Associate Professor Laura Scholes
Associate Professor, ACU & Principal Research Fellow, Australian Research Council
Educational Semiotics in English and Literacy Pedagogy
Areas of expertise: boys, masculinity, and reading; girls, femininity, and reading; reading in the digital age; masculinities and schooling; reading and social disadvantage; reading in science classrooms; epistemic cognition and reading; development of children’s epistemic cognition; expertise in qualitative, quantitative and mixed research design methodologies; Survey design and analysis; interview research design and analysis; large scale longitudinal mixed method design; stimulated recall interview methods; scenario based interview methods; ethnography – early childhood and primary school settings
ORCID ID: 0000-0002-8849-2825
Phone: +61 07 3861 6177
Location: ACU Brisbane Campus
Laura Scholes is an Associate Professor researching gender and literacy at the Institute for Learning Sciences and Teacher Education, ACU, Brisbane. A/Professor Scholes is also a Principal Fellow of the Australian Research Council researching how to challenge masculinities associated with boys’ failure in reading. She was awarded a prestigious 3-year Discovery Early Career Research Award (DECRA) in 2017 (DE 170100990). As part of this program of research she is implementing mixed methods to identify the multiplicity of influences on boys' masculine reading identities and pedagogies to improve disadvantaged boys' reading outcomes.
In addition to her DECRA research she also recently worked on a research project examining boys’ and girls’ experiences of reading in middle school science classrooms, student science epistemic beliefs for knowing in science, and the influence of teaching pedagogies on science literate identities. A/Professor Scholes has produced over 80 scholarly works including her sole-authored 2018 monograph by Routledge, Boys, masculinities and reading: Gender identity and literacy as social practice. She has published research in journals that include the Journal of Research in Research, Teaching and Teacher Education, British Journal of Sociology of Education, Critical Studies in Education, and Gender and Education.
- Scholes, L. (2018). Boys, masculinities and reading: Gender identity and literacy as social practice. Critical studies in gender and sexuality in education series. New York, NY: Routledge.
- Scholes, L. (in press 2020). Recognition of boys as readers through a social justice lens. British Journal of Sociology of Education.
- Scholes, L, (2019). Differences in attitudes towards reading and other school-related activities among boys and girls. Journal of Research in Reading. 42 (3-4), pp 485–503. doi:10.1111/1467-9817.12279
- Scholes, L. (2019). Popular Girls Aren’t into Reading: Reading as a Site for Working-Class Girls’ Gender and Class Identity Work. Critical Studies in Education. doi:10.1080/17508487.2019.1601633
- Scholes, L. (2018). Working-class boys’ relationships with reading: Contextual systems that support working-class boys’ engagement with, and enjoyment of, reading. Gender and Education. 31(3), 344-361, doi:10.1080/09540253.2018.
- Scholes, L. (2017). Books are boring! Books are fun! Boys’ polarized perspectives on reading. Boyhood Studies: An Interdisciplinary Journal, (11), 77-98. doi.org/10.3167/bhs.2017.100205.
- Scholes, L. (2015). Clandestine readers: Boys’ and girls’ descriptions of going ‘undercover’. British Journal of Sociology of Education, 36(3), 359-374. doi:10.1080/01425692.2013.826899.
- 2017-2020 Australian Research Council. Discovery Early Career Research Award (DECRA) DE170100990: CI Scholes, L. Investigating how to challenge masculinities associated with boys' failure in reading, $377,900. https://www.acu.edu.au/research/our-research-institutes/institute-for-learning-sciences-and-teacher-education/our-research/projects/challenging-masculinities-associated-with-boys-failure-in-reading
- 2018-2020 Brisbane Catholic Education: CI Scholes, L., Lunn, J., Walker, S. Johansson, E. PI: Lawson, V. Helping children to reason about moral values for social inclusion: A longitudinal study, $10,000.
- 2018-2019 URIPA Funding, University of Adelaide: CI Stahl, G., Scholes, L., Comber, B & Lunn, J. The nexus of literacy and science epistemic beliefs: Understanding students' gendered science participation, $10,000.
- 2018 QUT Seed Funding: CI Walker, S., Lunn, J. & Scholes, L. Executive function and epistemic cognition in early childhood, $10,000.
- 2013-2015 Australian Research Council. Discovery Scheme DP130102136: Lunn, J., Walker, Johansson, E & Berthelsen, D with Scholes, L. Changing relationships between children's moral reasoning for inclusion and epistemic beliefs in early years primary classrooms, $380,000.
- 2014 QUT Faculty Project: CI Lunn, J., Davis, J., Farrell, A. & Scholes, L. Understanding teaching, learning and leadership in elementary teacher education in Papua New Guinea.
- 2013 Young and Well Cooperative Research Centre. CI Johnson, D, Jones, C., & Scholes, L. Gaming in the lives of boys, $53,850.
- 2012-2013 Telstra Foundation: CI Jones, C., Scholes, L. et al. Orbit: The feeling safe sexual abuse prevention project, $538,000. http://orbit.ht.dstier2.com/csa/the-orbit-approach/
Accolades and awards
- 2018 QUT Publication First Award. Faculty of Education. Scholes, L. Sole authored monograph.
- 2017 Discovery Early Career Research Award (2017-2019) ($377,000). Australian Research Council.
- 2014 QUT Vice-Chancellor’s Award for Excellence in the category of “Mixed team” (academic and professional staff) for “Partnerships and Engagement” for the JIFEE (Jiangsu International Foundation for Education Excellence) program at Hongwen College, Suzhou, China.
- 2011 The University of Queensland Dean’s Award for Research Higher Degree Excellence, Thesis. Fewer than ten per cent of PhD graduates are recognized.
- 2011 Australian Association for Research in Education (AARE) Postgraduate Student Research Award ($1,000). Award for paper based on originality, contemporary significance and /or scholarly relevance, conceptual, methodological and theoretical innovation.
- 2011 The University of Queensland Carolyn D Baker Research Scholarship ($2,500).
- 2010 The University of Queensland, School of Education, Postgraduate Publication Award, PhD publishing – recognition of quality publications.
Appointments and affiliations
- Associate Professor & Principal Research Fellow ILSTE, ACU and the Australian Research Council DECRA Fellow 2019-present
- Senior Research Fellow Faculty of Education, Queensland University of Technology (QUT) & Australian Research Council DECRA Fellow 2017-2018
- Research Fellow Faculty of Education, QUT 2013-2016
- Senior Research Assistant Faculty of Education, QUT 2010-2012
- Editorial Board for Australian Journal of Language and Literacy
International journal review panel
- Journal of Reading Research
- Australian Journal of Language and Literacy
- International Journal of Inclusive Education
- Pedagogies: An International Journal
- Masculinities and Social Change
- Critical Studies in Education
- Teaching and Teacher Education
Grant agency review panels
- Australian Research Council