QUT - Academic profiles - Dr Leanne Crosswell

Background
Dr Leanne Crosswell has vast teaching experience in both early and middle year classrooms in a variety of contexts in Queensland. Her teaching interests include

curriculum
pedagogy and assessment development
classroom and behaviour management development
the development of learning communities.

Her research interests focus on

middle years curriculum
pedagogy and assessment
teacher committment
resilience and managing stress
early career teachers
educational reform in higher education.

+61 7 3138 3459

l2.crosswell@qut.edu.au

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QUT alumni

Personal details

Positions

Senior Lecturer
Faculty of Creative Industries, Education & Social Justice,
School of Education

Research field

Education systems, Specialist studies in education

Field of Research code, Australian and New Zealand Standard Research Classification (ANZSRC), 2020

Qualifications

Doctor of Education (Queensland University of Technology)
Master of Education (Queensland University of Technology)

Publications

Crosswell, L., (2009). Classroom management: Developing your own approach to managing the classroom. In D. Beutel & J. Millwater (Eds.), Stepping Out into the Real World of Education (pp. 41–68). Pearson Australia. https://eprints.qut.edu.au/27286
Crosswell, L., (2008). Student relationships: Democratic classrooms. In D. Beutel & J. Millwater (Eds.), Transitioning to the Real World of Education (pp. 69–96). Pearson. https://eprints.qut.edu.au/17239
Crosswell, L. & Elliott, R. (2004). Committed Teachers, Passionate Teachers: The Dimension Of Passion Associated with Teacher Commitment and Engagement. AARE Conference 2004, 1–12. https://eprints.qut.edu.au/968
Crosswell, L. & Elliott, R. (2002). Teacher Commitment and Engagement: The Dimensions of Ideology and Practice Associated with Teacher Commitment and Engagement within an Australian Perspective. AARE 2002, 1–11.
Elliott, R. & Crosswell, L. (2002). Re-culturing Schools to Encourage Teacher Engagement.
Elliott, R. & Crosswell, L. (2001). Understanding Teacher Comitment in Times of Change.
Crosswell, L., (2004). The Dimensions of Teacher Commitment: The Different Ways in which Teachers Conceptualise and Practice their Commitment. In S. Danby, J. Knight & E. McWilliam (Eds.), Performing Educational Research: Theories, Methods and Practices (pp. 89–103). Post Pressed. https://eprints.qut.edu.au/21505
Crosswell, L. & Elliott, R. (2003). School Leaders as Mediators of Reform. Presented at: Joint AARE/NZARE Conference, 1–12.
Crosswell, L. & Elliott, R. (2001). Change at the chalkface: Investigating teacher commitment: The relationship between the professional and the personal in teachers lives. In Designing Educational Research:theories, Methods And Practices. (pp. 71–82). Post Pressed. https://eprints.qut.edu.au/21384

QUT ePrints

For more publications by Leanne, explore their research in QUT ePrints (our digital repository).

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2022

Willis, J., Churchward, P., Crosswell, L., Spooner-Lane, R., Wise, J. & Jessen, S. (2022). Recognising the impact of highly accomplished and lead teachers. Australian Educational Researcher, 49(4), 691–709. https://eprints.qut.edu.au/209110
Willis, J., Churchward, P., Bourke, T., Spooner-Lane, R., Crosswell, L., Spina, N., Saleh, A., Hazlewood, K., Cole, J., Fuller, A., Morgan, A., Sopronick, C. & Wise, J. (2022). Highly Accomplished and Lead Teachers - New narratives of possibility: A white paper to promote discussion. Queensland University of Technology.

2021

Willis, J., Gibson, A., Spina, N., Kelly, N., Azordegan, J. & Crosswell, L. (2021). Towards faster feedback in higher education through digitally mediated dialogic loops. Australasian Journal of Educational Technology, 37(3), 22–37. https://eprints.qut.edu.au/203506
Willis, J., Spooner-Lane, R., Crosswell, L., Gibson, A., Churchward, P. & Bray, E. (2021). Representing the impact of Highly Accomplished and Lead Teachers: Final report for Independent Schools Queensland. Queensland University of Technology. https://eprints.qut.edu.au/213692

2019

Willis, J., Churchward, P., Beutel, D., Spooner-Lane, R., Crosswell, L. & Curtis, E. (2019). Mentors for beginning teachers as middle leaders: the messy work of recontextualising. School Leadership and Management, 39(3-4), 334–351. https://eprints.qut.edu.au/124101
Beutel, D., Crosswell, L. & Broadley, T. (2019). Teaching as a 'take-home' job: understanding resilience strategies and resources for career change preservice teachers. Australian Educational Researcher, 46(4), 607–620. https://eprints.qut.edu.au/129528
Willis, J., Spooner-Lane, R. S., Crosswell, L. & Churchward, P. (2019). Recognising the Impact of Highly Accomplished and Lead Teachers in Queensland Independent Schools. Independent Schools Queensland.

2018

Crosswell, L., Willis, J., Morrison, C., Gibson, A. & Ryan, M. (2018). Early career teachers in rural schools: Plotlines of resilience. In Peixoto, F., Beltman, S., Wosnitza, M. & Mansfield, C. F. (Eds.), Resilience in education: Concepts, contexts and connections (pp. 131–146). Springer. https://eprints.qut.edu.au/119638

2017

Willis, J., Crosswell, L., Morrison, C., Gibson, A. & Ryan, M. (2017). Looking for leadership: the potential of dialogic reflexivity with rural early-career teachers. Teachers and Teaching: Theory and Practice, 23(7), 794–809. https://eprints.qut.edu.au/103589
Crosswell, L. & Beutel, D. (2017). 21st century teachers: how non-traditional pre-service teachers navigate their initial experiences of contemporary classrooms. Asia-Pacific Journal of Teacher Education, 45(4), 416–431. https://eprints.qut.edu.au/108077
Beutel, D., Crosswell, L., Willis, J., Spooner-Lane, R., Curtis, E. & Churchward, P. (2017). Preparing teachers to mentor beginning teachers: an Australian case study. International Journal of Mentoring and Coaching in Education, 6(3), 164–177. https://eprints.qut.edu.au/114565

2015

Willis, J., Crosswell, L., Morrison, C., Noack, M., Churchward, P. & Gibson, A. (2015). Beginning well: Beginning teacher experiences in Lutheran schools (Pilot Study). Queensland University of Technology. https://eprints.qut.edu.au/98402
Bahr, N. & Crosswell, L. (2015). Leadership enabling effective pedagogic change in higher education. In Ryan, M. (Ed.), Teaching reflective learning in higher education: A systematic approach using pedagogic patterns (pp. 203–212). Springer International Publishing Switzerland. https://eprints.qut.edu.au/78351
Riksaasen, R., Crosswell, L. & Beutel, D. (2015). Professional identity development of student teachers in Finland, Norway and Australia. Literacy Information and Computer Education Journal, 6(4), 2077–2085. https://eprints.qut.edu.au/99583

2014

Morrison, C., Willis, J., Crosswell, L. & Gibson, A. (2014). Turning points in narratives of research design: Research innovation stimulating unique responses to existing challenges for beginning rural teachers. Journal of Educational Enquiry, 13(1), 3–17. https://eprints.qut.edu.au/70467

A complete list of publications is available at: https://www.qut.edu.au/about/our-people/academic-profiles/l2.crosswell

Dr Leanne Crosswell

Biography