/10.1080/02607476.2021.1902748

Self-regulated learning: capabilities for learning and life

Peel, Karen. 2021. "Self-regulated learning: capabilities for learning and life." Teacher.

Professional dialogue in researcher-teacher collaborations: exploring practices for effective student learning

Peel, Karen L.. 2021. "Professional dialogue in researcher-teacher collaborations: exploring practices for effective student learning." Journal of Education for Teaching. 47 (2), pp. 201-219. https://doi.org/10.1080/02607476.2020.1855061

A beginner’s guide to applied educational research using thematic analysis

Peel, Karen L.. 2020. "A beginner’s guide to applied educational research using thematic analysis." Practical Assessment Research and Evaluation. 25 (1). https://doi.org/10.7275/ryr5-k983

Everyday classroom teaching practices for self-regulated learning

Peel, Karen L.. 2020. "Everyday classroom teaching practices for self-regulated learning." Issues in Educational Research. 30 (1), pp. 260-282.

Classroom behavior management in middle level education: a self-regulatory approach to empower teachers and adolescent learners

Peel, Karen. L.. 2020. "Classroom behavior management in middle level education: a self-regulatory approach to empower teachers and adolescent learners." Virtue, David C. (ed.) International handbook of middle level education theory, research, and policy. New York, United States. Routledge. pp. 179-193

Researcher-Teacher Collaboration for Professional Development: Exploring Practices for Effective Learning

Peel, Karen. 2019. "Researcher-Teacher Collaboration for Professional Development: Exploring Practices for Effective Learning." 2019 European Conference on Educational Research: Education in an Era of Risk – the Role of Educational Research for the Future (ECER 2019). Hamburg, Germany 03 - 06 Sep 2019 Germany.

The fundamentals for self-regulated learning: a framework to guide analysis and reflection

Peel, Karen. 2019. "The fundamentals for self-regulated learning: a framework to guide analysis and reflection." Educational Practice and Theory. 41 (1), pp. 23-49. https://doi.org/10.7459/ept/41.1.03

Learning to teach in England and the United States: the evolution of policy and practice

Peel, Karen. 2019. "Learning to teach in England and the United States: the evolution of policy and practice." Curriculum Journal. 30 (4), pp. 504-506. https://doi.org/10.1080/09585176.2019.1658610

History, geography, economics and civics

McLennan, Brad and Peel, Karen. 2019. "History, geography, economics and civics." Pendergast, Donna and Main, Katherine (ed.) Teaching primary years: rethinking curriculum, pedagogy and assessment. Crows Nest, NSW, Australia. Allen & Unwin. pp. 219-243

Promoting pro-social behaviour

Peel, Karen and McLennan, Brad. 2019. "Promoting pro-social behaviour." Pendergast, Donna and Main, Katherine (ed.) Teaching primary years: rethinking curriculum, pedagogy and assessment. Crows Nest, NSW, Australia. Allen & Unwin. pp. 372-399

A little gratitude goes a long way in the teaching profession [Blog post]

Peel, Karen. 2018. "A little gratitude goes a long way in the teaching profession [Blog post]." Education HQ Australia.

Exploring teachers' everyday practices for empowering self-regulated learners: A practice-based pedagogical model

Peel, Karen. 2018. "Exploring teachers' everyday practices for empowering self-regulated learners: A practice-based pedagogical model ." British Educational Research Association Annual Conference 2018 (BERA 2018). Newcastle, Australia 09 - 12 Sep 2018 Australia.

‘Zero tolerance’ is the wrong approach to classroom behaviour management [Blog post]

Peel, Karen. 2017. "‘Zero tolerance’ is the wrong approach to classroom behaviour management [Blog post]." EduResearch Matters: A Voice for Australian Education Researchers. 13 June 2017, pp. 1-8.

Teaching for self-regulated learning: why aim for behavioural compliance when we can inspire learning?

Peel, Karen. 2018. "Teaching for self-regulated learning: why aim for behavioural compliance when we can inspire learning?" The International Journal of Pedagogy and Curriculum. 25 (1), pp. 15-36. https://doi.org/10.18848/2327-7963/CGP/v25i01/15-36

Pedagogy beyond compliance: teachers providing opportunities for students to self-regulate their learning in the primary-secondary transition years of schooling

Peel, Karen L.. 2017. Pedagogy beyond compliance: teachers providing opportunities for students to self-regulate their learning in the primary-secondary transition years of schooling. PhD Thesis Doctor of Philosophy. University of Southern Queensland. https://doi.org/10.26192/5c07446305a91

Can you share some tricks? Pedagogical impacts that go beyond seeking behavioural compliance

Peel, Karen L.. 2016. "Can you share some tricks? Pedagogical impacts that go beyond seeking behavioural compliance." 2016 Australian Teacher Education Association Conference (2016 ATEA). Ballarat, Australia 03 - 06 Jul 2016

The more that they read the more things they will know: becoming word conscious

Peel, Karen L.. 2016. "The more that they read the more things they will know: becoming word conscious." Literacy Learning: The Middle Years. 24 (2), pp. 34-42.

Investigating inquiry pedagogy: cracking the code of learning

McLennan, Brad and Peel, Karen. 2015. "Investigating inquiry pedagogy: cracking the code of learning." Larkin, Kevin, Kawka, Marta, Noble, Karen, van Rensburg, Henriette, Brodie, Lyn and Danaher, Patrick Alan (ed.) Empowering educators: proven principles and successful strategies. Hasmpshire, United Kingdom. Palgrave Macmillan. pp. 15-31

The fundamentals of a potentiating learning milieu: expanding capacity for student internalisation and self-regulated learning

McLennan, Brad and Peel, Karen. 2012. "The fundamentals of a potentiating learning milieu: expanding capacity for student internalisation and self-regulated learning." Danaher, Patrick Alan, De George-Walker, Linda, Henderson, Robyn, Matthews, Karl J., Midgley, Warren, Noble, Karen, Tyler, Mark A. and Arden, Catherine H. (ed.) Constructing capacities: building capabilities through learning and engagement. Newcastle upon Tyne, United Kingdom. Cambridge Scholars Publishing. pp. 84-106

Evaluating our research team's first three years to identify broader strategies for effective and sustainable capacity constructions

Tyler, Mark A., Turner, Michelle, Peel, Karen, Oliver, Mark E., Noble, Karen, Midgley, Warren, McLennan, Brad, McIlveen, Peter, Matthews, Karl J., Jones, Janice Kathleen, Henderson, Robyn, Fogarty, Roderick J., De George-Walker, Linda, Davies, Andrew, Danaher, Patrick Alan, Baguley, Margaret and Arden, Catherine H.. 2012. "Evaluating our research team's first three years to identify broader strategies for effective and sustainable capacity constructions." Danaher, Patrick Alan, De George-Walker, Linda, Robyn, Henderson, Matthews, Karl J., Midgley, Warren, Noble, Karen, Tyler, Mark A. and Arden, Catherine H. (ed.) Constructing capacities: building capabilities through learning and engagement. Newcastle upon Tyne, United Kingdom. Cambridge Scholars Publishing. pp. 256-275

Analysing approaches to constructing capacities

Arden, Catherine H., Baguley, Margaret, Danaher, Patrick Alan, Davies, Andrew, De George-Walker, Linda, Fogarty, Roderick J., Henderson, Robyn, Matthews, Karl J., Jones, Janice, McIlveen, Peter, McLennan, Brad, Midgley, Warren, Noble, Karen, Oliver, Mark E., Peel, Karen, Turner, Michelle and Tyler, Mark A.. 2012. "Analysing approaches to constructing capacities." Danaher, Patrick Alan, De George-Walker, Linda, Henderson, Robyn, Matthews, Karl J., Midgley, Warren, Noble, Karen, Tyler, Mark A. and Arden, Catherine H. (ed.) Constructing capacities: building capabilities through learning and engagement. Newcastle upon Tyne, United Kingdom. Cambridge Scholars Publishing. pp. 4-30

Inspire to connect a learning desire

McLennan, Brad and Peel, Karen. 2011. "Inspire to connect a learning desire." Abawi, Lindy, Conway, Joan M. and Henderson, Robyn (ed.) Creating connections in teaching and learning. Charlotte, NC. United States. Information Age Publishing. pp. 33-45

Exposing the social scientist

Peel, Karen and McLennan, Brad. 2010. "Exposing the social scientist." Philp, Karren and Kanganas, Alec (ed.) 2010 AATE/ALEA National Conference: aWAy With Words: Exploring the Ambiguities in Literacy and English Education. Perth, Western Australia 04 - 07 Jul 2010 Adelaide, Australia.

Motivational pedagogy: locking in the learning

McLennan, Brad and Peel, Karen. 2008. "Motivational pedagogy: locking in the learning." The Australian Educational Leader. 30 (1), pp. 22-27.

Learning at a distance: Recognising remote tutoring as a career

McLennan, Brad, Peel, Karen L., Danaher, Patrick A. and Burnett, Elizabeth. 2024. "Learning at a distance: Recognising remote tutoring as a career." Distance Education. https://doi.org/10.1080/01587919.2024.2338718

Australian teachers’ causal attributions along a motivational continuum in supporting their resilience

Peel, Karen, Kelly, Nick and Danaher, Patrick A.. 2024. "Australian teachers’ causal attributions along a motivational continuum in supporting their resilience." Issues in Educational Research. 34 (1), pp. 163-182.

Navigating burnout: a study of teacher identity in Chile, Ecuador, Brazil, Spain and Australia

Rojas, Jorge Chávez, Barril, Juan Pablo, Jiménez, Tatiana López, Clara, Marc, Ramos, Fabiano Silvestre, Peel, Karen and Justiniano, Bernardita. 2024. "Navigating burnout: a study of teacher identity in Chile, Ecuador, Brazil, Spain and Australia." Pedagogy Culture and Society. https://doi.org/10.1080/14681366.2024.2302314

Beyond the romanticism of the fictional governess: Transforming the work identity of the Remote Education Tutor

Peel, Karen and McLennan, Brad. 2023. "Beyond the romanticism of the fictional governess: Transforming the work identity of the Remote Education Tutor." AARE 2023: Australian Association of Research in Education Annual Conference. Melbourne, Australia 26 - 30 Nov 2023 Australia.

Distance education tutors don’t need any formal qualifications – We should make this role a career

Peel, Karen and McLennan, Brad. 2023. "Distance education tutors don’t need any formal qualifications – We should make this role a career ." The Conversation.