Professor Robyn Gillies

Professor

School of Education
Faculty of Humanities and Social Sciences
r.gillies@uq.edu.au
+61 7 336 56541

Overview

Professor Robyn Gillies' major research interests are in the learning sciences, classroom discourses, small group processes, classroom instruction, and student behaviour. Professor Robyn Gillies has worked extensively in both primary and secondary schools to embed STEM education initiatives into the science curriculum. This includes helping teachers to embed inquiry skills into the science curricula so they capture students’ interests, provide opportunities for them to explore possible solutions to problems, explain phenomena, elaborate on potential outcomes, and evaluate findings. In short, through these investigations, students learn how to engage critically and constructively with others’ ideas, challenge and rebut proposals, and discuss alternative propositions. In so doing, they learn to talk and reason effectively together. These STEM education initiatives have been funded by research grants and contracts from the Australian Research Council, the Department of Education and Training (DET), the Queensland Museum Network (QMN), and the Office of Learning and Teaching (OLT). Professor Gillies is a Chief Investigator on the Science of Learning Research Centre (SLRC) where she has been instrumental in implementing two recent science-based research projects in primary and secondary schools to help teachers embed inquiry-science pedagogy into their science curricula. Her recommendations on how teachers can translate research into practice have been widely profiled in the international literature and on the website of the Smithsonian Science Education Center in Washington, DC.

Research Interests

  • Learning sciences
    Learning and teaching
  • Classroom discourses
    Teacher and student classroom discourses
  • Cooperative learning
  • Classroom instruction
    Pedagogical practices in the classroom
  • Educational psychology
  • Guidance, Counselling and Careers
  • Classroom behaviour

Qualifications

  • Bachelor of Educational Studies, The University of Queensland
  • Master of Educational Studies, The University of Queensland
  • Bachelor of Science (Honours), University of Southern Queensland
  • Doctor of Philosophy, The University of Queensland

Publications

View all Publications

Publications

Book

Book Chapter

  • Gillies, Robyn M. (2015). Academic talk in the classroom: developments in research. In The Routledge international handbook of social psychology of the classroom (pp. 142-152) Abingdon, United Kingdom: Taylor and Francis. doi:10.4324/9781315716923.ch13

  • Gillies, Robyn M. (2015). Academic talk in the collaborative classroom. In Gillies, Robyn M. (Ed.), Collaborative Learning: Developments in Research and Practice (pp. 141-156) New York, United States: Nova Science Publishers.

  • Gillies, Robyn M. (2015). Developments in collaborative learning. In Robyn M. Gillies (Ed.), Collaborative Learning: Developments in Research and Practice (pp. 1-15) New York, United States: Nova Science Publishers.

  • Gillies, Robyn M. (2015). Education reform: Learning from past experience and overseas success. In Gabriele Bammer (Ed.), Change! :Combining analytic approaches with street wisdom (pp. 193-204) Acton, ACT Australia: ANU Press.

  • Pagliano, Paul and Gillies, Robyn Margaret (2015). Inclusive practices. In Adrian Ashman (Ed.), Education for Inclusion and Diversity 5th ed. (pp. 131-159) Melbourne, VIC, Australia: Pearson Australia.

  • Gillies, Robyn Margaret (2015). Small-Group Work: Developments in Research. In Edmund T. Emmer and Edward J. Sabornie (Ed.), Handbook of Classroom Management 2nd ed. (pp. 261-279) New York, NY United States: Routledge.

  • Gillies, Robyn M. (2015). Teacher dialogue that supports collaborative learning in the classroom. In Lauren B. Resnick, Christa S. C. Asterhan and Sherice N. Clarke (Ed.), Socializing intelligence through academic talk and dialoguee (pp. 335-345) Washington DC, United States: American Educational Research Association (AERA).

  • Gillies, Robyn M. (2014). The teacher's role in promoting dialogic talk in the collaborative classroom. In Stephen Rutherford (Ed.), Collaborative learning: theory, strategies and educational benefits (pp. 55-67) New York , United States: Nova Science Publishers.

  • Ashman, Adrian F. and Gillies, Robyn M. (2013). Collaborative learning for diverse learners. In Cindy E. Hmelo-Silver, Clark A. Chinn, Carol K. K. Chan and Angela M. O'Donnell (Ed.), The international handbook of collaborative learning (pp. 297-313) New York, NY, United States: Routledge.

  • Pagliano, Paul and Gillies, Robyn M. (2012). Inclusive teaching practices. In Adrian Ashman and John Elkins (Ed.), Education for inclusion and diversity 4th ed. (pp. 226-254) Frenchs Forest, Australia: Pearson.

  • Gillies, Robyn (2012). Introduction. In Robyn M. Gillies (Ed.), Pedagogy: new developments in the learning sciences (pp. 1-7) New York, United States: Nova Science Publishers.

  • Gillies, Robyn M. (2012). Key features of promoting collaborative dialogue in the classroom. In Barbara Kelly and Daniel F. Perkins (Ed.), Handbook of implementation science for psychology education (pp. 333-345) New York, USA: Cambridge University Press.

  • Gillies, Robyn M. (2012). Promoting reasoning, problem-solving and argumentation during small group discussions. In Robyn M. Gillies (Ed.), Pedagogy: new developments in the learning sciences (pp. 131-150) New York, United States: Nova Science Publishers.

  • Pagliano, P. and Gillies, R. (2009). Curriculum, adjustments, and adaptations. In A. Ashman and J. Elkins (Ed.), Education for Inclusion and Diversity 3rd ed. ed. (pp. 201-234) Frenches Forest, NSW.: Pearson Education Australia.

  • Gillies, Robyn M., Ashman, Adrian F. and Jan Terwel (2008). Concluding remarks. In Robyn M. Gillies, Adrian Ashman and Jan Terwel (Ed.), The teacher’s role in implementing cooperative learning in the classroom (pp. 258-261) New York, U.S.A.: Springer. doi:10.1007/978-0-387-70892-8

  • Gillies, Robyn M. (2008). Teachers' and students' verbal behaviours during cooperative learning. In R. M. Gillies, A.F. Ashman and J. Terwel (Ed.), The teacher's role in implementing cooperative learning in the classroom (pp. 243-262) New York, U.S.A. ; London, U.K.: Springer. doi:10.1007/978-0-387-70892-8

  • Gillies, R. M., Ashman, A. F. and Terwel, J. (2008). The teacher's role in implementing cooperative learning in the classroom: An introduction. In R. M. Gillies, A. F. Ashman and J. Terwel (Ed.), The Teacher's Role in Implementing Cooperative Learning in the Classroom (pp. 1-8) New York, U.S.A.: Springer. doi:10.1007/978-0-387-70892-8

  • Gillies, Robyn M. (2007). Teachers’ and students’ verbal behaviours during cooperative learning. In R. M. Gillies, A. F. Ashman and J. Terwel (Ed.), The teacher’s role in implementing cooperative learning in the classroom (pp. 238-257) New York, NY, United States: Springer. doi:10.1007/978-0-387-70892-8_12

  • Gillies, R. M. (2005). Programs and strategies that support inclusive education. In Adrian Ashman and John Elkins (Ed.), Educating children with diverse abilities 2nd ed. (pp. 103-136) Sydney, Australia: Pearson Education Australia.

  • Gillies, R. M. and Ashman, A. F. (2003). An historical review of the use of groups to promote socialization and learning. In Gillies, R. M. and Ashman, A. F. (Ed.), Co-operative Learning: The Social and Intellectual Outcomes of Learning in Groups (pp. 1-18) London: RoutledgeFalmer.

  • Ashman, Adrian F. and Gillies, Robyn M. (2003). Guiding intellectual and personal growth across educational contexts. In Gillies, R. M. and Ashman, A. F. (Ed.), Co-operative Learning: The Social and Intellectual Outcomes of Learning in Groups (pp. 224-238) London: RoutledgeFalmer.

  • Ashman, Adrian F. and Gillies, Robyn M. (2003). Peer support networks in school and community settings. In Robyn Gillies and Adrian Ashman (Ed.), Cooperative learning: The social and intellectual outcomes of learning (pp. 196-209) London: Routledge.

  • Gillies, R. M. (2003). Structuring co-operative learning experiences in primary school. In Robyn M. Gillies and Adrian F. Ashman (Ed.), Co-operative learning: The social and intellectual outcomes of learning in groups (pp. 36-53) London, U.K.: RoutledgeFalmer. doi:10.4324/9780203465264

  • Gillies, R. M. (2002). Programs that support inclusive education. In A. Ashman and J. Elkins (Ed.), Educating children with diverse abilities (pp. 349-384) Frenchs Forest, N.S.W., Australia: Pearson Education.

  • Gillies, R. M. and Knight, K. (2001). Career programs for people with disabilities. In Wendy Patton and Mary McMahon (Ed.), Career Development Programs: Preparation for Lifelong Career Decision Making (pp. 152-160) Melbourne: ACER Press.

  • Gillies, R. M and Ashman, A. F. (1994). The effects on students of structured cooperative learning. In H. C. Foot, C. J. Howe, A. Anderson, A. K. Tolmie and D. A. Warden (Ed.), Group and interactive learning (pp. 423-428) Southampton: GB: Computational Mechanics Publications.

Journal Article

Conference Publication

Edited Outputs

Other Outputs

Grants (Administered at UQ)

PhD and MPhil Supervision

Current Supervision

  • Doctor Philosophy — Principal Advisor

    Other advisors:

  • Doctor Philosophy — Principal Advisor

  • Doctor Philosophy — Principal Advisor

    Other advisors:

  • Doctor Philosophy — Principal Advisor

  • Doctor Philosophy — Principal Advisor

    Other advisors:

  • Doctor Philosophy — Principal Advisor

    Other advisors:

  • Doctor Philosophy — Principal Advisor

    Other advisors:

  • Doctor Philosophy — Associate Advisor

    Other advisors:

  • Doctor Philosophy — Associate Advisor

    Other advisors:

  • Doctor Philosophy — Associate Advisor

    Other advisors:

  • Doctor Philosophy — Associate Advisor

    Other advisors:

  • Doctor Philosophy — Associate Advisor

    Other advisors:

  • Doctor Philosophy — Associate Advisor

  • Doctor Philosophy — Associate Advisor

    Other advisors:

Completed Supervision