Mary Ryan


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Personal profile


Mary Ryan joined Macquarie University in October 2016 as Professor and inaugural Head of the Department of Educational Studies. She was previously Assistant Dean (Research) in the Faculty of Education at QUT, responsible for the development and implementation of research strategy. She has an extensive record of program development experience having co-ordinated both B(Ed) Primary and Doctor of Education programs, and coordinated a substantial Higher Degree Research Program. She is acknowledged internationally for her contribution to research in higher education, is a Principal Fellow of the UK Higher Education Academy and is the recipient of an AAUT citation for outstanding contribution to student learning. Her research investigates discourses of literacy, learning, youth culture and teachers’ work. She applies theories of reflexivity, socio-spatiality and criticality to the ‘texts’ produced in classrooms, schools, higher education institutions and workplace learning. Current projects include investigating a reflexive approach to teaching writing in schools; developing pre-service teachers’ epistemic reflexivity to teach to diversity; and tracking the enabling and constraining conditions for teacher education students to manage the demands of the profession.

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teacher Social Sciences
education Social Sciences
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Teaching Social Sciences
reflexivity Social Sciences
learning Social Sciences
discourse Social Sciences
educator Social Sciences

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Projects 2018 2021

Improving classroom writing by enhancing reflexive decisions and practice

Ryan, M., Kervin, L., Barton, G. & Myhill, D.


Project: Research

Educating preservice teachers to teach diverse learners

Ryan, M., Brownlee, J. L., Rowan, L., Walker, S., Bourke, T. & Johansson, E.


Project: Research

Research Outputs 2003 2019

Literacy teachers as reflexive agents? Enablers and constraints

Ryan, M. & Barton, G., 29 Aug 2019, In : The Australian Educational Researcher.

Research output: Contribution to journalArticleResearchpeer-review

pressure to perform
social actor

Literature review: formative assessment evidence and practice

Lane, R., Parrila, R., Bower, M., Bull, R., Cavanagh, M., Forbes, G., Jones, T., Pellicano, E., Powell, S. & Ryan, M., 27 Sep 2019, (Submitted) Melbourne: Australian Institute for Teaching and School Leadership (AITSL). 230 p.

Research output: Book/ReportCommissioned reportResearchpeer-review


Researching teacher educators’ preparedness to teach to and about diversity: investigating epistemic reflexivity as a new conceptual framework

Lunn Brownlee, J., Rowan, L., Ryan, M., Walker, S., Bourke, T. & Churchward, P., 2019, In : Asia-Pacific Journal of Teacher Education. 47, 3, p. 230-250 21 p.

Research output: Contribution to journalArticleResearchpeer-review


Seeking a reflexive space for teaching to and about diversity: emergent properties of enablement and constraint for teacher educators

Ryan, M., Bourke, T., Lunn Brownlee, J., Rowan, L., Walker, S. & Churchward, P., 2019, In : Teachers and Teaching: Theory and Practice. 25, 2, p. 259-273 15 p.

Research output: Contribution to journalArticleResearchpeer-review


Teaching teachers: what [should] teacher educators “know” and “do” and how and why it matters

Rowan, L., Brownlee, J. L. & Ryan, M., 2019, In : Asia-Pacific Journal of Teacher Education. 47, 3, p. 210-215 6 p.

Research output: Contribution to journalEditorialResearch