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, including co-regulated learning, classroom instruction, student behaviour, and students with disabilities. 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

Supervision

View all Supervision

Publications

Book

Book Chapter

  • Gillies, Robyn M. (2020). Cooperative group work. The encyclopedia of child and adolescent development. (pp. 1-11) edited by Stephen Hupp and Jeremy D. Jewell.Hoboken, NJ, United States: John Wiley & Sons. doi:10.1002/9781119171492.wecad264

  • Gillies, Robyn M. (2020). Interpersonal Relationships and Children with Autism Spectrum Disorder: Perspectives from Theory of Mind and Neuroscience. Handbook of Educational Psychology and Students with Special Needs. (pp. 534-556) edited by Andrew J. Martin, Rayne A. Sperling and Kristie J. Newton.New York, NY United States: Routledge. doi:10.4324/9781315100654-25

  • Gillies, Robyn M. (2019). Dialogic talk in the cooperative classroom. Promoting academic talk in schools: global practices and perspectives. (pp. 144-160) edited by Robyn M. Gillies.Abingdon, Oxon, United Kingdom: Routledge. doi:10.4324/9780203728932-10

  • Gillies, Robyn M. (2018). Academic talk in schools: an introduction. Promoting academic talk in schools: global practices and perspectives. (pp. 1-11) edited by .Abingdon, Oxon, United Kingdom: Routledge. doi:10.4324/9780203728932-1

  • Gillies, Robyn M. and Rafter, Mary (2017). The teacher’s role in promoting students’ scientific discourse during a cooperative inquiry science unit. Classrooms: academic content and behavior strategy instruction for students with and without disabilities. (pp. 205-229) edited by Jeffrey P. Bakken.New York, NY, United States: Nova Science.

  • Gillies, Robyn M. (2015). Academic talk in the classroom: developments in research. The Routledge international handbook of social psychology of the classroom. (pp. 142-152) edited by Christine M. Rubie-Davies, Jason M. Stephens and Penelope Watson.Abingdon, United Kingdom: Taylor and Francis. doi:10.4324/9781315716923.ch13

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

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

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

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

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

  • Gillies, Robyn M. (2015). Teacher dialogue that supports collaborative learning in the classroom. Socializing intelligence through academic talk and dialoguee. (pp. 335-345) edited by Lauren B. Resnick, Christa S. C. Asterhan and Sherice N. Clarke.Washington DC, United States: American Educational Research Association (AERA). doi:10.3102/978-0-935302-43-1_26

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

  • Ashman, Adrian F. and Gillies, Robyn M. (2013). Collaborative learning for diverse learners. The international handbook of collaborative learning. (pp. 297-313) edited by Cindy E. Hmelo-Silver, Clark A. Chinn, Carol K. K. Chan and Angela M. O'Donnell.New York, NY, United States: Routledge. doi:10.4324/9780203837290.ch17

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

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

  • Gillies, Robyn M. (2012). Key features of promoting collaborative dialogue in the classroom. Handbook of implementation science for psychology education. (pp. 333-345) edited by Barbara Kelly and Daniel F. Perkins.New York, USA: Cambridge University Press. doi:10.1017/cbo9781139013949.025

  • Gillies, Robyn M. (2012). Preface. Pedagogy: New Developments in the Learning Sciences. (pp. ix-xviii) edited by Robyn M. Gillies.New York, NY, United States: Nova Science Publishers.

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

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

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

  • Gillies, Robyn M. (2008). Teachers' and students' verbal behaviours during cooperative learning. The teacher's role in implementing cooperative learning in the classroom. (pp. 243-262) edited by R. M. Gillies, A.F. Ashman and J. Terwel.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. The Teacher's Role in Implementing Cooperative Learning in the Classroom. (pp. 1-8) edited by R. M. Gillies, A. F. Ashman and J. Terwel.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. The teacher’s role in implementing cooperative learning in the classroom. (pp. 238-257) edited by R. M. Gillies, A. F. Ashman and J. Terwel.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. Educating children with diverse abilities. (pp. 103-136) edited by Adrian Ashman and John Elkins.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. Co-operative Learning: The Social and Intellectual Outcomes of Learning in Groups. (pp. 1-18) edited by Gillies, R. M. and Ashman, A. F..London: RoutledgeFalmer. doi:10.4324/9780203465264

  • Ashman, Adrian F. and Gillies, Robyn M. (2003). Guiding intellectual and personal growth across educational contexts. Co-operative Learning: The Social and Intellectual Outcomes of Learning in Groups. (pp. 224-238) edited by Gillies, R. M. and Ashman, A. F..London: RoutledgeFalmer. doi:10.4324/9780203465264

  • Ashman, Adrian F. and Gillies, Robyn M. (2003). Peer support networks in school and community settings. Cooperative learning: The social and intellectual outcomes of learning. (pp. 196-209) edited by Robyn Gillies and Adrian Ashman.London: Routledge. doi:10.4324/9780203465264

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

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

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

  • Gillies, R. M and Ashman, A. F. (1994). The effects on students of structured cooperative learning. Group and interactive learning. (pp. 423-428) edited by H. C. Foot, C. J. Howe, A. Anderson, A. K. Tolmie and D. A. Warden.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

  • Master Philosophy — Principal Advisor

    Other advisors:

  • Doctor Philosophy — Principal Advisor

    Other advisors:

  • Doctor Philosophy — Principal Advisor

    Other advisors:

  • Doctor Philosophy — Principal Advisor

    Other advisors:

  • Master Philosophy — Principal Advisor

  • Master Philosophy — Principal Advisor

    Other advisors:

  • Doctor Philosophy — Principal Advisor

  • Doctor Philosophy — Principal Advisor

  • Doctor Philosophy — Principal Advisor

  • Doctor Philosophy — Principal Advisor

    Other advisors:

  • Doctor Philosophy — Associate Advisor

    Other advisors:

  • Doctor Philosophy — Associate Advisor

  • Doctor Philosophy — Associate Advisor

    Other advisors:

  • Doctor Philosophy — Associate Advisor

  • Doctor Philosophy — Associate Advisor

  • Doctor Philosophy — Associate Advisor

    Other advisors:

  • Doctor Philosophy — Associate Advisor

Completed Supervision