Professor Rhonda Craven

• Qualifications
• Honours and Awards
• Selected Publications
• Contact

Professor Craven’s research interests include:

• the structure, measurement, development, and enhancement of self-concept
• the impact of enhancing self-concept on academic achievement in reading and mathematics and other desirable educational outcomes
• the effective teaching of Aboriginal Studies and Aboriginal students
• Australian national identity
• maximising life potential in diverse settings
• interventions that make a difference in educational settings in regard to early intervention, literacy, bullying, youth obesity, educational disadvantage, special education, and appropriate education for gifted and talented students.

Professor Rhonda Craven is an expert in the use of statistical analyses and quantitative research methodology. She has successfully secured nationally competitive funding for 30 large-scale research projects from the Australian Research Council, the Commonwealth Department of Education, Science and Training, the Council for Aboriginal Reconciliation, and the Centenary of Federation.

Her research has resulted in extensive publications in books and prestigious academic journals of international repute. She is the editor of the best selling text Teaching Aboriginal Studies published by Allen & Unwin, Australia; and a co-editor for two research monograph series: International Advances in Self Research and International Advances in Education and Social Justice, both published by Information Age Publishing, USA.

Qualifications

DipT (Alexander Mackie), BA Hons (Sydney), PhD (Sydney)

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Honours and Awards

UWS Vice-Chancellor's Award for Excellence in Postgraduate Research Training and Supervision (2005)

Betty Watts Award, Australian Association for Research in Education (2005)

Meritorious Service to Public Education, Awarded by the New South Wales Government (2004)

Life Achievement Award from the National Aboriginal Studies Association (2002)

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Selected Publications
Books

Marsh, H. W., Craven, R. G., & McInerney, D. (eds) (2003) International Advances in Self Research, vol 1, Greenwich CT: Information Age Publishing.

Craven, R. G., & Wilson-Miller, J. (2003) Deadly Australians. Sydney: Scholastic.

Craven, R.G. (ed) (1999) Teaching Aboriginal Studies, Sydney: Allen & Unwin.

Craven, R.G. (ed) (1996) Teaching the Teachers: Indigenous Australian Studies for primary pre-service teacher education. Model core subject manual for teacher educators, Vol. 1, Sydney: School of Teacher Education, University of New South Wales in association with the Council for Aboriginal Reconciliation.

Craven, R.G. (1996) Using the right words in the Indigenous Australian Studies classroom. Sydney, NSW: School of Teacher Education, University of New South Wales in association with the Council for Aboriginal Reconciliation

Chapters

Craven, R. G., Marsh, H. W., & Burnett, P. (2003) Cracking the self-concept enhancement conundrum: A call and blueprint for the next generation of self-concept enhancement research, in H.W. Marsh, R. G. Craven, & D. McInerney (eds) International Advances in Self Research, Volume 1, Greenwich, CT: Information Age Publishing.

Marsh, H. W., & Craven, R. (2002) The Pivotal Role of Frames of Reference in Academic Self-concept Formation: The Big Fish Little Pond Effect, in F. Pajares & T. Urdan (eds), Adolescence and Education, Volume 2, Greenwich CT: Information Age Publishing.

Marsh, H. W., Parada, R. H., Craven, R. G., & Finger, L. (2004) In the looking glass: A reciprocal effects model elucidating the complex nature of bullying, psychological determinants and the central role of self, in C. S. Sanders & G. D. Phye (eds), Bullying, Implications for the classroom: What does the research say? San Diego: Elsevier Academic Press.

Marsh, H. W. and Craven, R.G. (1997) Academic self-concept: Beyond the dustbowl, in G. Phye (ed) Handbook of classroom assessment: Learning, achievement and adjustment, San Diego: Academic Press

Journal Articles

Marsh, H. W., & Craven, R. G. (2006) Reciprocal Effects of Self-concept and Performance from a Multidimensional Perspective: Beyond Seductive Pleasure and Unidimensional Perspectives (PDF 148kb), Perspectives on Psychological Science, 133-163.

Craven, R. G., Marsh, H. W., Debus, R. L., & Jayasinghe. U. (2001) Diffusion effects: Control Group Contamination Threats to the Validity of Teacher-Administered Interventions, Journal of Educational Psychology, 93, 639-645.

Marsh, H. W., Craven, R. G., and Debus, R. L. (2000) Separation of competency and affect components of multiple dimensions of academic self-concept: A developmental perspective, Merril Palmer Quarterly, 45, 567-601.

Craven, R. G. (1999) History matters: A rationale for telling the truth, Monograph of the Social Education Association of Australia, 50-56.

Marsh, H. W., Craven, R. G., and Debus, R. L. (1998) Structure, stability and development of young children's self-concepts: A multi-cohort-multi-occasion study, Child Development, 69, 1030-1053

Marsh, H.W., Chessor, D., Craven, R.G., & Roche, L. (1995) The effects of gifted and talented program on academic self-concept: The big fish strikes again, American Education Research Journal, 32, 285-319

Craven, R.G., Marsh, H.W., & Debus, R.L. (1991) Effects of internally focused feedback and attributional feedback on the enhancement of academic self-concept, Journal of Educational Psychology, 83, 17-27

Reports

Craven, R. G., Tucker, A., Munns, G., Hinkley, J., Marsh, H.W., & Simpson, K. (2005) Indigenous students’ aspirations: Dreams, perceptions and realities. Canberra, ACT: Department of Education, Science and Training, Commonwealth of Australia.

Print, M., & Craven, R.G. (1999) Civics Education for the 21^st Century: Academics consortium project in civics education. Final Report. Commissioned report the Civics Education Group, Discovering Democracy Program, Department of Education, Training and Youth Affairs. Canberra: Commonwealth of Australia.

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Contact 

>>Contact Professor Rhonda Craven