The curious case of small schools

About this project

Small schools have a long history in Australia and are often found in communities with substantial social capital and rich relationships. In regional areas, small schools are more prevalent compared to metropolitan areas. National and international numeracy assessments indicate that students in regional areas underperform compared to their urban peers. Furthermore, the Australian Early Development Census (AEDC, 2022) reveals that students living in regional and remote areas are more likely to be developmentally vulnerable than those in metropolitan areas. Approximately 36% of all Australian primary schools have a student population of fewer than 200 students which often results in multi-year class structures. However, there is still so much to learn about the composition of small schools across Australia. South Australian and national data indicate small schools, and their unique enrolment patterns, structures and resources constraints, shape a significant cohort of Australian students schooling success, in both regional and metropolitan schools

This project will contribute to a research program in understanding the teaching and learning of mathematics in small Australian schools. A key finding of our previous research is that teachers feel overwhelmed in the planning and teaching of mathematics in small schools. As the distance between small schools can be vast, teachers often feel isolated and disconnected from schools that may be in the same geographical region due to disparities in size. The research will employ a participatory research paradigm using critical participatory action research case studies to:

• gain multiple perspectives about the structure of mathematical learning experiences in multi-age junior primary classes in inner regional and regional South Australia; and
• co-design and pilot a framework of strategies for improving these experiences with teachers, education support staff, students, community members, and researchers.

What you’ll do

Alongside privileging small schools' knowledge, the study will contribute urgently needed understandings and critical action in relational to the pedagogical practices that work to foster students’ mathematical potential in multi-year classes in small regionals school.  This inquiry which aims to enrich young children’s mathematics education experiences, and their teachers’ mathematical pedagogical practice and knowledge in small regional schools has far reaching implications for education and wellbeing in Australia. 

The research design provides small schools and the communities that they are situated in, opportunities to voice and render their perspectives about and experiences, through a critical systems research methodology and for their perspectives to inform education research, which is about them, and shapes their schooling experiences. 

The applicant will partake in several activities during their project including:

• Presenting at conferences relevant to the project
• Liaising and visiting small South Australian Schools
• Conducting literature review and engaging in research activities
• Connecting with other higher degree by research students
• Developing research networks

Where you’ll be based

Successful applicants will be working within the Centre for Research and Social Inclusion. The University of South Australia’s Centre for Research in Education and Social Inclusion (CRESI) is one of the largest research centres in the world that is focused on contributing to new knowledge about issues related to educational and social inclusion. 

Our mission is to generate research-based knowledge to inform inclusive educational and social policy and practices across the lifespan. We conduct interdisciplinary research to generate knowledge of systemic forms of exclusion? policy analysis and critique focusing on policies' effects? theory building to understand complex phenomena? and case studies of hopeful sites of educational and social inclusion. Our research contributes to greater education equity to enhance social cohesion and wellbeing.

Dr Kate Quane is an Early Career Researcher and Lecturer in Mathematics Education. Kate is an Executive Member of CRESI leading the portfolio of Research Training. Her research engages with equity and inclusion in mathematics education, humanizing mathematics education for all students. Her research track record includes18 research outputs, four invited speaker opportunities and external research funding. Additionally, Kate works closely with schools and partnerships, conducting targeted professional learning sessions that is informed by her research. 

Dr Bec Neill is Deputy Chair of the UniSA Human Research Ethics Committee, UniSA Education Futures’ Program Director for Early Childhood Education and a CRESI mid-career researcher. An expert in systems thinking, problem solving for critical emancipatory action, her research focuses on the socio-emotional development and cultural wellbeing of all children and their families as the basis for educational success. Her research track record includes 20 ERA classified research outputs, diverse sources of industry funding and internationally acknowledged early childhood research located in Pacific geographies.

In 2022 Dr Quane and Dr Neill were successful in gaining a grant from Early Childhood Australia “Developing mathematical thinking in the early years: Challenges of multi-year classrooms in inner regional South Australian schools”. In addition, Dr Quane and Dr Neill have co-supervised five Vacation Research Scholars that have examined issues pertaining to small schools. Financial Support  

This project is funded for reasonable research expenses.  A fee offset for the standard term of the program is available to Australian and New Zealand citizens, and permanent residents of Australia, including permanent humanitarian visa holders. Additionally, any Australian Aboriginal and/or Torres Strait Islander applicant who holds an offer of admission without a living allowance will be eligible for the Aboriginal Enterprise Research Scholarship. This scholarship is to the value of $52,352 per annum (2025 rate). Any Aboriginal Enterprise Research Scholarship recipient will also receive a fee waiver. International applicants are not invited to apply at this time.

Eligibility and Selection

This project is open to applications from Australian or New Zealand citizens, and Australian permanent residents or permanent humanitarian visa holders. International applicants are not invited to apply at this time.

Applicants must meet the eligibility criteria for entrance into a Master of Research. Additionally, applicants must meet the project selection criteria: 

• Are current or former teachers who have experience in teaching in small schools.

All applications that meet the eligibility and selection criteria will be considered for this project. A merit selection process will be used to determine the successful candidate.

The successful applicant is expected to study full-time and to be based at our Mawson Lakes campus north of Adelaide. 

Essential Dates

Applicants are expected to start in a timely fashion upon receipt of an offer. Extended deferral periods are not available. Applications close on Monday 10 March 2025.