Dr Stacey Campbell

Stacey has been a teacher and director in NSW primary schools and early childhood prior-to-school settings (kindergarten) for over 10 years. Stacey was an associate lecturer at Macquarie University, NSW where she taught early years English, literacy and language units and professional experience. Stacey joined QUT as an academic staff member in 2015 and is currently a senior lecturer and researcher in early years literacy, language and literature.  She also coordinates the reading and writing difficulties units. Stacey's experience includes early childhood literacy consultancies with NSW Department of Education and Queensland Curriculum and Assessment Authority (QCAA). Stacey has developed early literacy support materials and professional topic video resources for the QCAA's website. She has recently worked on early literacy research projects for the Commonwealth of Australia.  Stacey developed the successful Teaching Phonics in Early Childhood Massive Open Online Course (MOOC) with QUT/Future Learn, with over 70,000 national and international participants. Stacey is  the Co-Editor of Practical Literacy: The Early and Primary Years (PLEPY) (2020-2023).  She is an Editorial Board Member of Literacy Research: Theory, methods, and Practice and an Editorial Review Board Member for The Reading Teacher (ILA, USA).  Stacey is a supervisor and associate supervisor of six MPhil, PhD and EdD students investigating literacy, English and assessment in early primary and senior school English curriculum areas. Stacey's recent conference presentations include: UK Literacy Association (UKLA) Phonics is important but we want our kids to play (Sheffield, UK, July, 2019) European Early Childhood Education Research Association (EECERA) Parental perceptions of phonics and code-related literacy in prior-to-school (Budapest, August, 2018) Australian Literacy Educators' Association (ALEA) The lost art of shared picture book reading (Perth, 7-11 July, 2018) Australian Literacy Educators' Association (ALEA) What do Australian teachers really think about early years code-related literacy learning? (Hobart, 6-9 July, 2017) British Education Research Association (BERA) Pre-packaged literacy programs: Teachers' beliefs about code-related literacy, phonics instruction and the use of commercial phonics programmes (Leeds, 13-15 September, 2016) European Early Childhood Education Research Association (EECERA) Conference 2016 .  Early childhood educators' beliefs about phonics teaching and commercial phonics programme use (Dublin, 31 August-3 September, 2016)

Type

Other

Reference year

2020

Details

Faculty of Education Real World Teaching Award 2019

Type

Editorial Role for an Academic Journal

Reference year

2019

Details

Co-Editor of Practical Literacy: Early and Primary Years (PLEPY). An Australian Literacy Educators' Association Journal (2020-2023)

Type

Other

Reference year

2019

Details

Faculty of Education Real World Teaching Award 2017

Type

Reviewer for an Academic Journal

Reference year

2019

Details

Editorial Review Board Member. The Reading Teacher. An International Literacy Association (ILA) Journal.

• Campbell, S., (2021). Phonics and play-literacy: Parental expectations of an early childhood literacy program. Australian Journal of Language and Literacy, 44(3), 60–73. https://eprints.qut.edu.au/225913
• Campbell, S., (2021). What's happening to shared picture book reading in an era of phonics first? Reading Teacher, 74(6), 757–767. https://eprints.qut.edu.au/210552
• Campbell, S., (2021). Learning through children's literature exhibitions in art galleries - the Miffy exhibition. Practical Literacy, 26(3), 18–20. https://eprints.qut.edu.au/225914
• Campbell, S., (2020). Teaching phonics without teaching phonics: Early childhood teachers' reported beliefs and practices. Journal of Early Childhood Literacy, 20(4), 783–814. https://eprints.qut.edu.au/120776
• Campbell, S., (2020). Putting the jigsaw together: Reading and teaching of phonics in the early years. In A. Woods & B. Exley (Eds.), Literacies in early childhood: Foundations for equity and quality (pp. 111–126). Oxford University Press. https://eprints.qut.edu.au/134655
• Campbell, S. & Neumann, M. (2020). 'Talking up' oral language with story books and apps supports reading success! Practical Literacy, 25(3), 21–23. https://eprints.qut.edu.au/206856
• Campbell, S., (2016). Playing with phonics: Teaching letters and sounds. Every Child, 22(4), 10–11. https://eprints.qut.edu.au/108673
• Campbell, S., (2015). Feeling the pressure: Early childhood educators' reported views about learning and teaching phonics in Australian prior-to-school settings. Australian Journal of Language and Literacy, 38(1), 12–26. https://eprints.qut.edu.au/84076
• Campbell, S., Torr, J. & Cologon, K. (2014). Pre-packaging preschool literacy: What drives early childhood teachers to use commercially produced phonics programs in prior to school settings. Contemporary Issues in Early Childhood, 15(1), 40–53. https://eprints.qut.edu.au/84075
• Campbell, S., Torr, J. & Cologon, K. (2012). Ants, apples and the ABCs: The use of commercial phonics programmes in prior-to-school children's services. Journal of Early Childhood Literacy, 12(4), 367–388. https://eprints.qut.edu.au/84073

• Reading development in early childhood: An intervention study on the effectiveness of a supplementary contextualised analytic phonics intervention on reading attainment in five- to six-year-olds
  PhD, Principal Supervisor
  Other supervisors: Professor Annette Woods, Adjunct Professor Susan Walker
• Metalanguage and Literacy education in Queensland school contexts
  Professional Doctorate, Associate Supervisor
  Other supervisors: Professor Annette Woods

• Secondary English Feedback: a Case Study of Contextual Influences on the Feedback Practices of Four Queensland Teachers (2020)

• Pre-Service Teachers' Beliefs and Intended Practices Around the Promotion of Reading for Pleasure Among Primary Children (2022)