Our people

Areas of expertise: professional development; teacher education; stem literacy; writing; learning through interactions

Email: maryam.khosronejad@acu.edu.au

ORCID ID: 0000-0001-9749-5000

Maryam Khosronejad is a Senior Lecturer (Education Studies) at the School of Education, Faculty of Education and Arts, ACU. Her expertise is in professional development particularly teacher learning and identity formation. Maryam's research focuses on learning through interaction with humans and resources. Her recent research, in teaching of writing and theories of reflexivity, has made a significant contribution to evidence-based practices for improving writing at schools.

Select publications

• Ryan, M., & Khosronejad, M. (2024): Examining authorial agency in elementary children's narratives, Classroom Discourse, DOI: 10.1080/19463014.2024.2360417

• Khosronejad, M., Weber, L., & Ryan, M. (2023). Teacher learning as a polyphonic endeavor: A context sensitive model of teacher professional development. Teachers and Teaching, 29(7-8), 908-923. https://doi.org/10.1080/13540602.2023.2215709.

• Khosronejad, M., Ryan, M., & Weber, L. (2023). In Quest for a Dialogic Space: A microethnographic approach to classroom interaction about writing. Learning, Culture, and Social Interaction. Vol. 4. https://doi.org/10.1016/j.lcsi.2023.100714.

• Barton, G., Khosronejad, M., Ryan, M., Kervin, L., Myhill, D. (2023). Teaching creative writing in primary schools: A systematic review of the literature through the lens of reflexivity. The Australian Educational Researcher.

• Weber, L., Barton, G., Ryan, M., & Khosronejad, M. (2023). Reflexivity and Children's Exploration of Moral Aesthetics in Creative Writing. English in Education. 57(4), 334-358. https://doi.org/10.1080/04250494.2023.2269973.

• Weber, L., Ryan, M., & Khosronejad, M. (2023). Reflexive empathy as social relation: The case for contextualised professional learning. Discourse: Studies in the Cultural Politics of Education. 45(1), 159-172. https://doi.org/10.1080/01596306.2023.2283700.

• Ryan, M., Khosronejad, M., Barton, G., & Myhill, D., Kervin, L. (2022). Reflexive writing dialogues: Elementary students' perceptions and performances as writers during classroom experiences. Assessing Writing. 51. https://doi.org/10.1016/j.asw.2021.100592.

• Khosronejad, M., Ryan, M., Barton, G., Myhill, D., & Kervin, L. (2021). Examining how classroom talk shapes students' identities as reflexive writers in elementary classrooms. Classroom Discourse, https://doi.org/10.1080/19463014.2021.1936584.

• Khosronejad, M., Ryan, M., Barton, G., & Kervin, L., (2021). "I get all my ideas from the tree": Investigating elementary students' views as reflexive writers. Research Papers in Education. https://doi.org/10.1080/02671522.2021.1961299.

• Ryan, M., Khosronejad, M., Barton, B., Kervin, L., & Myhill, D. (2021). A reflexive approach to teaching writing: Enablements and constraints in primary school classrooms. Written Communication, https://doi.org/10.1177/07410883211005558.

• Khosronejad, M., Markauskaite, L.& Reimann, P. (2021). Investigating university students' conceptions of engineering: An implied identity perspective. Higher Education Research and Development, https://doi.org/10.1080/07294360.2021.1928001.

• Khosronejad, M., Reimann, P., & Markauskaite, L. (2020) "We are not going to educate people": How students negotiate engineering identities during collaborative decision making. European Journal of Engineering Education, DOI: 10.1080/03043797.2020.1821174.

• Bobis, J., Khosronejad, M., Way, J., Anderson, J. (2020). "Sage on the stage" or "meddler in the middle": Shifting mathematics teachers' identities to support student engagement. Journal of Mathematics Teacher Education, 23(6), 615-632. DOI: https://doi.org/10.1007/s10857-019-09444-1.

• Howard. S., Khosronejad, M., & Calvo, R. (2016), Exploring engineering instructors' views about writing and online tools to support communication in engineering, European Journal of Engineering Education, 42(6), 875-889. DOI: 10.1080/03043797.2016.1228612.

• Thompson, K., Carvalho, L., Aditomo, A., Dimitriadis, Y., Dyke, G., Evans, M., Khosronejad, M., Martinez Maldonado, R., Reimann, P., & Wardak, D. (2015). The synthesis approach to analysing educational design dataset: Application of three scaffolds to a learning by design task for postgraduate education students. British Journal of Educational Technology, 46(5), 1020-1027. https://doi.org/10.1111/bjet.12335.