Education

Chris has been associated with La Trobe University since 1996 and has taught mathematics and science method in the teacher education programs across several of the campuses (Bundoora, Bendigo, Albury-Wodonga and Shepparton). Currently she is the coordinator of the Mathematics Method in the Diploma of Education, coordinator of Research Methods in Education and coursework coordinator at the Bundoora campus.

After completing a PhD in Science Education at Monash University in 1997, she was awarded a post doctoral fellowship at La Trobe from 1999-2000. This research was focused on women returning to study mathematics in the post-secondary sector.

After teaching in the Bachelor of Education at Bendigo in 2001, Chris spent two years as a visiting scholar at Texas State University, USA from 2002-2003 where she engaged in a number of research projects on school improvement and taught in the masters and PhD program..

• Understanding the diverse nature of mathematics anxiety among pre-service primary teachers
• Developing strategies for building mathematical confidence and challenging the traditional teaching paradigm through a focus on personal epistemologies and gender-related reasoning patterns
• Beliefs about the value of participative assessment practices in teacher education and the relationship with personal epistemologies among students and staff
• Whole school improvement and student connectedness at school: using quantitative data more effectively for initiating dialogue about change
• Developing the concept of emotional epistemologies in the context of school leadership

Beatty, B., Dean, S. & Brew, C. (2007). Creating Safe and Caring Learning Communities: Understanding School Based Development of Social Capital. Yearbook of the Australian Council for Educational Leaders.

Brew. C. (2006). Peer assessment: Economic convenience or Pedagogical preference. International Journal of Knowledge, Culture & Change Management, 6(8), 145-158.

Beatty, B. & Brew, C. (2005). Measuring Student Sense of Connectedness with School: The Development of an Instrument for use in Secondary Schools. Leading and Managing, 11(2), 103-118.

Beatty, B. & Brew, C. (2004). Trusting Relationships and Emotional Epistemologies: A Foundational Leadership Issue. School Leadership and Management, 24(3), 329-356.

Brew, C. (2003). Mothers returning to study mathematics: The development of mathematical authority through evolving relationships with their children. In L. Burton (Ed), Which Way Social Justice in Mathematics Education? pp. 65-100. UK : Greenwood Press.

Brew, C. (2003). Implications for women and children when mothers return to study mathematics. In S. Kelly, B. Johnston & K. Yasukawa. The adult numeracy handbook: reframing adult numeracy in Australia, pp. 120-128.

Brew, C.R. (2002). Kolb's Learning Style Instrument: Sensitive to Gender. Educational and Psychological Measurement, 62 (2), 373-390.

Brew, C. (2001). Women, mathematics and epistemology: An integrated framework. International Journal of Inclusive Education, 5(1), 15-32.

Brew, C.R., Tobias, S., Milne, J.A. & Leigh-Lancaster, D. (2001). From CATs to course work: Senior mathematics teachers' feedback on the VCE 2000, Australian Senior Mathematics Journal, 15 (2), 5-18.

Brew, C.R., Tobias, S & Leigh-Lancaster, D. (2001). The Revised VCE Mathematics 2000: The "Ripple Effect" for Junior Secondary Mathematics, in Janette Babis, Bob Perry, Michael Mitchelmore (eds), Numeracy and Beyond (Mathematics Research Group of Australasia : Turramurra, NSW, Aust. 98-105.

Brew, C. & Leder, G. (2000). Curriculum and Assessment: A question of politics? The Australian Journal of Teacher Education, 25(2), 4-13.

Brew, C. (2000). Tracking ways of coming to know with the role of teachers and peers: An adult mathematics classroom. Proceedings of the Annual Adults Learning Mathematics Conference ALM7, Boston, USA July 6-8. 2000, (pp. 97-103).

June 2007. 3rd School Health Conference: The schools role in promoting positive social development and mental health, Vancouver, BC. Understanding the Development of Safe and Healthy Schools: A Knowledge Exchange.

Dec, 2006. Mathematics Association of Victoria Annual Conference, Melb. Fear Factor: What does Maths Anxiety Measure in Pre-Service Primary Teachers?

Nov, 2006. Australian Association for Research in Education, Adelaide. Group work, self and peer assessment in teacher education: economic convenience or best practice?

April 2004. Annual American Education Research Association, San Diego Measuring students' sense of connectedness with school: The inter-relationships among sense of belonging, support and engagement.

April 2004. Annual American Education Research Association, San Diego Trusting Relationships and Emotional Epistemologies: A Foundational Leadership Issue.

Jan 2003. International Congress of School Improvement and School Effectiveness, Sydney. Beyond 'data driven': Quality means 'dialogue driven' decision-making. April 2002. Annual American Education Research Association, New Orleans. The Flow-on effect of Peers-interactions in the Adult Mathematics Classroom to the Children of Women Returning to Study Mathematics in the Post-secondary Education Sector.

Sept 2002. 10th National Quality Education Conference, Columbus, Ohio. Beyond 'data driven': Quality means 'dialogue driven' decision-making.

Dec 2000. Australian Association for Research in Education. Sydney. The role of children for women who return to study mathematics: Benefits for both.

• Supervising Teachers' Feedback to Student Teachers during the Practicum in Vietnam
• Designing Contextual Learning Strategy of Mathematics for Junior Secondary School in Indonesia
• Attitude and Motivation and English learning of ethnic minority students in China
• An investigation of pre-service secondary mathematics teachers' beliefs (Australian and Vietnamese) about the teaching and learning of mathematics and the relationship between these beliefs and their mathematics teaching self-efficacy
• The impact of Gardner 's theory of multiple intelligences in secondary school classrooms

• Staff and pre-service teachers beliefs and attitudes towards alternative assessment practices
• Anxieties associated with learning and teaching mathematics among pre-service teachers and their relationship with personal epistemologies
• Computer technology and associated learning and teaching anxieties
• Values education
• Comprehensive whole school initiatives: A Case study