BiographyDr Yeigh is a highly experienced academic with a demonstrated history of successful work in the school and higher education sectors. A personal passion for understanding the relationship between development and learning has driven much of his professional growth, leading him to engage with Education to the point where he is now an adjunct associate professor and researcher in the Faculty of Education at Southern Cross University (Australia). In this capacity he oversees research in the areas of blended learning, teacher professional learning, teacher identity, school leadership and school improvement. Dr Yeigh is skilled in intercultural communication, research design, lesson planning and project supervision. He is a strong education professional with a PhD focused in Educational Psychology, and with applied research interests that include Blended Learning, School Improvement, School Leadership, Initial Teacher Education, Educational Mindfulness and "wicked" problem solving.
Areas of Research / Professional Expertise
Dr Yeigh's areas of particular expertise include research planning and design, research supervision, research project supervision, curriculum planning and customised professional learning for teachers and school leaders. He is particularly adept at mixed methods research, where he seeks to combine quantitative and qualitative research methods in ways that are able to define and 'operationalise' critical concepts and elements of research within their contextualised frameworks.
Dr Yeigh enjoys spending time with his family and a few close friends, with whom he likes to enjoy nature, share food, be entertained and discuss the world. He greatly enjoys reading and also being politically active. A personal interest in the relationship between mindfulness and music has also influenced his private life, prompting him to write and play music that he finds calming and 'mindfully supportive'.
Published: Mar 21, 2021 by Academia Letters (Article24)
Authors: Tony Yeigh & David Lynch
Invited article about the impact of COVID-19 on education. Discusses the issues this pandemic has raised and provides strategies for dealing with these issues.
Reflecting on Emotions During Teaching: Developing Affective-Reflective Skills in Novice Teachers Using a Novel Critical Moment Protocol
Published: Feb 15, 2021 by Australian Journal of Teacher Education
Authors: Bleakley, J., Woolcott, G., Yeigh, T., & Whannell, R.
Subjects: Education, Cognitive Psychology, Research Methods
Introduces protocols for using emotional self-awareness to increase teacher confidence and competence.
An online support system for teachers of mathematics in regional, rural and remote Australia: How will it work? What will it look like?
Published: Nov 25, 2020 by Australian and International Journal of Rural Education
Authors: Bui, V., Woolcott, G., Peddell, L., Yeigh, T., Ellis, D., Lynch, D. L., Willis, R., Markopoulos, C. & Samojlowicz, D.
Subjects: Education, Research Methods
Outlines the rationale for, and development of, an online support system (OSS) for teachers of mathematics in regional, rural and remote (RRR) Australia, as part of an ongoing, longitudinal research project aimed at supporting mathematics teaching in RRR contexts.
An innovative teacher of mathematics identity framework: An adaptive solution to systematic challenges facing teachers in regional, rural and remote Australia
Published: Oct 28, 2020 by Australian Mathematics Education Journal
Authors: Lynch, D., Yeigh, T., Woolcott, G., Peddell, L., Samojlowicz, D., Hudson, S., Bui, V., Markopoulos, C., & Willis, R.
Reports on research involving the impact of teacher identity on teaching motivation and engagement within regional, rural and remote education contexts.
Published: Sep 20, 2020 by Melbourne, Australia_Cambridge
Authors: Tony Yeigh
Subjects: Education, Adolescent Studies, Cognitive Neuroscience, Developmental Psychology, Communication Studies
Drawing on educational psychology, duty-of-care principles and mindfulness practices, this book introduces an original model designed to foster inclusive classroom practices for the contemporary classroom. Framed by the Australian Professional Standards for Teachers, it integrates the theoretical contexts of classroom management with the needs of contemporary teachers, as situated within the historical context of 21st century teaching and learning, to provide a new approach to management.
Published: Sep 10, 2020 by Australian Journal of Teacher Education
Authors: Pedler, M., Yeigh, T. & Hudson, S.
Subjects: Education, Adolescent Studies
Provides a novel model for analysing and assessing the teacher's role in supporting student learning engagement.
Published: Mar 02, 2020 by Education and Information Technologies
Authors: Yeigh, T., Lynch, D., Turner, D., Fradale, P., Willis, R., Lawless, E.
Subjects: Education, Information Science, Research Methods
Provides a means of analysing and evaluating the design of Blended Learning in relation to specific school contexts.
Published: Oct 07, 2019 by International Journal of Educational Management
Authors: Yeigh, T., Lynch, D. Turner, D., Provost, S. & Willis, R.
Reports on research analysing school ICSEA values, school performance, school funding and school readiness in terms of their impact on student performance.
Published: Jun 30, 2019 by School Leadership and Management
Authors: Yeigh, T. & Lynch, D.
Introduces a novel method (school readiness) for assessing the ability of schools to undertake change management in relation to school improvement initiatives.
Influences on purposeful implementation of ICT into the classroom: An exploratory study of K-12 teachers
Published: Jun 22, 2018 by Education and Information Technologies
Authors: Willis, R.L., Lynch, D., Fradale, P. & Yeigh, T.
Subjects: Education, Research Methods
Report on research designed to explore factors that are able to predict purposeful implementation of ICT into the classroom.
Published: Jan 08, 2018 by London: Oxford Global Press
Authors: Willis, R., Yeigh, T., Lynch, D.
Provides a critical review and analysis of the Blended Learning research literature.