Melinda Kirk

Melinda completed her Master of Education Leadership through the University of Wollongong in 2017.  As part of her final research project she researched her participation as an Assistant Researcher, for education faculty staff, collaboratively researching and co-authoring a paper and co-presenting at the ACEL National Conference in Sydney, 2017. Within this presentation and published paper, a focus on positive school and university partnerships and the collective capacity of pre-service, beginning, and experienced teachers, school leaders and university lecturers through lesson study, was explored. Melinda advocates that all stakeholders learn from one another in order to contribute to the collective capacity of educators and improved student achievement. She seeks to further research to inform improved teaching and learning both personally and beyond, to ultimately enable maximised student improvement, learning, engagement, efficacy and enjoyment of learning.

Teaching and Education Background

Melinda has over eighteen years experience teaching within the primary setting in both regional and metro areas, and the public and private sector in Australia.  She is currently registered to teach in Victoria, Queensland and New South Wales and has taught as a Primary Specialist Teacher; Music, Gifted Education, Enrichment Science as well as a generalist Primary Class Teacher. Melinda has also worked as a Gifted Education Mentor (GEM) in the Queensland Education System and briefly as a Tutor at Griffith University (Gold Coast Campus: Music and Creative Arts). She is currently working as a Research Assistant at Deakin University (STEM Education) on an ARC Project: Interdisciplinary Mathematics and Science Learning.

Awards

2018: University of Wollongong Outstanding Achievement Award – Post Graduate Studies

2018: Alumni Award University of Wollongong

Publications

Melinda Kirk & Kylie Lipscombe (2019) When a Postgraduate Student Becomes a Novice Researcher and a Supervisor Becomes a Mentor: A Journey of Research Identity Development, Studying Teacher Education, DOI: 10.1080/17425964.2019.1587606