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Study with us
We welcome applications from both domestic candidates from Australia and New Zealand, and international candidates.
When you study at IPPE you have access to;
a world-class research training environment;
experienced supervisors who are also leading international academics;
high-level supervision to produce a first-rate PhD within minimum time periods;
competitive scholarships;
financial support for research projects and data collection, publications, conference participation, and research training;
technologically advanced facilities and support;
grant writing support;
the support and training to develop successful publications;
an intellectual and social support network of international scholars and postgraduate community; and
a lively intellectual environment based on common interests and facilitated by a world-class research program.
View the Thesis Repository for all PhD's completed by IPPE students
View IPPE Student Testimonials
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Research Project |
Researcher |
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Exploring gender differences in the effect of social capital on university aspirations |
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Using archival data to explore social class effects in educational attainment across Australian history (1960 to Today). |
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Comparing the effect of gender on psychological skills and academic achievement of urban, farming-Rural, and non-farming-rural children |
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Measurement of mindfulness related constructs and testing the efficacy of mindfulness related interventions |
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Social emotional learning skills for promoting educational outcomes |
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Computational methods for analysing idionomic data |
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Process-based approaches to improving the human condition (e.g. well-being and performance)? |
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Identifying factors that promote positive development? |
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Nonattachment: How do we measure it, how do we promote it |
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Individual and gender differences in academic motivational factors (e.g., task value, self-concept) and educational and career choices particularly in STEM (Science, Technology, Engineering, and Mathematics) |
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How multiple ecological systems (e.g., sociocultural, school, individual factors) shape adolescent social-emotional skills |
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Intervention studies looking into how to promote students' learning motivation (e.g., value, self-concept, mindset) and alter subsequent decision-making in coursework and major selections |
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Can students evaluate the effectiveness of their teachers? How do their ratings compare to how teachers rate themselves, and does student feedback improve teaching? |
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Use of publication citation analysis to evaluate research productivity |
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Academic Selective Schools. Do they help or hinder student achievement, academic self-concept, and long-term educational outcomes? |
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How do we stop school bullying? What makes a difference based on secondary data analysis of international surveys, and what interventions work. |
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| New approaches to factor analysis: Comparing confirmatory factor analysis (CFA), exploratory structural equation modelling (ESEM), and using Bayes estimators. | Professor Herb Marsh |
| Gender differences in different school subjects: Relations to academic achievement and academic self-concept. | Professor Herb Marsh |
| The benefits of repeating a year in school. | Professor Herb Marsh |
| School Principals Health & Well-being: What promotes and hinders based on results from our School Principal Health and Well-being Survey. | Professor Herb Marsh |
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A systemic and holistic approach to school wellbeing: 1)The effects of teacher wellbeing on student motivation and achievement. 2)Fostering principals' wellbeing in a digital age |
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Does student achievement really benefit from students attending high achieving groups? |
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What are the determinants of ethical decision-making? |
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How can we enable students to make decisions that are rooted in ethics and morality, rather than personal gain? |
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How can we enable students to extend their moral consideration to people from diverse backgrounds? |
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| What is the relationship between media literacy and wellbeing/mental health? | Dr Chloe Gordon |
| How do we raise the profile of media literacy education in schools? | Dr Chloe Gordon |
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Research Project |
Researcher |
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Enabling Indigenous preschool children's self-concept, literacy, and numeracy |
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Enabling Indigenous school children's self-concept, literacy, and numeracy |
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Enabling Indigenous youth attending university voice and agency |
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Factors driving the successful transition, retention, and completion of Indigenous university students |
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Factors driving the successful transition, retention, and completion of Indigenous preservice teacher education university students |
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Positive Parenting in Indigenous Communities |
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| Teaching the Teachers Indigenous Studies | Professor Rhonda Craven |
| Research Synthesis/Meta-Analysis in Indigenous Education | Professor Rhonda Craven |
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Improving the Engagement of Indigenous Students through the implementation of an Autonomy-Supportive Intervention Program for Teachers |
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| Envisioning Success for Remote Communities | Dr Anthony Dillon |
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Conceptions and Drivers of Indigenous Youth Wellbeing and Success |
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Parent-delivered language intervention: Indigenous preschool children |
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Capitalising on character strengths: A cross-cultural study on Indigenous populations |
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Providing a nudge towards success: Evaluating an innovative text messaging intervention to increase educational attainment and academic achievement in high school |
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Research Project |
Researcher |
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The influence of different types of electronic screen exposure on children and adolescents' health and wellbeing. |
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Building upon a scalable partnership model for physical activity promotion: Adapting the iPLAY program to improve girls' health |
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A school-based intervention to promote physical activity in children with intellectual disabilities. |
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Quantitative and qualitative studies of late-life adults' well-being and self-determination and how they can be best supported by people and institutions. |
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Studies of people's access to andperceivedaccess to human rights and their associations with well-being. |
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Systematic reviews and meta-analyses of self-determination theory. |
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Autonomy-Supportive Teaching Intervention: Improving teachers' classroom motivating styles |
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Understanding Psychological Needs: An exploration of need dissatisfaction |
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| Student Engagement: What exactly do highly engaged students do that allows them to develop (1) greater capacity and (2) improved performance? | Professor Johnmarshall Reeve |
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Understanding Classroom Instructions: Effect of an intrinsic instructional goal on tone of voice |
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Exploring teachers' instructional goals |
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Australia
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Australia