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Charles Sturt University
Charles Sturt University

Dr Brian Hemmings Dr Brian Hemmings

BEd (Hons)USyd, BEdStud, MEdStud Newcastle PhD UNSW

Brian Hemmings is the Sub-Dean (Graduate Studies), Faculty of Education. Brian has also served in a range of other administrative capacities, including stints as Head of School (School of Education), Master of Education Course Coordinator, and Sub-Dean (Quality Assurance) for the Faculty of Education. Before his tenured appointment to Charles Sturt University, Brian worked as a primary school teacher and as a research assistant at the University of Newcastle.

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  • Secondary and tertiary student attrition and persistence
  • Factors influencing student achievement
  • School to work/training transitions
  • Productivity of university academics

Future Direction of Research

  • National assessments and their relationships with other school-related measures
  • Lecturer self-efficacy and workplace satisfaction
  • Inclusive education and the lecturer's perspective

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  • Child and adolescent development
  • Special/inclusive education
  • Learning and motivation

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  • Member of the Higher Education Research and Development Society of Australasia (HERDSA), 2009+
  • Member of the American Educational Research Association (AERA), 2012
  • Member of the Australian Association for Research in Education (AARE ) 1985+
  • Member of the Australian Association of Special Education (AASE) 1993+
  • Member of the Society for the Provision of Education in Rural Australia (SPERA), 2001–2006 [including Treasurer from 2001-2003]

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  • Hemmings, B.  & Kay, R. (forthcoming) The relationship between research self-efficacy,  research disposition, and publication output. Educational Psychology: An  International Journal of Experimental Educational Psychology.
  • Steel, A., Hemmings, B., Sibbritt, D., & Adams,  J. (forthcoming) Research challenges for a complementary medicine higher  education institution: Results from an organisational climate survey. European  Journal of Integrative Medicine.
  • Sharp, J.G.,  Hemmings, B., & Kay, R. (forthcoming) Towards a model for the assessment of  student boredom and boredom proneness in the UK higher education context. Journal  of Further and Higher Education.
  • Sharp, J.G.,  Hemmings, B., Kay, R., & Callinan, C. (2015) When worlds collide:  Identity, culture and the lived experiences of research when teaching matters  more. Journal of Further and Higher Education, 39(5), 612-644.
  • Hemmings, B., Hill, D., & Sharp, J.G. (2015). The  transition from a university college to a university: A United Kingdom study. Tertiary  Education and Management, 21(2), 127-139.
  • Daffern, T.,  Mackenzie, N., & Hemmings, B. (2015). The development of a spelling  assessment informed by Triple Word Form Theory. Australian Journal of  Language and Literacy, 38(2), 72-82.
  • Hemmings, B.  (2015). Strengthening the teaching self-efficacy of early career academics. Issues  in Educational Research, 25(1), 1-17.
  • Hemmings, B. & Hill, D. (2014) Increased research emphasis in Australian universities: Examining one Christian university's response. Christian Higher Education, 13(3), 183-198.
  • Mackenzie, N.M. & Hemmings, B. (2014) What predicts success with writing in the first year of school? Issues in Educational Research, 24(1), 41-54.
  • Hemmings, B., Kemmis, S., & Reupert, A. (2013) Practice architectures of university inclusive education teaching in Australia. Professional Development in Education, 39(4), 470-487.
  • Sharp, J.G., Hemmings, B., Kay, R., & Callinan, C. (2013) An application of the revised 'Lecturer Self-efficacy Questionnaire': An evidence-based route for transformational change. Journal of Further and Higher Education, 37(5), 643-674.
  • Hemmings, B., Kemmis, S. & Reupert, A. (2013) Practice architectures of university inclusive education teaching in Australia. Professional  Development in Education, 39(4), 470-487..
  • Hemmings, B., Hill, D. & Sharp,  J.G. (2013) Critical interactions shaping early academic research career  development in two higher education institutions. Issues in Educational  Research, 23(1), 35-51.
  • Kerr, R., Hemmings,  B. & Kay, R. (2013) The effect of social contingencies on nursing  students' reactions during a clinical placement. International Journal of  Nursing Education Scholarship, 10(1), 1-10.
  • Hemmings, B., Hill, D. & Sharp, J.G. (2013) Research experiences of staff within a specialist  UK higher education institution: Challenges, opportunities, and priorities. Tertiary  Education and Management, 19(1), 52-67.
  • Hemmings, B., Kay, R., Sharp, J. & Taylor, C. (2012) A transnational comparison of lecturer self-efficacy. Journal  of Further and Higher Education, 36(3), 291-308.
  • Woodcock, S.,  Hemmings, B. & Kay, R. (2012) Does study of an inclusive education subject  influence pre-service teachers' concerns and self-efficacy about inclusion? Australian Journal of Teacher Education, 37(6), 1-11.
  • Carlson, L., Hemmings, B., Wurf, G. & Reupert, A. (2012) The instructional strategies and attitudes of effective inclusive teachers. Special Education Perspectives, 21(1), 7-20.
  • Hemmings, B. (2012) Sources of research confidence for early career academics: A qualitative study. Higher Education Research and Development 31(2), 171-184.
  • Hemmings, B. & Woodcock, S. (2011) Pre-service teachers' views of inclusive education: A content analysis. Australasian Journal of Special Education 35(2), 103-116.
  • Hemmings, B. (2011) How early career academics gain confidence to publish. In M.E. Poulsen (Ed.), Higher education: Teaching, internationalization and student issues (pp. 289-297). New York: Nova Publishers.
  • Hemmings, B., Kay, R. & Kerr, R. (2011) The influence of social contingencies on teacher education students undertaking an internship. Education in Rural Australia, 21, 95-110.
  • Hemmings, B., Grootenboer, P. & Kay, R. (2011) Predicting mathematics achievement: The influence of prior achievement and attitudes. International Journal of Science and Mathematics Education, 9, 691-705.
  • Hemmings, B. & Kay, R. (2010) Prior achievement, effort, and attitude as predictors of current achievement. Australian Educational Researcher, 37, 41-58.
  • Hemmings, B. & Kay, R. (2010) Journal ratings and the publications of Australian academics. Issues in Educational Research, 20, 234-243.
  • Reupert, A., Hemmings, B. & Connors, J. (2010) Do we practise what we preach? The teaching practices of inclusive educators in tertiary settings. International Journal of Teaching and Learning in Higher Education, 22, 120-130.
  • Hemmings, B. & Kay, R. (2010) Research self-efficacy, publication output, and early career development. International Journal of Educational Management, 24, 562-574.
  • Hemmings, B. & Kay, R. (2010) University lecturer publication output: Qualifications, time, and confidence count. Journal of Higher Education Policy and Management, 32, 185-197.
  • Hemmings, B. & Kay, R. (2009) Lecturer self-efficacy: Its related dimensions and the influence of gender and qualifications. Issues in Educational Research, 19, 243-254.
  • Hemmings, B. & Kay, R. (2009) LANNA tests and the prediction of Year 10 English and Mathematics results. Issues in Educational Research, 19, 25-33.
  • Hemmings, B. & Hill, D. (2009) The development of lecturer research expertise: Towards a unifying model. Issues in Educational Research, 19, 14-24.
  • Hemmings, B. (2008) Youth Studies Australia (1998-2007): A review and content analysis. Youth Studies Australia, 27, 9-15.
  • Hemmings, B. & Connors, J. (2008) Research sources and methods. In J. Athanasou (Ed.), Adult Education and Training. Tuggerah, NSW: David Barlow Press.
  • Harris, A. M. & Hemmings, B. (2008) Preservice teachers' understandings of and preparedness for gifted and talented education. Australasian Journal of Gifted Education, 17, 5-18
  • Green, L. Hemmings, B., & Green, A. (2007) Career change and motivation: A matter of balance. Australian Journal of Career Development, 16, 20-27.
  • Weaven, E. & Hemmings, B. (2007) Pre-service teachers' views about an inclusive education internship: A qualitative study. Special Education Perspectives, 16, 70-95.
  • Hemmings, B., Rushbrook, P., & Smith, E. (2007) Academic's views on publishing referred works: A content analysis. Higher Education, 54, 307-332.
  • Hemmings, B., Park, S., & Masonwells, S. (2006) Eating disorders. Professional Educator, 5, 40-41.
  • Hemmings, B., Rushbrook, P., & Smith, E. (2005) To publish or not to publish: That is the question? Learned Publishing, 18, 63-66.
  • Hemmings, B., Smith, E., & Rushbrook, P. (2004) Factors differentiating between those academics who do and who do not publish refereed works. Issues in Educational Research, 14, 156-166.
  • Hemmings, B., Hill, D., & Davies, S. (2004) Evaluating a rural-based early childhood intervention service. Special Education Perspectives, 13, 31-54.
  • Hemmings, B., Kundalaputra, C., & Hill, D. (2003) An evaluation of two joint doctoral programs: Implications for professional practice in higher education. Paper presented at the Innovations in Professional Practice: Influences and Perspectives Conference, Canberra, March.
  • Hemmings, B. & Hockley, T. (2002) Student teacher stress and coping mechanisms. Education in Rural Australia, 12, 25-35.
  • Hill, D. Hemmings, B. & Green, K. (2001) Female early school leavers: A neglected group in rural Australia. Australian Journal of Career Development,10, 6-10.
  • Hill, D., Hemmings, B, & Green, K. (2000). Early school-leavers: A neglected group in rural Australia. Australian Journal of Career Development, 9, 26-33.
  • King, R., Hill, D. & Hemmings, B. (Eds) (2000) University and diversity: Changing perspectives, policies and practices. Wagga Wagga: Keon Publications.
  • Hemmings, B, Quinn, P. & Hill, D. (2000) Agriculture courses: Student entry and exit attributes and industry needs. A Report to the Rural Industries Research and Development Corporation, Canberra. (223 pages)
  • Quinn, P., Hemmings, B., & Hill, D. (2000) Tertiary agricultural courses and industry links. Training Agenda: A Journal of Vocational Education and Training, 8, 22.

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