Dr Damon Thomas

Senior Lecturer

School of Education
Faculty of Humanities and Social Sciences
damon.thomas@uq.edu.au
+61 7 336 56478

Overview

Damon Thomas is a senior lecturer in literacy education. His current research interests include theories of writing, writing development, pedagogy, and assessment, systemic functional linguistics, argumentation, standardised assessment, and classical rhetoric. Damon's research has made important contributions in the following areas:

  • Understanding the complexities of student writing development
  • Exploring writing instruction in situ
  • Unpacking and critiquing the results of Australia's only large-scale test: the National Assessment Program - Literacy and Numeracy.

Damon completed his PhD at the University of Tasmania (UTAS) in 2015. He began lecturing at UTAS in 2014 and was promoted to senior lecturer in 2019. He took up a senior lecturer position at the University of Queensland (UQ) in 2021. Before starting his academic career, Damon taught as a primary school teacher in Tasmania after completing a Bachelor of Education degree with First Class Honours.

Damon was part of a team of Chief Investigators from the University of Tasmania, Deakin University, and La Trobe University that secured a successful ARC Linkage Project in 2015 in partnership with Anglicare Tasmania (LP150100558). The project investigated conditions that improved learning and wellbeing outcomes in regional, low-SES schools in Tasmania and Victoria. Damon oversaw the literacy component across school sites and conducted in-depth case studies in Tasmanian primary and high schools.

Damon is a member of several professional organisations including the Australian Systemic Functional Linguistics Association (ASFLA), the Primary English Teaching Association of Australia (PETAA), and the Australian Literacy Educators' Association (ALEA). Damon also translates literacy research for practising teachers via his blog: Read Write Think Learn

Research Interests

  • Writing development
  • Writing pedagogy
  • Writing assessment
  • Evaluative language
  • Standardised assessment
  • Theories of writing
  • Argumentation

Publications

  • Thomas, Damon (2022). An overview of reading. Teaching and learning primary English. (pp. 16-37) edited by Damon Thomas and Angela Thomas. Docklands, VIC, Australia: Oxford University Press.

  • Thomas, Damon and Humphrey, Sally (2022). An overview of writing. Teaching and learning primary English. (pp. 166-181) edited by Damon Thomas and Angela Thomas. Docklands, VIC, Australia: Oxford University Press.

  • Davis, Alison and Thomas, Damon (2022). Comprehension. Teaching and learning primary English. (pp. 91-109) edited by Damon Thomas and Angela Thomas. Docklands, VIC, Australia: Oxford University Press.

View all Publications

Publications

Book Chapter

  • Thomas, Damon (2022). An overview of reading. Teaching and learning primary English. (pp. 16-37) edited by Damon Thomas and Angela Thomas. Docklands, VIC, Australia: Oxford University Press.

  • Thomas, Damon and Humphrey, Sally (2022). An overview of writing. Teaching and learning primary English. (pp. 166-181) edited by Damon Thomas and Angela Thomas. Docklands, VIC, Australia: Oxford University Press.

  • Davis, Alison and Thomas, Damon (2022). Comprehension. Teaching and learning primary English. (pp. 91-109) edited by Damon Thomas and Angela Thomas. Docklands, VIC, Australia: Oxford University Press.

  • Humphrey, Sally and Thomas, Damon (2022). Grammar. Teaching and learning primary English. (pp. 182-206) edited by Damon Thomas and Angela Thomas. Docklands, VIC, Australia: Oxford University Press.

  • Jones, Pauline and Thomas, Damon (2022). Oral language. Teaching and learning primary English. (pp. 38-54) edited by Damon Thomas and Angela Thomas. Docklands, VIC, Australia: Oxford University Press.

  • Ockerby, Louise, Evorall, Grace, Biffin, Melissa, Sturgess, Prue and Thomas, Damon (2022). Planning and programming for primary English teaching. Teaching and learning primary English. (pp. 439-451) edited by Damon Thomas and Angela Thomas. Docklands, VIC, Australia: Oxford University Press.

  • Thomas, Damon (2022). The essential elements of reading. Teaching and learning primary English. (pp. 162-163) edited by Damon Thomas and Angela Thomas. Docklands, VIC, Australia: Oxford University Press.

  • Thomas, Damon (2022). The essential elements of writing. Teaching and learning primary English. (pp. 308-309) edited by Damon Thomas and Angela Thomas. Docklands, VIC, Australia: Oxford University Press.

  • Thomas, Damon (2022). Welcome to teaching and learning primary English. Teaching and learning primary English. (pp. 2-13) edited by Damon Thomas and Angela Thomas. Docklands, VIC, Australia: Oxford University Press.

  • Humphrey, Sally and Thomas, Damon (2022). Written genres. Teaching and learning primary English. (pp. 226-250) edited by Damon Thomas and Angela Thomas. Docklands, VIC, Australia: Oxford University Press.

  • Thomas, Damon (2018). Embracing change when ‘writing for change’: my Ph.D. journey. Structuring the thesis: matching method, paradigm, theories and findings. (pp. 207-216) Singapore, Singapore: Springer Singapore. doi: 10.1007/978-981-13-0511-5_20

  • Thomas, Damon P. and Brett, Peter (2016). Putting on the style: enhancing citizenship education with a persuasive writing framework. What is next in educational research?. (pp. 285-295) Rotterdam, The Netherlands: Sense Publishers. doi: 10.1007/978-94-6300-524-1_25

  • Nailon, Di, Emery, Sherridan, Stephenson, Elspeth and Thomas, Damon (2015). Challenges facing early childhood teachers in literacy education. Linguistics and language education in new horizons: the link between theory, research and pedagogy. (pp. 401-416) Hauppage, NY USA: Nova Science Publishers.

  • Nailon, Di, Thomas, Damon, Emery, Sherridan and Stephenson, Elspeth (2015). Using attitude analysis to explore focused conversations for professional learning and development in early childhood. Linguistics and language education in new horizons: the link between theory, research and pedagogy. (pp. 43-59) Hauppage, NY USA: Nova Science Publishers.

  • Thomas, Damon P., Thomas, Angela and Moltow, David (2014). Engaged young writers: dialogic choices beyond Naplan. The future of educational research: perspectives from beginning researchers. (pp. 301-315) Rotterdam, The Netherlands: Sense Publishers. doi: 10.1007/978-94-6209-512-0_25

  • Thomas, Damon, Thomas, Angela and Fluck, Andrew (2013). Enhancing pedagogy with mLearning. K-12 education: concepts, methodologies, tools, and applications. (pp. 350-363) Hershey, PA, United States: IGI Global. doi: 10.4018/978-1-4666-4502-8.ch020

Journal Article

Conference Publication

Other Outputs