Ms Katherine Bates

Ms Katherine Bates

Casual Academic Soe (3),
Dean's Unit - School Of Education

Lecturer - Hsie,
Secondary Education (soe)

Casual Academic Soe (2),
Dean's Unit - School Of Education

Biography

Katherine completed her undergraduate degree in Primary Teacher Education in 1983. Her poststgradute studies include achieving a Disinction Level, Masters of Education with a Literacy and Language major at the University of Wollongong in 2008. She has also undertaken Postgraduate Education in learning support. Katherine completed her PhD in 2015 from the University of Wollongong, School of Education. Her doctoral research study centered on standardised assessment, writing and national curriculum. Her research has a particular focus on the role image plays as stimulus for students in writing classrooms and large scale assessment contexts.  

Katherine has over 28 years teaching experience covering primary and middle school mainstream, ESL and learning support teaching. Katherine has also taught in TAFE across various faculties. She is an experienced Basic Skills and NAPLAN writing assessment marker, leading professional learning on using NAPLAN data as an ssessment for learning in Department of Education Schools.  She has held senior roles in the Department of Education developing online teaching resources for NAPLAN literacy and numeracy assessments K-10. She has recently held senor education roles with the Catholic Education Office leading teachers as a School Educator and on the Australian Curriculum team developing online professional learning modules and presenting professional learning on the Australian Curriculum to leaders in the Sydney Archdiocese.

Her publications for pedagogy include a series on building students' social and emotional resilience, teaching spelling in a balanced literacy program and reading visual prompts for writing narrative.

Professional memberships:

Australian Literacy Education Australia (ALEA)

Education Consultants Network (ECN)

Higher Education Teaching and Learning

Primary English Teacher Association Australia (PETAA)

This information has been contributed by Ms Bates.

Qualifications

  • PhD University of Wollongong
  • MEd University of Wollongong

Professional Memberships

  • Australian Association of Environmental Education (2017 - 2017)
  • Australian Literacy Educators Association (2013 - 2015)
  • Primary English Teaching Association Australia (2017 - 2017)
  • Education Consultants Network (2012 - 2015)

Awards

  • The University of Wollongong PhD Finishing Scholarship 2013-02-01

Interests

  • Assessing and Programming
  • Australian Curriculum
  • Narrative theory
  • visual literacy

Organisational Unit (School / Division)

  • Dean's Unit - School Of Education
  • Secondary Education (soe)
  • Dean's Unit - School Of Education

Contact

Email: K.Bates@westernsydney.edu.au
Phone: n/a
Mobile:
Location: 4
Bankstown
Website:

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Teaching

Current Teaching Areas

  • 42031 HSIE: Primary Method 1

Previous Teaching Areas

  • 101579 Primary English and Literacy 1, 2015
  • 101586 Primary English and Literacy 2, 2014
  • 101586 Primary English and Literacy 2, 2015
  • 42031 HSIE: Primary Method 1, 2016

Publications

Journal Articles

  • Bates, K. (2017), '[In Press] Examination of images in Australian standardised writing assessments : a case for recognising social and cultural disadvantage', Social Semiotics, .

Research

Doctoral Study: How do visual prompts shape students' written responses?

This qualitative study investigates the role that visual prompts play in stimulating students’ ideas for writing narratives within the context of large–scale narrative writing assessments such as the National Assessment for Literacy and Numeracy (NAPLAN).  It examines four primary school students’ responses to visual narrative prompts used in past writing assessments in state and national jurisdictions over the last decade. 

 Social Semiotic Theory informed the analysis, which included the development of a conceptual matrix and an analytical framework for evaluating the assessment prompts. An educational scaffold was also developed for use with the participating students during an intervention stage of the study.  Strategic use of the educational scaffold indicated a supportive metalanguage fosters higher engagement with and a deeper interpretation of meaning potentials in the visual narrative prompts provided.

This information has been contributed by Ms Bates.

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