PhD (Queensland University of Technology), Master of Education (Macquarie University), Bachelor of Arts (Eng. Lit & Mod. Hist) (Macquarie University)
Linda J. Graham is a Professor in the School of Early Childhood and Inclusive Education. Her research interests concern the role of education policy and schooling practices in the development of disruptive student behaviour and the improvement of responses to children who are difficult to teach.
Professor Graham completed her doctoral study, titled “Schooling Attention Deficit Hyperactivity Disorders: educational systems of formation and the ‘disorderly’ school child” at Queensland University of Technology in 2007. Of particular interest was how schooling practices and discourses may be contributing to the increased diagnosis of Attention Deficit Hyperactivity Disorder (ADHD).
Since graduating with the 2007 Faculty of Education Outstanding Thesis Award and the 2008 Australian Association of Research (AARE) Excellence in Doctoral Research Award, Linda has been awarded 4 successive research fellowships. These highly competitive awards have included a postdoctoral fellowship at The University of Sydney (2007-2008), a Macquarie University Research Fellowship (The political economy of special educational needs: international trends and policy developments, 2009-2011), an Australian Research Council (ARC) Discovery Research Fellowship (A critical analysis of the increase in diagnosis of special educational needs in NSW government schools, 2010-2012), and most recently, a QUT Vice Chancellor’s Research Fellowship (Destination elsewhere: a longitudinal study of pathways into separate special educational settings for students with disruptive behaviour, 2013-2015).
In 2011, she was awarded a second ARC Discovery project grant (Tracking the experiences of students enrolled in special schools for challenging behaviour and their reintegration to mainstream) with Dr Penny Van Bergen & Dr Naomi Sweller (Macquarie University).
She has also partnered with international collaborators on a comparative project funded by the Social Sciences & Humanities Council of Canada with Professor Markku Jahnukainen, University of Alberta & University of Helsinki (Analysing the current state and change of special education in New South Wales, Finland and Alberta) and is partner investigator on a 2012-2013 Leverhulme International Network grant with Professor Sheila Riddell from the University of Edinburgh (Special Education & Policy Change: A study of six jurisdictions).
In the same year, Linda was named Macquarie University Early Career Researcher of the Year, and received both the Academy of the Social Sciences in Australia (ASSA) Paul Bourke Award and the Australian Association for Research in Education (AARE) Early Career Research Award.
She is currently leading a 6-year longitudinal study tracking the school liking, learning, language and behaviour of QLD prep children through to end grade 5, with Prof Sue Walker and Dr Sonia White (School of Early Childhood, QUT), Dr Kathy Cologon(Institute of Early Childhood, Macquarie University), Prof Pamela Snow (LaTrobe Rural Health School), andProf Robert Pianta (Curry School of Education, University of Virginia). The study was seed-funded by the Financial Markets Foundation for Children (2013-2015) and is now being funded by the Australian Research Council (2016-2019).
In 2016, she began leading an Education Horizon project funded by the Queensland Government, “Empowering learners: using student voice, videorecorded classroom interactions and teacher feedback to develop positive learning environments in high-need Queensland secondary schools”, with Dr Amanda Mergler and Dr Jenna Gillett-Swan.
Linda has appeared in numerous print, radio and television media and is a strong advocate that inclusive education is a foundation platform for broader social inclusion and the development of an inclusive democracy.
Projects (Chief investigator)
- Improving outcomes through accessible assessment and inclusive practices
- Wellbeing matters: a collaborative approach to harnessing student voice to develop a Wellbeing Framework for Action in the middle years