Research output per year
Research output per year
Personal profile
Biographical Details
Professor Rachael Adlington is the coordinator, initial teacher education accreditation in the School of Education, University of New England. Rachael ensures the quality and continued improvement of all initial teacher education courses in the School, initiating and orchestrating innovative approaches to teaching and learning. As an academic, Rachael works with Education students to become proficient users of Information and Communication Technologies to enhance teaching and learning. Rachael is also an experienced primary school teacher, specialising in the teaching of literacy and technology.
Rachael's research interests include:
- the role of technology in all levels of education;
- initial teacher education, ongoing teacher education and change management in tertiary contexts;
- online learning and online professional learning and development.the new literacy practices emerging alongside new technologies;
- co-authorship in online spaces such as blogs, children as online authors; and
- systemic functional linguistics, social semiotics, and multiliteracies.
Education/Academic qualification
Education Studies, Doctorate, Young Children's Online Authoring: The Techno-semiotic Co-construction of Blogs, Australian Catholic University
Teacher Education, Bachelor, Bachelor of Education (Primary), Southern Cross University
Approved to Supervise
- Approved PhD/HDR supervisor
Expertise related to UN Sustainable Development Goals
In 2015, UN member states agreed to 17 global Sustainable Development Goals (SDGs) to end poverty, protect the planet and ensure prosperity for all. This person’s work contributes towards the following SDG(s):
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SDG 4 Quality Education
Fingerprint
Dive into the research topics where Rachael Adlington is active. These topic labels come from the works of this person. Together they form a unique fingerprint.
- 1 Similar Profiles
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Enhancing Student Retention Through the Implementation of Academic Teaching and Learning Interventions
Harrington, I., Schmude, M., Whannell, R., Volpe, C. R., O'Neill, K., Adlington, R., Garrad, T.-A., Munday, H. & Guy, S., 6 Jul 2026, (E-pub ahead of print) In: Student Success. p. 1-11Research output: Contribution to journal › Article › peer-review
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Stakeholder alignment to government reform: Mapping responses to the Teacher Education Expert Panel (TEEP) proposal to improve the quality of Professional Experience in Australia
Andrews, R., Cliff, K., Adlington, R., Ledger, S., Gregory, S., Monteleone, C., Little, C., Maurice, O. & Van Bergen, P., 16 Jun 2025, (E-pub ahead of print) In: The Australian Educational Researcher. p. 1-23Research output: Contribution to journal › Article › peer-review
1 Citation (Scopus) -
The positioning of quality and expertise in initial teacher education: policy enactment in the Australian context
Ryan, M., Bergen, P. V., Adlington, R. & Maurice, O., 13 Jan 2025, (E-pub ahead of print) In: The Australian Educational Researcher. p. 1-24Research output: Contribution to journal › Article › peer-review
3 Citations (Scopus) -
Using interpersonal meaning making resources to build relationships and improve engagement in online teacher professional learning
Adlington, R., Quinn, F., Charteris, J., Rizk, N. & Volpe, C. R., 31 Mar 2025, In: The Australian Educational Researcher. 52, 1, p. 255-274Research output: Contribution to journal › Article › peer-review
Open Access5 Citations (Scopus) -
An Evidence-informed framework for recognition of prior learning in initial teacher education
Andrews, R., Cotton, W., Adlington, R., Bourke, T., Cook, P., Craddock, S., Dutton, J., Ersozlu, Z., Gregory, S., Ledger, S., Letts, W., Little, C., Mills, R., Peralta, L., Tognolini, J., White, M. Y., Wilson, K. & Winslade, M., 29 Feb 2024, Penrith, NSW: Australian Council of Deans of Education. 59 p.Research output: Book/Report › Report › Other
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Using Universal Design for Learning principles and evidence-based strategies to build academics’ capacities to enhance initial teacher education student engagement and retention in online learning.
O'Neill, K. (Speaker), Harrington, I. (Speaker), Johnston, C. (Speaker), Adlington, R. (Speaker), Bartlett-Taylor, T. (Speaker), Whannell, R. (Speaker), Grono, S. (Speaker) & Mellors, M. (Speaker)
14 Aug 2025Activity: Talk or Presentation › Keynote/Invited Presentation
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Preferred Learning Strategies of Tertiary Students who Experience Success.
O'Neill, K. (Speaker), Harrington, I. (Speaker), Johnston, C. (Speaker), Adlington, R. (Speaker) & Whannell, R. (Speaker)
6 Feb 2025Activity: Talk or Presentation › Keynote/Invited Presentation
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The Commencing Student Success Project 2021-2024: Students' top five preferred learning strategies.
Harrington, I. (Speaker), Johnston, C. (Speaker), Adlington, R. (Speaker), O'Neill, K. (Speaker) & Whannell, R. (Speaker)
2025Activity: Talk or Presentation › Presentation
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The Commencing Student Success Project (CSSP).
Harrington, I. (Speaker), O'Neill, K. (Speaker), Johnston, C. (Speaker), Adlington, R. (Speaker), Grono, S. (Speaker), Whannell, R. (Speaker), Bartlett-Taylor, T. (Speaker) & Mellors, M. (Speaker)
Jul 2024Activity: Talk or Presentation › Public Lecture, Debate or Seminar
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Building relationships, facilitating student engagement, designing a School-wide signature pedagogy.
Grono, S. (Speaker), Johnston, C. (Speaker), Harrington, I. (Speaker), O'Neill, K. (Speaker) & Adlington, R. (Speaker)
2023Activity: Talk or Presentation › Public Lecture, Debate or Seminar