Associate Professor David Evans
MA(SpecialEducation)(Macquarie), GDSE(ECU), PhD(UniOregon), BEd(UniSA)
Associate Professor, Special Education
Designation Coordinator, Special and Inclusive Education
A35 - Education Building
The University of Sydney
|Telephone||+61 2 93518463|
|Fax||+61 2 93512606|
Dr Evans is Associate Professor of Special Education in the Faculty of Education and Social Work at the University of Sydney. He is the convenor of the special and inclusive education designation in the Faculty; the Faculty delivers courses to more than 600 pre-service and postgraduate students each year. His research interests include design of curriculum to meet the needs of students with special education needs, and evidence-based practices in special education.
Learning sciences; psychology of education
- Learning, cognition and motivation
Research on teaching and learning
- Special and inclusive education
- Teacher education and professional learning
Keywords: special education, inclusive education, universal design, literacy, numeracy
Current research students
|Project title||Degree||Research student|
|General and special education teachers beliefs and attitudes toward collaboration in Saudi middle schools.||MEd (Research)||Nora ALHARTHI|
|Participatory Action Approach: A Key to Constructing School's Policy and Creating Culture of Inclusion in Targeted Primary Schools in Yogyakarta||PhD||Elga ANDRIANA|
|Investigating attachment theory in young children with a hearing impairment and complex needs||PhD||Samantha BERNARDO|
|Impact of text on decoding fluency and comprehension: an empirical investigation of the role of pictures.||MEd (Research)||Susanna BRIKHA|
|Teachers' attitudes and understanding toward academically gifted and talented children in public primary schools.||PhD||Petra CARTER|
|The inclusion of students with a mild intellectual disability into mainstream schools.||MEd (Research)||Michele LANGDON|
|Special education: teaching reading to all children. An examination of how teachers' measurement of their own knowledge required for teaching reading impacts on willingness and attitudes towards attending professional learning and students learning to read.||PhD||Criss MOORE|
|Conceptualising the link between being black and being made disabled.||MEd (Research)||Danielle NARAINSAMY - LOUIS|
|Investigating the number sense challenge through the impact of teacher knowledge and practice on 'at risk' early mathematical learners.||PhD||Hannah NEWMAN|
|Self-regulated Strategy Development (SRSD): a teaching framework to support the development of students' writing.||MEd (Research)||Robyn SMITH|
|Functionally indicated class-wide academic interventions for student problem behaviour in primary school settings.||PhD||Phillip WHITEFIELD|
|Exploring how principals construct knowledge in support of students with disruptive behaviour in NSW primary schools.||PhD||Paul WOOD|
|Co-operative Inquiry-Based Learning for Students with Autism.||PhD||Jessica ZANUTTINI|
- Early numeracy: examining the development of early numeracy and how students experiencing difficulties learning engage with early numeracy (e.g., number sense), and the quality of instruction required to assist these students acquire early numeracy skills, knowledge and understanding.
- Teacher education: Examination of how pre-service and in-service teachers construct knowledge, skills and values in the area of special and inclusive education.
- Teacher attitudes to inclusion - International perspectives: Examination of attitudes of students, teachers and parents towards education of students with a disability in the mainstream classroom. Comparative data has been collected across years, and countries (e.g., China, Czech Republic, Singapore).
- Literacy support: Examination of a range of variables (e.g. teacher attitudes, professional knowledge) relating to the development of literacy sills for students experiencing difficulties learning (e.g., learning support, handwriting).
- Off to a Good Start: Enhancing Early Reading Skills for All Thai Children Project (Australia-Thailand Institute)
Associate Editor, Australasian Journal of Special Education
Member of editorial committee, Special Education Perspectives
- The use of function to design academic and social interventions for primary-aged students with problem behaviour; Evans D; Department of Education and Training (NSW)/State Education Research Approvals Process (SERAP).
- Group of Eight European Fellowship; Evans D, Strnadova I; Group of Eight/European Fellowships.
- Effective Teaching and Learning Practices for Students with Learning Difficulties Initiative; Evans D; DET NSW;Catholic Education Commission NSW; ; Association of Independent Schools of NSW/BLO Project.
- Positive Behaviour Support; Evans D, Swayne N; Education Queensland (Qld State G/mnt)/Research Grants.
- Developing and Learning in Children and Youth Research Network; et a, Evans D, Martin A; Faculty of Education and Social Work, University of Sydney /Research Grant.
- Comparative Analysis of Early Intervention Programs for Young Children with Autism; Carter M, Parmenter T, Williams K, Evans D, Carter M, Williams K, Silove N; Australian Research Council (ARC)/Linkage Projects (LP).
- Effects of chronic Illness on the Education of Primary Aged Students; Barton B, Pearce D, Parmenter T, Evans D; Royal Alexandra Hospital for Children /BLO Project.
- Quality teaching and learning for gifted learners; Evans D; Telstra Foundation/Research Grant.
- Research into linking health and education programs through the syllabus: Showing the way - Sydney Childrens Hospital; Evans D, Carmichael D, Crouch M; South Eastern Sydney and Illawarra Area Health Service/Research Grants.
- Developing Mathematical Proficiency for Students At-Risk of Failure; Evans D; DVC Research/Research and Development Scheme: Newly Appointed Staff (NAS).