About Dr Jennifer Rowley

Dr Rowley is committed to teachers’ professional learning and how individual cognitive, social, emotional and behavioural needs of all learners can be met in a diverse range of educational settings.

Dr Jennifer Rowley is a Lecturer in Education at SCM with a specialization in Gifted education, social and professional issues for teachers, secondary and tertiary Teaching and Learning and e-learning – its design and use for enhancing teaching and learning – and the issues of Professional Experience (concerns of beginning teachers, NSW teacher professional standards, behaviour management, cultural diversity in schools, social justice and equity).

Dr Jennifer Rowley is committed to excellence in quality teacher education programs and currently prepares pre-service music teachers to teach in NSW schools. She lecturers in pedagogy, social and professional issues and Special Education and coordinates the professional experience program at SCM. Her specialization is in gifted education – specifically effective teaching strategies, curriculum differentiation, teacher professional development and the social and emotional needs of gifted children. Jennifer is expert in Teaching and Learning at the secondary and tertiary level with an interest in productive pedagogy, quality teaching in higher education for improved student learning and the development of generic graduate attributes for enhanced graduate employability. Her passion for teacher professional learning is aligned with the requirement of teachers to cater for individual differences of all learners and to understand the changing nature of the student population through raising awareness of educators in the social foundations of education including cultural diversity in schools, social justice and equity, the NSW quality teaching model and the development of NSW Teacher professional standards. Her long involvement in E-learning – its design and use for improving student learning through blended learning environments – has led to the establishment of supportive WebCT sites for pre-service teachers. Her commitment to Professional Experience allows for the continued identification of school based practicum issues such as the apparent need of beginning teachers in developing effective teaching strategies in schools, behaviour management techniques, models, intervention and prevention strategies, practices and understanding DET policies in schools.Areas of recent supervision include:

  • Musical education of academically gifted and talented students
  • Beginner piano teaching methodology: aural/oral perception versus notation learning

Selected publications

  • Rowley, J. L., & Tindall-Ford, S. (2008). Professional experience and WebCT at the Sydney Conservatorium of Music. Synergy, 28, 14–21. Retrieved from www.itl.usyd.edu.au/synergy/article.cfm?articleID=339.
  • Rowley, J. L. (2008). Teaching strategies to facilitate learning for gifted and talented students. Australasian Journal of Gifted Education, 17 (2), 36–42
  • Clarke, S., & Rowley, J. L. (2008). The musical education of academically gifted and talented students. Victorian Journal Of Music Education, 2008, 31-37.
  • Rowley, J. L. (in press). The professional development needs of teachers to identify and cater for gifted and talented students. Roeper Review.
  • Rowley, J. L. (in press). Improving student learning through quality teaching in higher education.  Journal of Teacher Education.
  • Rowley, J. L. (2008). Reducing anxiety through e-learning support of pre-service music teachers during professional experience. Proceedings of the 25th Annual Conference of the Society for Technology and teacher Education, Las Vegas, March 2008.
  • Rowley, J. L. (2007). Using e-Learning to support SCM pre-service music teachers during practice teaching. Proceedings of the 10th Annual Conference of Australian Society for Music Education, Perth, July 2007.
  • Rowley, J. L. (2006). What is quality teacher education for music education students? Proceedings of the 3rd International Conference on Teaching and Learning in Higher Education: TLHE Centre for Development of Teaching and Learning (CDTL), National University of Singapore, Singapore December 2006.
  • Rowley, J. L. (2003).  Teacher effectiveness in the education of gifted students: A comparison of trained, trainee and untrained teachers of gifted and talented students. Unpublished doctoral dissertation, University of New South Wales, Sydney, Australia.
  • Rowley, J. L. (2003). Facilitating learning for gifted and talented students: Strategies for success. Proceedings of the 15th Biennial World Conference of the World Council for the Gifted, Adelaide August 2003.