Staff Directory

Assoc. Prof. Janeen Lamb Name: Assoc. Prof. Janeen Lamb
Casual Academic
Organisational Area
La Salle Academy for Faith Formation & RE
Department
La Salle Academy for Faith Formation & RE
Location
Brisbane
Building(Bldg.209 - 1100 Nudgee Road, Banyo QLD 4014)-Level 2-Room2.30
Biographical Information

Janeen Lamb is a researcher within the La Salle Academy, ACU. She has worked on national formation for mission and faith leadership projects as well as religious education projects. Prior to commencing with La Salle Academy, Janeen was the National Director, Higher Degree Research within the Faculty of Education and Arts at ACU. During this time, she was directly engaged in the teaching of research methods and the leadership of higher degree research across the faculty. Janeen has completed thirteen doctoral students of her own, eleven of these as principal supervisor. She is currently the principal supervisor for three doctoral students. Her doctoral student supervision has complemented and extended her own research that has focused on leadership within two fields: faith-based organisations and mathematics education. She has secured over $350k in research and consultancy funding and published over 70 research reports, book chapters, journal articles and refereed conference proceedings.

 

Publications

Book Chapters

Lamb, J., Matsuzaki, A., Saeki, A., Kawakami, T., (2017). The Dual Modelling Cycle Framework: Report on an Australian Study. In G. Stillman, W. Blum, G. Kaiser (Eds.), International Perspectives on the Teaching and Learning of Mathematical Modelling. (pp. 411-420). Dordrecht: Springer.

Way, J., Bobis, J., Lamb, J. & Higgins J. (2016). Researching Curriculum, Policy and Leadership in Mathematics Education. In K. Makar, S. Dole, J. Visnovska, M. Goos, A. Bennison, & K. Fry, (Eds.), Research in Mathematics Education in Australasia (RiMEA) 2012-2015. (pp. 49-71). Dordrecht: Springer.

Lamb, J. & Visnovska, J. (2015). Developing Statistical Numeracy: The Model Must Make Sense. In G. Stillman, M. S. Biembengut, & W. Blum (Eds.), Mathematical modelling in education research and practice: Cultural, social and cognitive influences. (pp. 363-370). Dordrecht: Springer.

Lamb, J., & Visnovska, J., (2013). On comparing mathematical models and pedagogical learning. In G. Stillman, G. Kaiser, W. Blum & J. Brown (Eds.), Mathematical Modelling: Connecting to Practice &ndash Teaching practice and the practice of applied mathematicians. (pp. 457-466). Dordrecht: Springer.

Lamb, J. & Geiger, V. (2012). Teaching experiments and professional learning.  In N. Steel, (Ed.), Encyclopedia of the Sciences of Learning, (Part 20, pp. 3276-3277). New York: Springer. DOI: 10.1007/978-1-4419-1428-6_1017

Lamb, J. (2003). The impact of teachers' understanding of division on their students' knowledge of division. In B. A. Knight & W. Scott (Eds.), Learning Difficulties: Multiple Perspectives. (pp. 153-169) Sydney: Pearson Education Australia.

Monographs

Sultmann, W., Lamb, J. & Hall, D. (2022 in press). Formation for Mission in Catholic Education: Transformation in an Ecological Space. SpringerBriefs in Education, New York: Springer Dordrecht.

Sultmann, W., Lamb, J., Ivers, P. & Craig, M. (2022 submitted). Religion Meaning and Life: Reconceptualising Religious Education in the Senior Secondary School. SpringerBriefs in Education, New York: Springer Dordrecht.

Refereed Journal Articles

Sultmann, W. F., Lamb, J., Hall, D., & Borg, G. (2022). Teacher and student evaluations of a trial RE curriculum: Implications for scale. British Journal of Religious Education. DOI: 10.1080/01416200.2022.2042191

Sultmann, W. F., Lamb, J., Hall, D., & Borg, G. (2021). Into the deep: Teacher reflections of the development and implementation of a trial Religious Education curriculum. Religious Education. doi.org/10.1080/00344087.2021.1954341

Sultmann, W. F., Larkins, G., & Lamb, J. (2021). Catholic School Formation Index (CSFI): Development and application of an instrument in support of formation for mission. Practical Theology. doi/full/10.1080/1756073X.2021.1935558

Sultmann, W. F., Lamb, J., Hall, D., & Borg, G. (2021). Into the deep: A quantitative analysis of teacher ratings of the development and implementation of a trial Religious Education curriculum. British Journal of Religious Education. https://doi.org/10.1080/01416200.2021.1951165

Sultmann, W. F., Lamb, J., Hall, D., & Borg, G. (2020). Student perceptions of a trial Religious Education curriculum: Establishing baseline data. Journal of Beliefs and Values. doi/10.1080/13617672.2020.1818923

Thorpe, V. & Lamb, J. (2019). Building a shared contemporary understanding of learning aligned to the AITSL teacher and principal standards. Leading and Managing. 23(1), 60-71.

O'Neill, M., Booth, S., & Lamb, J. (2018). Using NVivo for Literature Reviews: The Eight Step Pedagogy (N7+1). The Qualitative Report, Reflecting on the Future of QDA Software: Special Issue. 23 (13), 21-39

Coates, M., Lamb, J. Bartlett, B. & Datta, P. (2017). Autism spectrum disorder coursework for teachers and teacher-aides: An investigation of courses offered in Queensland, Australia. Australian Journal of Teacher Education. 42 (11), 65-80.

Neidhart, H. & Lamb, J. (2016). Australian Catholic Schools Today: School Identity and Leadership Formation. Journal of Catholic Education, 19(3), 49-65. http://dx.doi.org/10.15365/joce.1903042016

Geiger, V., Muir, T. & Lamb, J. (2016). Video stimulated recall as a catalyst for teacher professional learning. Journal of Mathematics Teacher Education, (16)5, 457-475.   

Lamb, J. & Branson, C. (2015). Educational Change Leadership through a New Zonal Theory Lens: Using mathematics curriculum change as the example. Policy Futures in Education, 13(8), 1010-1026.

Simpson, K., Keen, D. & Lamb, J. (2015). Teaching receptive labelling to children with autism: A comparative study using infant-directed song and infant-directed speech. Journal of Intellectual and Developmental Disability, 40(2), 126-136.

Neidhart, H., & Lamb, J. (2013). Forming faith leaders in Catholic schools. Leading and Managing, 19(2), 69-76.

Simpson, K., Keen, D. & Lamb, J. (2013). The use of music to engage children with autism in a receptive labelling task. Research in Autism Spectrum Disorders. 7(12), 1489-1496.

Neidhart, H., & Lamb, J. (2011). Faith Leadership and the Primary Principal (Part 2): Both religious and spiritual. Journal of Catholic School Studies, 83(2), 52-61.

Heirdsfield, A., Lamb, J., Spry, G (2010) Leading learning within a PLC: Implementing new mathematics content. The Montana Mathematics Enthusiast, 17(1), 93-112. Retrieved from http://www.math.umt.edu/TMME/vol7no1/

Lamb, J. (2010). Leading mathematics reform and the lost opportunity. Special Issue Mathematics Teacher Education and Development, 12(2), 32-46.

Lamb, J. & Gaffney, M. (2010). Editorial: Leadership of reform in mathematics education. In Lamb, J. & Gaffney, M. (Guest Editors). Special Issue: Leading Reform in Mathematics, Mathematics Teacher Education and Development, 12(2), 1-4.

Neidhart, H., & Lamb, J. (2010). Faith leadership and the primary principal: An expanding role in Catholic schools. Journal of Catholic School Studies, 82(2), 13-28.

Lamb, J., Cooper, T., & Warren, E. (2007). Combining teaching experiments and professional learning: Conflicts between research and teacher outcomes. Mathematics Education Research Journal, 19(3), 73-92.

Warren, E., Cooper, T., & Lamb, J. (2006). Investigating functional thinking in the elementary classroom: Foundations of early algebraic reasoning. Journal of Mathematical Behaviour, 25, 208-223.

Refereed Conference Proceedings

Sultmann, W. F., Larkins, G., & Lamb, J., (2022, submitted). Formation - an accompanied journey. National Catholic Education Commission Conference_ The future is listening, 4-7 September at Melbourne Exhibition and Convention Centre.  

Avery, L., Thompson, C., Dutton, M., Sultmann, W. & Lamb, J. (2022, submitted). Leading formation for mission. National Catholic Education Commission Conference_ The future is listening, 4-7 September at Melbourne Exhibition and Convention Centre.  

Sultmann, W. F., Lamb, J., Hall, D., Ivers, P. & Craig, M. (2022). What matters to students in RE?: An Australian systemic case study that examines an innovative curriculum initiative in comparison to traditional approaches. International Seminar on Religious Education and Values, Session XXIII July 31st - August 5th 2022. Montreal: ISREV.

Sultmann, W. F., Ivers, P., Lamb, J., Hall, D. & Craig, M. (2022). BBI RE Academic Conference - RE in the classroom: Teaching in transformation., 15 June, 2022 Baulkham Hills, Sydney: BBI.

Sultmann, W. F., Lamb, J., Hall, D., & Borg, G. (2021).  Into the deep: A case study of a trial Religious Education curriculum. Proceedings of the International Seminar on Religious Education and Values, Session XXII July 26 - 30, University of Gothenburg, Sweden: ISREV. http://isrev.org.uk/wp-content/uploads/2021/06/schedule_2306211.pdf

Sexton, M. & Lamb, J. (2017). Using activity theory to understand a mathematics leader&rsquos motivations and use of mathematical knowledge for teaching. Proceedings of the 40th annual conference of the Mathematics Education Research Group of Australasia. Melbourne: MERGA.

Fox, J., Diezmann, C. & Lamb, J.  (2016). Early Childhood Teachers&rsquo integration of ICTs: Intrinsic and Extrinsic Barriers. In Proceedings of the 39th annual conference of the Mathematics Education Research Group of Australasia. Adelaide: MERGA

Jorgensen, R., Lamb, J. & Larkin, K. (2016). Middle Leadership: Critical Variables in Building and Implementing Digital Reforms in Primary Mathematics Education. In Proceedings of the 39th annual conference of the Mathematics Education Research Group of Australasia. Adelaide: MERGA

Saeki, A., Matsuzaki, A., Kawakami, T., & Lamb, J. (2016). Examining the heart of the dual modelling cycle: Japanese and Australian students advance this approach. Proceedings of the 9th Congress of the European Society for Research in Mathematics Education CERME, Feb 4-8, February 2015,  (pp. 1745&ndash1751). Prague, Czech Republic: CERME.

Lamb, J., Diezmann, C. & Fox, J. (2015). The mathematics instructional leader: What a difference crucial conversations make. In Proceedings of the 38th annual conference of the Mathematics Education Research Group of Australasia, (pp. 333-340). Sunshine Coast: MERGA

Lamb, J., Howard, S. & Easey, M. (2014). Pre-service teachers&rsquo use of library databases: Some insights. In J. Anderson, M Cavanagh & A. Prescott (Eds.), Curriculum in focus: Research guided practice the 37th annual conference of the Mathematics Education Research Group of Australasia, (pp.365-372) Sydney, NSW: MERGA.

Lamb, J., Kawakami, T., Saeki, A. & Matsuzaki, A. (2014). Leading a new pedagogical approach to Australian Curriculum Mathematics: Using the dual mathematical modelling cycle framework. In J. Anderson, M Cavanagh & A. Prescott (Eds.), Curriculum in focus: Research guided practice the 37th annual conference of the Mathematics Education Research Group of Australasia, (pp. 357-364), Sydney, NSW: MERGA.

Thorpe, V., Lamb, J. & Robertson, D. (2014). Assessment in teacher education: leading change in schools&rsquo use of learning development data. In Conference papers collection for Australian Teacher Education Association Annual Conference 2014, (pp. 270-282), Sydney, NSW: ATEA.

Lamb, J. & Visnovska, J. (2012). Developing a culture of collaboration. In J Dindyal, L. P. Cheng & S. F. Ng (Eds.), Mathematics education: Expanding horizons proceedings of the 35th annual conference of the Mathematics Education Research Group of Australasia, (pp. 417-424), Singapore: MERGA.

Visnovska, J., & Lamb, J. (2012). Planning for building models of situations: What is involved? Paper presented at the International Congress of Mathematics Education, Seoul, South Korea. http://icme12.org/upload/UpFile2/TSG/1301.pdf

Neidhart, H. Lamb, J. (2012).Bringing personal values to work. 17th Annual Values and Leadership Conference, Brisbane: ACU. http://www.acu.edu.au/__data/assets/pdf_file/0010/464716/Neidhart,_Helga_and_Lamb,_Janeen_Refereed.pdf

Lamb, J. (2011). Reform in mathematics: The principal&rsquos zone of promoted action. In Proceedings of the 34th annual conference of the Mathematics Education Research Group of Australasia (pp. 430-437), Alice Springs, NT: MERGA.

Lamb, J., & Geiger, V. (2010). A teacher pair approach to adopting effective numeracy teaching practice. In L. Sparrow, B. Kissane & C. Hurst (Eds.), Shaping the Future of Mathematics Education Proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia (pp. 312-319), Fremantle, WA: MERGA.

Neidhart, H., & Lamb, J. (2010). Primary principals as faith leaders. Paper presented at the Fifth International Conference on Catholic Educational Leadership 2010, Sydney, Australia Access from http://www.acu.edu.au/262224: ACU

Geiger, V., Jacobs, R., Lamb, J., & Mulholland, J. (2009). An approach to student-lecturer collaboration in the design of assessment criteria and standards schemes. In J. Milton, C. Hall, J. Lang, G. Allan and N. Nomikoudis (Eds.) ATN Assessment Conference 2009: Assessment in different dimensions (Proceedings of a conference on teaching and learning in tertiary education, pp.137-145). RMIT University, Melbourne.

Heirdsfield, A., Lamb, J., & Spry, G. (2009). Professional learning: Implementing new mathematics content [Electronic Version]. Australian Association for Research in Education from http://www.aare.edu.au/08pap/hei08456.pdf. pages 1-14

Lamb, J., & Spry, G. (2009). Leading change in mathematics: The Queensland mathematics syllabus. In R. Hunter, B. Bicknell, & T. Burgess (Eds.), Crossing divides (Proceedings of the 32nd Annual Conference of the Mathematics Education Research Group of Australasia, (pp. 309-314). Wellington, NZ.

Heirdsfield, A., & Lamb, J. (2007). Year 2 inaccurate but flexible mental computers: Teacher actions supporting growth [Electronic Version]. Australian Association for Research in Education from http://www.aare.edu.au/06pap/hei06408.pdf.

Heirdsfield, A., & Lamb, J. (2006). Inaccurate Mental Computation: Identifying flawed thinking. In P. Grootenboer, R. Zevenbergen & M. Chinnappan (Eds.), Cultures and learning spaces (Proceedings of the 29th Annual Conference of the Mathematics Education Research Group of Australia, (p. 600). Canberra, Australia.

Heirdsfield, A., & Lamb, J. (2006). Teacher Actions: Enhancing the learning of mental computation in Year 2. In J. Novotna, H. Moraova, M. Kratka, & N. Stehlikova,  (Eds.),  Proceedings of PME 30 16-21 July  Mathematics in the Centre (Vol. 3. pp. 281-288) Prague, Czech Republic: Charles University, Faculty of Education.

Heirdsfield, A., & Lamb, J. (2006). Year 2 inaccurate but flexible mental computers: Teacher actions supporting growth  AARE 2006 Conference Adelaide 27th November - 30th November 2006, [Electronic Version] from http://www.aare.edu.au/06pap/abs06.htm#H

Warren, E., Cooper, T., & Lamb, J. (2006). Teacher Professional Development in Patterns and Algebra: Being Sensitive to a Teacher&rsquos Zone of Proximal Development. In P. Grootenboer, R. Zevenbergen & M. Chinnappan (Eds.), Cultures and learning spaces (Proceedings of the 29th Annual Conference of the Mathematics Education Research Group of Australia, (p. 543-550). Canberra, Australia.

Heirdsfield, A., & Lamb, J. (2005). Mental Computation: The benefits of informed teacher instruction. In P. Clarkson, A. Downton, D. Gronn, M. Horne, A. McDonough, R. Pierce & A. Roche (Eds.), MERGA 28 - 2005 Building Connections: Research, Theory and Practice (Vol. 2, pp. 419-426). Sydney: Deakin University Press.

Lamb, J., & Booker, G. (2004). The impact of developing teacher conceptual knowledge of division. In M. J. Hoines & A. B. Fuglestad (Eds.), Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 177-184). Bergen, Norway.

Lamb, J., & Booker, G. (2003). The impact of Teachers Understanding of Division on Students' Division Knowledge. In N. Pateman, B. Dougherty & J. Zilliox (Eds.), Proceedings of the 27th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 207). Hawaii: University of Hawaii.

Lamb, J., & Booker, G. (2003). The impact of teachers' understanding of division on students' division knowledge. In B. Bartlett, F. Bryer & D. Roebuck (Eds.), Reimagining Practice: Researching Change Proceedings of the 1st Annual International Conference on Cognition, Language and Special Education Research. (Vol. 2, pp. 131-139).

Resource

Thompson, C., Dutton, M., Avery, L., Sultmann, W. & Lamb, J. (2022). Leading formation for mission: A practical guide. Canberra: National Catholic Education Commission.

 

 

 

 

 

 

Research

Educational Leadership and the Leading of Learning

Mathematics Education

Faith Leadership

Formation for mission

 

 

 

Professional Memberships

Australian Association of Mathematics Teachers (AAMT)

Australian Council for Educational Leaders (ACEL)

Higher Education Research and Development (HERDSA)

International Seminar on Religious Education and Values (ISREV)

Mathematics Education Research Group of Australasia (MERGA)

National Council of Teachers of Mathematics (NCTM)

 

 

 

 

 

 

 

 

 

 

 

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