Professor Elizabeth Labone

Professor Elizabeth Labone is the Executive Dean of the Faculty Education & Arts.

Professor Labone has worked in Teacher Education and Leadership in higher education for over 25 years. She has extensive experience in leadership roles including National Head of the School of Education and the State Head of the School of Education NSW/ACT at ACU, as well as Director of Higher Degree Research. She is currently on the Executive of the Board of the Australian Council of Deans of Education and was previously on the Executive of the New South Wales Council of Deans of Education. Elizabeth is also a member of both the Victorian and Queensland Council of Deans of Education. Professor Labone has extensive knowledge of Teacher Education programs and policy across a range of contexts. She is also actively engaged in the school sector and is a Director on the Board of Sydney Catholic Schools as well as Loreto College Normanhurst.

Professor Labone is an internationally recognised scholar in the field of teacher efficacy. Her specific expertise is in the formation of efficacy beliefs, the role of efficacy beliefs in teacher professional learning and collective efficacy in school improvement. She also has significant scholarship and research in building teacher capacity for working with marginalised students. Professor Labone's most recent projects include an international development program in Kiribati, Teach for Australia, Principal resilience in Catholic schools, and support for the achievement of graduate standards for Indigenous students. She has successfully engaged in a range of large funded projects including Office of Learning at Teaching (OLT) and Australian Research Council (ARC) Linkages grants.

Professor Labone commenced her academic career at the University of Sydney where she completed her PhD in Educational Psychology. Her thesis was a longitudinal study of teacher burnout and won a thesis award from the Australian Association for Research in Education. Prior to her academic career she worked as a teacher in both in the Catholic and government sectors. She has continued to engage strongly with the school sector in partnership projects, advisory and board roles.

Selected Publications

Book Chapters

Moran, W. & Labone, E. (2012). Sustaining caring teachers in complex educational contexts.  In A. Ata (Ed.) Catholics and Catholicism in Australia: challenges and achievements.  Kew East, VIC: David Lovell Publishing

Moran, W. & Labone, E. (2011). What personal factors motivate the caring teacher? In A. Lauriala, R. Rajala, H. Ruokamo & O. Ylitapio-Mäntylä (Eds.). Navigating in Educational Contexts: Identities and Cultures in Dialogue. Rotterdam, The Netherlands: Sense Publishers

Labone, E., Butcher, J., & Bailey, M. (2005). Reconstructing teacher identity through efficacy for community engagement. In D. Beijaard, P.C. Meijer, G. Morine-Dershimer, & H. Tillema, (Eds.),New Directions in Teachers'  Working and Learning Environment. Dordrecht, Boston, London: Kluwer Academic Publishers.

Butcher, J., Howard, P., Labone, E., & Breeze, N., (2004). 'Promoting Equity In Education - Community Service Partnerships And Teacher Development. In J. Lee, L. Lo, & A. Walker, (Eds),Partnership and Change: Toward School Development. Hong Kong: Chinese University Press.

Journal articles

Labone, E. & Long, J. (2016) Features of effective professional learning: A case study of the implementation of a system-based professional learning model. Professional Development in Education. 42(1) 54-77. https://doi.org/10.1080/19415257.2014.948689

Labone, E., Cavanagh, P. & Long, J. (2014) Critical design features of pre-service teacher education programs to enhance teacher capacity to effectively work in schools with Indigenous students. Australian Journal of Indigenous Education 43(3) 121-133 https://doi.org/10.1017/jie.2014.22

Zakeri, A., Rahmany, R., and Labone, E. (2014). Teachers' Self and Collective Efficacy: The Case of Novice English Language Teachers. Journal of Language Teaching and Research

Tanti, M. & Labone, E. (2011). Step Up into Teaching: Increasing the engagement and academic self-efficacy of school students from low socioeconomic backgrounds. The Journal of Catholic School

Long, J. & Labone, E (2010). 'Teach our Mob': Lessons Learnt from an Aboriginal Teacher Education Training Program in Australia. The International Journal of Knowledge, Culture and Change Management.

Long, J. and Labone, E. Nicholson, M., (2009). Evaluating Broad Based Professional Learning International Journal of Diversity in Organizations, Communities and Nations. 9(2), 125-138.

Labone, E. (2004). Teacher efficacy: maturing the construct through research in alternative paradigms.  Teaching and Teacher Education, 20(4), 341-359.

Butcher, J., Howard, P., Labone, E., McFadden, M., & Sheehan, P. (2003). Developing Just Citizens in Australia: Community Service Learning as Educational Partnership at Australian Catholic University. Academic Exchange Quarterly, 7(2), 188-194

Butcher, J., Howard, P., Labone, E., Bailey, M., Groundwater-Smith, S., McFadden, M., McMeniman, M., Malone, K., & Martinez, K., (2003). Teacher Education, Community Service Learning and Student Efficacy for Community Engagement. Asia-Pacific Journal of Teacher Education, 31(2), 109-124.

Butcher, J., Johnson, K., Labone, E., Howard, P., & McFadden, M. (2003). Community Engagement as a Core Focus for Education at Australian Catholic University. Current Issues in Catholic Higher Education, 23, 35-44.

Research reports

Vozzo, L., Hatton, C., Moran, W., Pietsch, M., Bennet, M., Labone, E. Reid, J, Nanlohy, P. (2014).  Assessing professional teaching standards in practicum using digital technologies with Indigenous and non-Indigenous pre-service teachers.

Long, J. & Cavanagh, P. Labone, E.,(2009) Evaluation of the Enhanced Teacher Training Program. NSW Department of Education, Human Resources Directorate.

Labone, E., Long, J., & Nicholson M. (2008). Broken Bay Pedagogy Initiative: Evaluation Report. Department of Education , Science and Training.

Conference presentations

Labone, E and Chapman, A Supporting and retaining students from low-SES backgrounds: A multi-site case study of institutional support. Natioanl Association of Enabling Educators of Australia, Conference Melbourne November, 2013

Symposium: Relational pedagogies in teacher education, Australian Association for Research in Education Conference, Sydney December 2012

Labone, E and Maskell, J. An exploration of the contextual and personal factors that contribute to the success of Indigenous graduate teachers. Paper presented at the 15^th Biennial Conference of the International Study Association of Teachers and Teaching (ISATT), Braga, Portugal, July.

Moran, W and Labone, E, Teacher beliefs associated with caring for students: formation and maintenance. Paper presented at the 15^th Biennial Conference of the International Study Association of Teachers and Teaching (ISATT), Braga, Portugal, July.

Sanber, S and Labone, E. The use of self-assessment for grading student performance in a teacher education program. Paper presented at the 15^th Biennial Conference of the International Study Association of Teachers and Teaching (ISATT), Braga, Portugal, July.

Tanti, M. & Labone, E. Step Up into Teaching:  An ICT rich, transition program aimed to increase engagement and academic self-efficacy of school students from low socioeconomic backgrounds. Paper presented at the Annual conference of the Australian Association for Research in Education, Melbourne, November 2010.

Labone, E., Long, J. & Cavanagh, P. Visions of hope for teacher education: An evaluation of a preservice teacher enhancement program in Aboriginal Studies through university and government collaboration. Paper accepted for presentation at the Annual conference of the Australian Association for Research in Education, Canberra, November 29^th - December 1^st  2009.

Labone, E. & Maskell, J.  An exploration of personal and contextual factors that contribute to the successful completion of Teacher Education for Indigenous students. Paper accepted for presentation at the Annual conference of the Australian Association for Research in Education, Canberra, November 29^th -December 1 2009.

Professor Labone is an internationally recognised scholar in the field of teacher efficacy. Her specific expertise is in the formation of efficacy beliefs, the role of efficacy beliefs in teacher professional learning and collective efficacy in school improvement. She also has significant scholarship and research in building teacher capacity for working with marginalised students. Professor Labone's most recent projects include an international development program in Kiribati, Teach for Australia, principal resilience in Catholic schools, and support for the achievement of graduate standards for Indigenous students. She has successfully engaged in a range of large funded projects including OLT and ARC Linkages grants.

Professional Memberships and Roles

Australian Association for research in Education

American Educational Research Association

International Study Association for Teachers and Teaching

Professional Roles

Co-convenor of the Teachers' Work and Lives SIG AARE

Board Loreto Normanhurst

Member of Education Advisory Board, Monte Sant Angelo Mercy College.

Member of the Board of Reviewers, Journal of Teacher Education

Reviewer for: Teaching and Teacher Education and European Journal of Educational Psychology

Awards

Doctoral Thesis Award Australian Association for Research in Education 2001

ACU Citation for Step Up Into Teaching: Increasing Engagement and Academic Self-efficacy of first year higher education students from low socio-economic backgrounds 2010.