Ms Meghan Stacey

Telephone 93515378

Website Academia.edu
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Biographical details

Meghan returned to the University of Sydney to begin her PhD in education at the start of 2014. Working under the supervision of Associate Professor Helen Proctor and auxiliary supervisors Associate Professors Debra Hayes and Susan McGrath-Champ, Meghan is investigating the relationship between the marketisation of schooling and the work of early-career teachers in NSW secondary schools.

An alumni of the University, Meghan graduated in 2010 with a Bachelor of Education (Hons 1) and Bachelor of Arts, before moving to the Riverina to teach high school English and Drama.

Teaching and supervision

Meghan has experience working as a tutor and lecturer across both the Bachelor of Education and the Master of Teaching.

2017:

  • EDMT6500 'Schools and their Communities'

2016:

  • EDMT5676 'Teaching and Learning'
  • EDUF2007 'Social Perspectives on Education' (lecturer)

2015:

  • EDUF2007 'Social Perspectives on Education'
  • EDSE3072 'Craft Knowledge and Professional Practices 2'

2014:

  • EDUF1018 'Education, Teachers and Teaching'
  • EDUF2007 'Social Perspectives on Education'
  • EDUF4044 'Reading and Designing Research'
  • EDSE3072 'Craft Knowledge and Professional Practices 2'
  • EDMT6012 'Professional Research Project'

Thesis work

Thesis title: Early-career teachers' experiences in NSW secondary schools

Supervisors: Debra HAYES , Susan MCGRATH-CHAMP , Helen PROCTOR

Thesis abstract:

The Australian schooling system is market-oriented, and while this is thoroughly acknowledged within the literature, the place and experience of teachers within this market system is not. Taking a multi-case approach, I have interviewed nine early-career 'target teachers' as well as relevant figures surrounding them: a colleague and a friend, partner or family member. This '360' research design has enabled a more rounded understanding of participants' perspectives on their work as well as the institutional context within which it is undertaken. Teacher participants were drawn from a range of contrasting school sites, from the schools of the ‘elite’ to those of the ‘disadvantaged’, and across as well as within both 'public' and 'private' spheres. The project is significant within the current neoliberal political climate, as concepts of and rhetoric surrounding quality teaching suffuse both popular and academic educational discourse, creating additional pressures for teachers which are translated differently according to the relative advantage or disadvantage of their workplace, as well as a range of other factors. Through unpacking such between-school dynamicsin relation to teachers and their work, it is hoped that the mechanisms of our schooling system to be more thoroughly understood.

Current projects

Current Positions:

Meghan is currently the Editorial Assistant for the Australian Educational Researcher (AER).

She also works as a Research Assistant on a comparative study of teachers' working and employment conditions in NSW, WA and Sweden, with Associate Professor Susan McGrath-Champ.

Conference Presentations:

Stacey, M. & Proctor, H. (2014). Middle class parents' educational work in an academically-selective public high school. Paper presented at AARE-NZARE, Brisbane, Australia, 30th November - 4th December. Abstract available at:https://thinkbusiness.conference-services.net/reports/template/onetextabstract.xml?xsl=template/onetextabstract.xsl&conferenceID=3787&abstractID=818660

Stacey, M. (2015). Teachers’ responses to parental engagement in schooling in an academically-selective public high school. Paper presented at AIRAANZ, Auckland, New Zealand, 3rd-5th February.

Stacey, M. (2015). Great Teaching, Inspired Learning: A neoliberalization of schools, teachers and teaching in NSW, Australia. Paper presented at AARE, Fremantle, Western Australia, 30th November - 3rd December. Conference program available at:https://www2.iceaustralia.com/ei/images/AARE%202015/AARE%202015_Full%20Program.pdf

Stacey, M. (2016). From the safety net to the high wire: Two cases of teachers' work in contrasting secondary school sites. Paper presented at ECER, Dublin, Ireland, 23rd-26th August. Conference program available at:http://www.eera-ecer.de/ecer-programmes/search-programmes/

Stacey, M. (2016). Second order policy effects of a market approach to schooling: Disadvantage and teachers' work. Paper presented at the NSW IER Student Research Showcase, Sydney, Australia, 5th November.

Stacey, M. (2016). "I never feel like I'm doing my job properly, I never feel like I'm doing my job": The remote school, the market, and the early-career teacher. Paper presented at AARE, Melbourne, Australia, 28th November-1st December. Conference program available at:http://www.aareconference.com.au/wp-content/uploads/2016/11/AARE-2016-Conference-Program.pdf

McGrath-Champ, S., Wilson, R., Stacey, M. & Fitzgerald, S. (2016). "I just try to be nice to them, I tell a few jokes": Principals explain their changing roles and support for staff in two devolved Australian schooling systems. Paper presented at AARE, Melbourne, Australia, 28th November-1st December. Conference program available at:http://www.aareconference.com.au/wp-content/uploads/2016/11/AARE-2016-Conference-Program.pdf

Fitzgerald, S., McGrath-Champ, S., Wilson, R. & Stacey, M. (2017). A 'tsunami of paperwork': Professionally-engaged teachers' reports on changes to conditions of work and employment conditions under devolution. Paper presented at AIRAANZ, Canberra, Australia, 7th - 10th February. Conference program available at:http://www.airaanz2017.org.au/wp-content/uploads/2013/10/Program-AIRAANZ-6-2.pdf

Parding, K., McGrath-Champ, S. & Stacey, M. (2017). Teachers, school choice and competiton: Lock-in effects within and between sectors. Paper presented at AIRAANZ, Canberra, Australia, 7th - 10th February. Conference program available at:http://www.airaanz2017.org.au/wp-content/uploads/2013/10/Program-AIRAANZ-6-2.pdf

Associations

Australian Association for Research in Education (AARE)

NSW Institute for Educational Research (IER)

Awards and honours

2006-2010: NSW Teacher Education Scholarship

2007: G. S. Caird Award for Bachelor of Education Year 2

2014-2017: APA Scholarship

2015: Winner of Best Research Paper Award for Semester 2 Research Students' Forum, University of Sydney; winner of postgraduate scholarship for attendance at AIRAANZ in Auckland, New Zealand

2016: Winner of Institute for Educational Research grant to attend the European Conference on Educational Research in Dublin, Ireland

2017: Winner of an Excellence in Teaching Award for 2016, University of Sydney School of Education & Social Work

Selected publications

Download citations: PDF RTF Endnote

Book Chapters

  • Forsey, M., Proctor, H., Stacey, M. (2017). A most poisonous debate: Legitimizing support for Australian private schools. In T. Koinzer, R. Nikolai & F. Waldow (Eds.), Private schools and school choice in compulsory education: Global change and national challenge, (pp. 49-66). Germany: Springer. [More Information]

Journals

  • Parding, K., McGrath-Champ, S., Stacey, M. (2017). Teachers, school choice and competition: Lock-in effects within and between sectors. Policy Futures in Education, 15(1), 113-128. [More Information]
  • Stacey, M. (2017). The teacher 'problem': An analysis of the NSW education policy Great Teaching, Inspired Learning. Discourse: Studies in the Cultural Politics of Education, Online first. [More Information]
  • Stacey, M. (2016). Middle-class parents' educational work in an academically selective public high school. Critical Studies in Education, 57(2), 209-223. [More Information]

2017

  • Forsey, M., Proctor, H., Stacey, M. (2017). A most poisonous debate: Legitimizing support for Australian private schools. In T. Koinzer, R. Nikolai & F. Waldow (Eds.), Private schools and school choice in compulsory education: Global change and national challenge, (pp. 49-66). Germany: Springer. [More Information]
  • Parding, K., McGrath-Champ, S., Stacey, M. (2017). Teachers, school choice and competition: Lock-in effects within and between sectors. Policy Futures in Education, 15(1), 113-128. [More Information]
  • Stacey, M. (2017). The teacher 'problem': An analysis of the NSW education policy Great Teaching, Inspired Learning. Discourse: Studies in the Cultural Politics of Education, Online first. [More Information]

2016

  • Stacey, M. (2016). Middle-class parents' educational work in an academically selective public high school. Critical Studies in Education, 57(2), 209-223. [More Information]

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