Dr Jenny Martin

Jenny is currently a research fellow at the Institute of Learning Sciences and Teacher Education at Australian Catholic University. Her research contributes to the development of theory and method for understanding human agency in educational practices. In her PhD, she developed Grammar of Agency (GoA) as a methodological tool. Her subsequent work has applied GoA to understanding practice in science education and teacher education, predominately concerned with promoting science learners as agentic participants in classrooms, preservice teachers&rsquo environmental agency and teachers agentic professionalism. Currently, she is involved in the Australian Research Council-funded project led by Professor Joce Nuttall entitled Learning-rich leadership for quality improvement in early childhood education, where GoA will be applied for the first time as a tool for understanding practice transformation. Her expertise includes applications of positioning theory, discursive psychology, participatory ethnography and discourse analysis to education research.

Jenny has been working as a teacher educator since 2001. She began full time as a lecturer in science education and education studies at ACU in 2012. She was also professional development leader in science, technology and mathematics education for the Northern Mtropolitan Region of Melbourne. Jenny has also worked as a consultant to primary school teachers, helping to facilitate whole-school change projects as scientist-in-residence. The scientist in residence projects focussed on inquiry in science and the integration of science learning outcomes into units of work developed collaboratvely with the classroom teachers, and included team teaching with the teachers in their classrooms. The CASS foundation funded a three-year consultancy at Reservoir Views Primary School from 2007-2009 and the State Government of Victoria funded a year-long consultancy at Ivanhoe East Primary School in 2001 and a year-long consultancy at Brunswick North Primary School in 2002 as part of the Science in Schools Initiative. Previously, Jenny taught science in primary and secondary schools and mathematics in secondary schools. 

Martin, J. & King, D. (In Press). Maintaining our critical work: Stories of curriculum making in initial teacher education. In J. Bazzul & C. Siry (Eds.) Critical Voices in Science Education Research: Narratives of Academic Journeys. Dortdrecht: Springer.

Castano Rodriguez, C., Barazza, L. & Martin, J. (In Press). Rethinking equity: standpoints emerging from a community project with victims of violence and abuse in Argentina. Cultural Studies in Science Education.

Martin, J. & Carter, L. (2018) Finding ways to fill the void&rdquo: Preservice teachers struggling with their own consumption. In G. Reis, M. P. Mueller, R. A. Luther, L. Siveres & R. Oliveira (Eds.) Sociocultural Perspectives on Youth Ethical Consumerism. Dordrecht: Springer.

Martin, J. (2017). Researching primary teachers professional agency: employing interactive ethnography to overcome "reluctance" to teach science. Research in Science Education.

Carter, L., Castano-Rodriguez, C. & Martin, J. (In Press). Embedding ethics of care into primary science pedagogy: Reflections on our criticality. In J. Bazzul & C. Siry (Eds.) Critical Voices in Science Education Research: Narratives of Academic Journeys. Dortdrecht: Springer.

Martin, J. (2018). Ontology matters: A commentary on contribution to cultural historical activity. Cultural Studies in Science Education. DOI 10.1007/s11422-017-9809-1

Martin, J., Keast, S. Anders, L. (2017). Becoming professionally agentic: Researching pedagogical reasoning in initial teacher education. In J. Nuttall, A. Kostogriz, M. Jones, & J. Martin (Eds.) Teacher Education Policy and Practice &ndash Evidence of Impact, Impact of Evidence. (pp. 67-82). Dortrecht: Springer. DOI 10.1007/978-981-10-4133-4

Carter, L & Martin, J. (2017). &ldquoI had to take action straight away&rdquo. Pre-service teachers&rsquo accounts of pro-environmental engagement. In J. L. Bencze (Ed). Science & technology education promoting wellbeing for individuals, societies & environments. Dordrecht: Springer.

Martin, J. (2016). The grammar of agency: Studying possibilities for student agency in science classroom discourse. Learning, Culture and Social Interaction, 10, 40-49. DO1 10.1016/j.lcsi.2016.01.003

Rajala, A., Martin, J. & Kumpulainen, K. (2016). Agency and learning: researching agency in educational interactions. Learning, Culture and Social Interaction, 10, 1-3. DOI 10.1016/j.lcsi.2016.07.001

Arnold, J. (2012). Science students classroom discourse: Tashas umwelt. Research in Science Education 42(2).

Arnold, J. & Clarke, D.J. (2012). The use of video technology to enhance researcher capacity to meet scientific and moral criteria for evaluation of discursive psychological studies in education. Proceedings of the Joint AARE APERA International Conference, Sydney. <\p>

Clarke, D. J., Xu, L. H., Arnold, J., Seah, L. H., Hart, C., Tytler, R., & Prain, V. (2012). Multi- theoretic approaches to understanding the science classroom. In C. Bruguiäre, A. Tiberghien, P. Cläment (Eds.), Proceedings of the 2011 Biennial Conference of the European Science Education Research Association, Part 3, 26-30, Lyon, France, September 7 to 11, 2011 (e-Book published March 23, 2012). http://lsg.ucy.ac.cy/esera/e_book/base/ebook/strand3/ebook-esera2011_CLARKE-03.pdf

Arnold J. (2011). Operationalising Agency for Classroom Research. In Proceedings of Contemporary Approaches to Research in Mathematics, Science, Health and Environmental Education Symposium 2011. Melbourne, Australia: Centre for Research in Educational Futures and Innovation, Faculty of Arts and Education, Deakin University. http://www.deakin.edu.au/arts-ed/efi/conferences/math-symposium2011/papers/arnold.pdf

Arnold J. (2010). Data generation and representation of science classroom discourse: A case for video recording using multiple cameras. In Proceedings of the Contemporary Approaches to Research in Mathematics, Science, Health and Environmental Education Symposium 2010. Melbourne, Australia: Centre for Research in Educational Futures and Innovation, Faculty of Arts and Education, Deakin University.  http://www.deakin.edu.au/arts-ed/efi/conferences/car-2010/papers/arnold-data-gendiscourse.pdf

Arnold J. (2009). Narratives of the science classroom: An approach to dialogic/ performance analysis. In Jeffery PL(ed), AARE 2008 Conference Papers Collection. 1-17. Melbourne, Australia: Australian Association for Research in Education. http://www.aare.edu.au/08pap/arn08683.pdf

Addressing the balance of agency in science classrooms. PhD Thesis, The University of Melbourne.

Preservice teachers' pro environmental engagement. ACU Research Ethics Project number 135V

1987-1998 Secondary Teaching (mathematics, physics, chemistry)

2002-2009 Primary Teaching (science specialist)

2002-present Tertiary Teaching (initial teacher education, science and technology)

 

Victorian Institute of Teaching

Australian Association for Research in Education

Australasian Science Education Research Association

American Educational Research Association