Associate Professor Ken Smith

Associate Professor in Counselling and Educational Psychology
Faculty of Education and Arts

Areas of expertise: invitational education; positive psychology; teacher effectiveness; academic achievement; self-concept; self-efficacy; counselling skills; instrument design; structural equation modelling; measurement and evaluation

Phone: 03 9953 3257

Email: ken.smith@acu.edu.au

ORCID ID: 0000-0003-3217-1448

Ken Smith is an Associate Professor in Counselling and Educational Psychology. His research interests include invitational education, positive psychology, teacher effectiveness, academic achievement, self-concept, self-efficacy, counselling skills, instrument design, structural equation modelling, and measurement and evaluation.

Select publications

  • Research Publications 2010-2020
  • Book Chapters
  • Smith, K., Gregory, S.T., & Turner, T. (2016). The climate and culture of invitational higher education and the inviting higher education survey (IHES). Invitational education and practice in higher education: An international perspective (Chapter 20, 299-322). New York, NY: Lexington Books.
  • Smith, K., Johnson, R., & Carinci, S. (2010). Preservice female teachers' mathematics self-concept and mathematics anxiety: A longitudinal study. Globalisation, Comparative Education and Policy Research, 12(2), 169-Netherlands: Springer.
  • Refereed International Inventory and Manual
  • Smith, K. (2016). Manual for the Inviting School Survey (ISS-R): A survey for measuring the invitational qualities (I.Q.) of the total school climate (4th ed.). Kennesaw, GA: International Alliance for Invitational Education, 1-23.
  • Refereed Conference Article
  • Smith, K., Edward, K., McFarland, J., Olorenshaw, J., Turner, L., Hewitt, C., & Giandinoto, J. (2014, August). The relationship between social media and support for women postnatally: Proceedings of the 15th International Mental Health Conference (pp. 31-45). Surfers Paradise, Gold Coast, Queensland.
  • Refereed Journal Articles
  • Smith, K.. (2020). Perception of school climate: Views of teachers, students, and parents. Journal of Invitational Theory and Practice, 26, 5-20
  • Smith, K., (2019). Some correlates of self-concept: Academic achievement, gender, age, home environment, and test anxiety. Education and Society, 37(2), 67-90.
  • Smith, K. (2019). The multi-dimensionality of academic self-concept. Educational Practice and Theory, 41(1), 71-81.
  • Smith, K., Newman, M., Ledain, S., & Zajda, J. (2018) The Emotional Intelligence Sports Inventory (ESi): A cross-cultural analysis - Australia, Wales, and England. World Studies in Education, 19(1-2), 7-28
  • Smith, K., & Reid, K. (2018). Secondary students' self-perceptions of school climate and subjective well-being: Invitational education meets positive psychology. Journal of Invitational Theory and Practice, 24, 45-69.
  • Smith, K., & Zajda, J. (2017). Qualitative and quantitative methodologies: A minimalist view. Education and Society, 36(1), 73-83.
  • Smith, K., & Wright V. (2017). Children's schemes for anticipating the validity of nets for solids. Journal of Mathematics Education Research, 29, 369-Netherlands: Springer.
  • Smith, K., & Chesser, B. (2016). The assessment and referral court list program in the Magistrates Court of Victoria: An Australian study of recidivism. International Journal of Law, Crime and Justice, 45, 141-151.
  • Smith, K., & Zajda, J. (2015). History school textbooks and key events: A survey of Russian teachers. Educational Practice and Theory, 37(2), 59-78.
  • Smith, K., Newman, M., Purse, J., & Broderick, J. (2015). Assessing emotional intelligence in leaders and organizations: Reliability and validity of the Emotional Capital Report (ECR). Australasian Journal of Organisational Behaviour, 8, 1-15.
  • Smith, K., & Peters, D., & Solomonides, I. (2015). Exploring the development of passion in paralympic athletes. Learning and Teaching: An International Journal in Classroom Pedagogy, 8(1), 55-71.
  • Smith, K., & Newman, M. (2014). Emotional intelligence and emotional labor: A comparison using the Emotional Capital Report (ECR). Education and Society, 32(1), 41-62.
  • Smith, K., & Welch, G. (2014). From theory to praxis: Applying invitational education beyond schools - A critical examination. Journal of Invitational Theory and Practice, 20, 5-10.
  • Smith, K., & Ulbrick, R. (2014). 21st century learning design: A model of professional learning. Learning and Teaching: An International Journal in Classroom Pedagogy, 7(1), 41-69.
  • Smith, K., & Hobday-North, S. (2014). Improving school climate: The essential role of 'place' in invitational theory and practice. Learning and Teaching: An International Journal in Classroom Pedagogy, 7(2), 23-32.
  • Smith, K., (2013). The self in an educational setting: Concept and measurement. Learning and Teaching: An International Journal in Classroom Pedagogy, 6(2), 47-73.
  • Smith, K., & Zajda, J. (2013). Secondary history teachers' responses to historical narratives in school history textbooks: The Russian Federation. Educational Practice and Theory, 35(2), 27-61.
  • Smith, K., Okaya, T., Horne, M., & Laming, M. (2013). Measuring school climate: A case study of a public primary school in urban low socio-economic setting in Kenya. Journal of Invitational Theory and Practice, 19, 15-29.
  • Smith, K. (2012). The history and development of the Inviting School Survey: 1995-Journal of Invitational Theory and Practice, 18, 52-59.
  • Smith, K. (2011). Cross cultural equivalence and psychometric properties of the traditional Chinese version of the Inviting School Survey-Revised. Journal of Invitational Theory and Practice, 17, 37-51.
  • Smith, K., Waycott, L., & Carmen, B. (2011). Rock up: An initiative supporting students' wellbeing in their transition to secondary school. Children and Youth Services Review, 33(1), 167-172.
  • Smith, K. (2010). The inviting professional educator: A reflective practitioner and action researcher. Journal of Invitational Theory and Practice, 16, 5-9.

Projects

  • Research Supervision
  • Supervised over 30 PhD/EdD/MEd research theses and over 300 Master's level capstone projects in the Faculties of Business, Education, Arts, Psychology, and the Health Sciences with a 100% completion rate.

Accolades

  • Qualifications
  • 2000 Ph.D., University of Melbourne (Educational Psychology, Faculty of Education).
  • 1988 M.Ed., University of Melbourne (Research Methodologies, Faculty of Education).
  • 1982 B.Ed., University of Melbourne (Postgraduate Education, Faculty of Education).
  • 1975 M.A., St Mary's University, Texas (Counselling and Guidance, Faculty of Arts/Sciences).
  • 1970 B.A., Santa Clara University, California (Psychology, Faculty of Arts/Sciences).
  • Research
  • 2012 Measuring School Climate selected as one of ACU Top Research Stories.
  • 2012 The Inviting School Survey-Revised (ISS-R) has been selected to be on the American Psychological Association (APA) PsycTESTS database.
  • 2011 Awarded the Inaugural International Alliance for Education (IAIE) Outstanding Research Award. This award recognises and promotes the scholarly study of the theory and practice of Invitational Education and to broaden and deepen its supportive research base.
  • 2011 IAIE Inviting School Survey-Revised (ISS-R) research selected as one of ACU Top Research Stories.
  • Teaching/HDR Supervision
  • 2006 Awarded the Australian Catholic University Excellence in Teaching Award.
  • 2005 Awarded the Australian Catholic University Excellence in Postgraduate Research Supervision Award - for Team or Collaborative Supervision (with Dr Valda Ward, School of Business, Faculty of Arts and Sciences).
  • Professional
  • 2012 Awarded the International Alliance for Invitational Education (IAIE) William Stafford Leadership Award. This award recognises exceptional servant leadership within the Alliance. It is the highest award presented by the IAIE.
  • 2011 Elected by the IAIE Advisory Council as a member of the IAIE Board of Trustees.
  • 2010 Nominated for the International Alliance for Invitational Education (IAIE) William Stafford Leadership Award. This award recognises exceptional servant leadership within the Alliance. It is the highest award presented by the IAIE.
  • 2009 Awarded the 2009 International Alliance for Invitational Education (IAIE) Leadership Fellows Award. This award recognises excellent leadership and volunteer service to IAIE as Chair of the IAIE Research Committee, Associate Editor of the Journal of Invitational Theory and Practice, and for work on the revision of the Inviting School Survey-Revised (ISS-R).
  • 2009 ACU Certificate of Appreciation in recognition of contribution to the community on behalf of the Australian Catholic University.
  • Scholarship
  • 2000 University of Melbourne, Doctoral thesis nominated by the Graduate School for the Australian Association for Research in Education (AARE) Doctoral Award: The self-concept and verbal academic achievement of primary and secondary student teachers.
  • 1988 University of Melbourne, Master of Education thesis awarded the John and Elizabeth Robertson Award for Writing and Research in Education: Effectiveness of cognitive-behaviour modification on test anxious male year 11 high school students.
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