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Dr Elisabeth Taylor

Image of Staff Member
    • Role:
    • Senior Lecturer
    • Department:
    • School of Education
    • Location:
    • Education 407
    • Telephone:
    • +61 8 9266 2257
Elisabeth (Lily) is lecturing in the area of curriculum studies at undergraduate and postgraduate level. In her units she is trying to provide students with opportunities to engage actively and reflectively with curriculum theory and its implications for learning and teaching. Lily has a background as a secondary science teacher and has also taught in middle schools.

She has been involved extensively in curriculum development and evaluation, and in curriculum integration. Being a fully trained adult educator, Lily used to run her own educational consulting business before migrating to Australia. Lily's research interests lie in the cultural and social contexts of curriculum, multicultural education, moral and ethics education, action research, whole school innovation, leadership and change. Her research expertise focuses on qualitative research and ranges from ethnography, self-study-research (e.g., autobiography and autoethnography), critical theory, feminist and socio-cultural aspects of research to phenomenology.

Doctor of Philosophy: Transforming the culture of science education: The promise of moral dilemma stories. Science and Mathematics Education Centre (SMEC), Curtin University of Technology (completion in December 2002)

Certificate of Project Management with a special focus on school environments (1998)
Pädagogische Akademie Eggersdorf, Graz, Austria (1998)

Certificate of Adult Education, Communication and Political Training
Politische Akademie der õsterreichischen Volkspartei (ÕVP) (Political Academy of the Austrian People's Party) (1997)

Certificate NLP Practitioner (Neuro Linguistic Programming)
NLP Society USA through Josef-Krainer-Haus, Graz, Austria (centre for adult education, TAFE equivalent) 1997

Certificate of Voice and Speech Training
Politische Akademie der õsterreichischen Volkspartei (ÕVP) (political academy of the Austrian People's Party) (1997)

Certificate of Alternative Approaches to Communication
Politische Akademie der õsterreichischen Volkspartei (ÕVP) (political academy of the Austrian People's Party) (1997)

Masters thesis: Comparison of the long-term behaviour of radioactive caesium isotopes and its bonding on clay minerals in the ground of the foothills of the Alps and the alpine areas in the Federal State of Salzburg. (1995). (Unpublished Masters Thesis). Salzburg, Austria: Universität Salzburg

Research Interests

Lily’s research interests lie in the cultural and social contexts of curriculum, multicultural education, moral and ethics education, action research, whole school innovation, leadership and change. Her research expertise focuses on qualitative research and ranges from ethnography, self-study-research (e.g., autobiography and autoethnography), critical theory, feminist and socio-cultural aspects of research to phenomenology.

Publications

Books (Authored, Research)

  • Settelmaier, E. 2009. Adding zest to science education: Transforming the culture of science classrooms through ethical dilemma story pedagogy. Saarbrucken, Germany: VDM Verlag.

Book Chapters (Authored, Research Quality)

  • Settelmaier, E. 2007. Excavating a Researcher's Moral Sensitivities: An Autobiographical Research Approach. In Contemporary Qualitative Research - Exemplars for Science and Mathematics Educators, eds Peter C. Taylor and John Wallace, 175-188. Netherlands: Springer.
  • Settelmaier, E, and Nigam, M. 2007. Where Do You Get Your Values and Beliefs. In Ethics in Clinical Practice, eds Georgina Hawley, 15-34. Essex, England: Pearson Education Australia.
  • Pereira, L, Settelmaier, E, and Taylor, P. 2005. Fictive Imagining and Moral Purpose: Autobiographical Research as/for Transformative Development. In Auto/Biography and Auto/Ethnography: Praxis of Research Method, eds W M Roth, 49-74. Rotterdam, The Netherlands: Sense Publishers.

Refereed Articles (Scholarly Journals)

  • Settelmaier, E. 2010. The conflict on genesis: Building an integral bridge between creation and evolution. Cultural Studies of Science Education 5(1): 243-249.
  • Settelmaier, E, Joyce, P, nhalevilo, E, Taylor, P, Cupane, A, Pereira, L, and Luitel, B. 2009. Paradigm Wars, Dialogue or Dance: Is Rapproachement Possible and/or Desirable?. Cultural Studies of Science Education 4(3): 529-552.
  • Taylor, P, Wallace, J, and Settelmaier, E. 2004. Dilemmas of School-Based Reform: An Interpretive Case Study of Teacher Empowerment and Dissent.. International Journal of Educational Reform 13(3): 181-203.
  • Settelmaier, E, and Taylor, P. 2003. Critical Autobiographical Research for Science Educators. Journal of Science Education in Japan 27/4: 233-244.

Fully written papers (Refereed Conference proceedings)

  • Hill, J, Taylor, P, and Settelmaier, E. 2010. Supporting teachers, challenging students: Socially responsible science for critical scientific literacy. XIV International Organization for Science and Technology Education 2010: Socio-cultural and Human Values in Science and Technology Education, 13/06/2010. Bled, Slovenia: IRI UL, Institute for Innovation and Development of University of Ljubliana.
  • Settelmaier, E. 2004. Dilemmas with dilemmas: Exploring the suitability of dilemma stories as a way of addressing ethical issues in science education.. AARE 2004: Positioning Education Research, 28/11/2004. Melbourne, Australia: AARE Inc..