Dr Jill Aldridge

Dr Jill Aldridge is a Senior Lecturer who holds a PhD from Curtin.

Telephone: +618 9266 3592

Office: B220. 111

Research and Thesis Topics

Classroom Learning Environments
Past studies have found that the learning environment created by a teacher is strongly associated with a range of student outcomes. Studies could include a range of research methods, qualitative and quantitative. The development and validation of questionnaires to assess students’ perceptions could be used to evaluate the impact of curriculum, technology, or cultural factors on the learning environment.
Integration of ICT into the Learning Environment
Integrating ICT into all aspects of the operation of a school has the potential to lead to an individualised and outcomes–focused learning environment and improved outcomes for each student. There is scope for a range of studies that can be expected to have implications about how to create outcomes–focused and ICT–rich learning environments that optimise individual student outcomes.
Multicultural Learning Environments
In our multicultural society, teachers need to be sensitive to the culturally–specific needs of students from different backgrounds. Investigations with students and teachers could examine aspects of classroom life and investigate a range of teaching practices that demonstrate the effectiveness of strategies for creating learning environments that are suitable for students from non–dominant backgrounds.

Selected Publications

Aldridge, J.M. & Fraser, B.J. (2008). Outcomes–focussed learning environments: Determinants and effects. Rotterdam, The Netherlands: SensePublishers.

Aldridge, J. M., Dorman, J. P. & Fraser, B. J. (2004). Use of multitrait–multimethod modelling to validate actual and preferred forms of the Technology–Rich Outcomes–Focused Learning Environment Inventory (TROFLEI). Australian Journal of Educational and Development Psychology, 4, 110–125.

Aldridge, J. M., & Fraser, B. J. (2003). Effectiveness of a technology–rich and outcomes–focused learning environment. In M. Khine and D. Fisher (Eds.), Technology–rich learning environments: A future perspective (pp. 41–70). Singapore: World Scientific.

Aldridge, J. M., Fraser, B. J., & Huang, I. T.C. (1999). Investigating classroom environments in Taiwan and Australia with multiple research methods. Journal of Educational Research, 93(1), 48–62.

Aldridge, J. M., Fraser, B. J., Taylor, P. C., & Chen, C. C. (2000). Constructivist learning environments in a cross–national study in Taiwan and Australia. International Journal of Science Education, 22, 37–55.

Aldridge, J.M., Laugksch, R.C., Seopa, M.A., & Fraser, B.J. (in press). Development and validation of an instrument to monitor the implementation of outcomes–based learning environments in science classrooms in South Africa. International Journal of Science Education.

Majeed, A., Fraser, B. J., & Aldridge, J. M. (2002). Learning environment and its association with student satisfaction among mathematics students in Brunei Darussalam. Learning Environment Research: An International Journal, 5, 203–226.

Sebela, M. P., Aldridge, J. M. & Fraser, B. J. (2004). Using Teacher Action Research to Promote Constructivist Learning Environments in South Africa. South African Journal of Education, 24(4), 245–253.

Trinidad, S., Aldridge, J. M. & Fraser, B. J. (2005). Development, validation and use of the Online Learning Environment Survey. Australian Journal of Educational Technology, 21(1), 60–81. http://www.ascilite.org.au/ajet/ajet21/trinidad.html

Yang, J. H., Huang, I. T. C., & Aldridge, J. M. (2002). Investigating factors that prevent science teachers from creating positive learning environments in Taiwan. In S. W. Goh and M. Khine (Eds.), Studies in educational learning environments: An international perspective (pp. 217–234). Singapore: World Scientific.