Position

Academic Status
School of Education

Biography

Emeritus Professor Bob Conway served as Dean of the School of Education from 2007 to 2012. His background is as a teacher in both mainstream and special education. His main research and teaching is in the area of students with behaviour problems in both mainstream and specialist settings. He works with education systems to improve the management of students with behaviour problems, particularly in the ways in which student management, learning and teaching can be addressed concurrently. He also has a strong interest in the inclusion of students with a range of special needs in mainstream education and the ways in which education systems adapt learning and teaching strategies to meet the needs of all students.

Qualifications

BA, BEdStudies, MEd (Newcastle), PhD (Macquarie), DipSpecEd (Newcastle CAE)

Teaching interests

Behaviour and emotional problems
Functional behaviour assessment
Effective behaviour support and whole school approaches to student management
Inclusive education
Catering for students with diverse needs in mainstream education
Special education

Research interests

Bob's research is related to students with behaviour problems and the ways in which educational systems assist and exacerbate behaviour problems.

His current research projects are:

  • Alternate education settings and student with behaviour problems
  • Whole school approaches to managing student behaviour
  • Parents of children with special needs and early intervention

Publications

  • Conway, R.N. and Walker, P.M. (2017). Curriculum, Learning, Teaching and Assessment Adjustments. In Foreman, P; Arthur-Kelly, M., ed. Inclusion in Action. 5th ed. South Melbourne: Cengage Learning, pp. 133-196.
  • Habiburrahim, .., Orrell, J.E. and Conway, R.N. (2016). Integrating graduate attributes into Islamic higher education institution curricula in Aceh, Indonesia. In Janice Orrell and David Curtis, ed. Publishing Higher Degree Researcher: Making the Transition from Student to Researcher. Rotterdam, Netherlands: Sense, pp. 145-154.
  • Rasyid, M.N.A., Orrell, J.E. and Conway, R.N. (2016). Enhancing the quality of learning and teaching in an Indonesian Islamic university. In Janice Orrell and David Curtis, ed. Publishing Higher Degree Researcher: Making the Transition from Student to Researcher. Rotterdam, Netherlands: Sense, pp. 65-74.
  • Rasyid, M.N.A., Orrell, J.E. and Conway, R.N. (2016). Enhancing Educational Quality in an Indonesian Islamic University. In Janice Orrell and David D. Curtis, ed. Publishing Higher Degree Researcher: Making the Transition from Student to Researcher. Rotterdam, Netherlands: Sense Publishers, pp. 66-74.
  • Conway, R.N. (2010). Accommodating Transitions across the Years. In Diversity and Inclusion in Australian Schools. Melbourne, VIC: Oxford University Press, pp. 320-335.
  • Conway, R.N. (2010). Australian Schools, Policy and Legislation in Perspective. In Hyde, M., Carpenter, L., & Conway, R., ed. Diversity and Inclusion in Australian Schools. South Melbourne, Victoria: Oxford University Press, pp. 14-34.
  • Conway, R.N. (2010). Engaging teachers in supporting positive student behaviour change. In Chris Forlin, ed. Teacher Education for Inclusion: Changing Paradigms and Innovative Approaches. UK: Routledge, pp. 172-179.
    [Scopus]
  • Hyde, M., Carpenter, L. and Conway, R.N. (2010). Inclusive Education: The Way to the Future. In Diversity and Inclusion in Australian Schools. Melbourne, VIC: Oxford University Press, pp. 336-343.
  • Conway, R.N. (2009). Behaviour support and management. In Adrian Ashman & John Elkins, ed. Education for Inclusion and Diversity. 3rd ed. Frenchs Forest, NSW: Pearson Education Australia, pp. 123-166.
  • Conway, R.N. (2008). Teaching Students with Attention Deficit Hyperactivity Disorder. In Susan Wright, Libby Cohen, Kenneth Poon, ed. Special Education Perspectives and Practices. Singapore: Pearson / Prentice Hall, pp. 224-237.
  • Poon, K.K., Conway, R.N. and Khaw, J. (2008). The assessment, planning, implementation and evaluation (APIE) cycle as a linked system of support. In Poon, K.K., Kaw, J., & Li, J-Y, ed. Supporting students with special needs in mainstream schools: a linked system of support. Singapore: Pearson / Prentice Hall, pp. 1-10.
  • Conway, R.N. (2008). Adapting curriculum, teaching and learning strategies. In Foreman, ed. Inclusion in action. 2nd ed. South Melbourne: Thomson, pp. 102-173.
    [Web Link]
  • Conway, R.N. (2008). Encouraging positive interactions. In Foreman, ed. Inclusion in action. 2nd ed. South Melbourne: Thomson, pp. 198-244.
    [Web Link]
  • Conway, R.N. (2008). Evaluating programmes for students with learning and behaviour needs. In Poon, K.K., Kaw, J., & Li, J-Y, ed. Supporting students with special needs in mainstream schools: a linked system of support. Singapore: Pearson / Prentice Hall, pp. 104-112.
  • Conway, R.N. (2008). Planning and Implementation for Difficult Behaviours. In Poon, K.K., Kaw, J., & Li, J-Y, ed. Supporting students with special needs in mainstream schools: a linked system of support. Singapore: Pearson / Prentice Hall, pp. 81-103.
  • Poon, K.K., Conway, R.N. and Khaw, J. (2007). An Ecological Framework for Understanding and Intervention Planning of Students with Special Needs. In K.K Poon & J.Khaw, ed. Supporting Students with Special Needs in Mainstream Schools. Singapore: Pearson / Prentice Hall, pp. 19-41.
  • Conway, R.N. (2007). Schools, systems and students with diverse needs. In Ian Dempsey, Michael Arthur-Kelly, ed. Maximising learning outcomes in diverse classrooms. 1st ed. South Melbourne, VIC: Thomson Learning, pp. 133-147.
  • Conway, R.N. (2005). Behaviour in and out of the classroom. In A.F. Ashman & J. Elkins, ed. Educating children with diverse abilities, 2nd edition. Frenchs Forest, NSW: Pearson Education Australia, pp. 137-182.
  • Conway, R.N. (2005). Encouraging positive interactions. In Phil Foreman, ed. Inclusion in action. Southbank, Vic: Thomson Learning, pp. 209-259.
  • Conway, R.N. (2005). Adapting curriculum, teaching and learning strategies. In Phil Foreman, ed. Inclusion in action. Southbank, Vic: Thomson Learning, pp. 102-173.
  • Sullivan, A., Johnson, B., Owens, L.D. and Conway, R. (2014). Punish them or engage them? Teachers' views on student behaviours around the school. Behaviour at school study technical report 2. Adelaide: University of South Australia.
  • Sullivan, A., Johnson, B., Owens, L.D. and Conway, R.N. (2014). Punish Them or Engage Them? Teachers' Views of Unproductive Student Behaviours in the Classroom. Australian Journal of Teacher Education, 39(6) pp. 43-56.
    [10.14221/ajte.2014v39n6.6] [Scopus]
  • Conway, R.N. (2006). Students With Emotional and Behavioral Disorders: An Australian Perspective. Preventing School Failure, 50(2) pp. 15-20.
  • Habiburrahim, .., Orrell, J.E. and Conway, R.N. (2016). Integrating graduate attributes into Islamic higher education institution curricula in Aceh, Indonesia. In Janice Orrell and David Curtis, ed. Publishing Higher Degree Researcher: Making the Transition from Student to Researcher. Rotterdam, Netherlands: Sense, pp. 145-154.
  • Rasyid, M.N.A., Orrell, J.E. and Conway, R.N. (2016). Enhancing Educational Quality in an Indonesian Islamic University. In Janice Orrell and David D. Curtis, ed. Publishing Higher Degree Researcher: Making the Transition from Student to Researcher. Rotterdam, Netherlands: Sense Publishers, pp. 66-74.
  • Rasyid, M.N.A., Orrell, J.E. and Conway, R.N. (2016). Enhancing the quality of learning and teaching in an Indonesian Islamic university. In Janice Orrell and David Curtis, ed. Publishing Higher Degree Researcher: Making the Transition from Student to Researcher. Rotterdam, Netherlands: Sense, pp. 65-74.
  • Conway, R.N. (2010). Engaging teachers in supporting positive student behaviour change. In Chris Forlin, ed. Teacher Education for Inclusion: Changing Paradigms and Innovative Approaches. UK: Routledge, pp. 172-179.
    [Scopus]
  • Conway, R.N. (2009). Behaviour support and management. In Adrian Ashman & John Elkins, ed. Education for Inclusion and Diversity. 3rd ed. Frenchs Forest, NSW: Pearson Education Australia, pp. 123-166.
  • Conway, R.N. (2008). Evaluating programmes for students with learning and behaviour needs. In Poon, K.K., Kaw, J., & Li, J-Y, ed. Supporting students with special needs in mainstream schools: a linked system of support. Singapore: Pearson / Prentice Hall, pp. 104-112.
  • Conway, R.N. (2008). Planning and Implementation for Difficult Behaviours. In Poon, K.K., Kaw, J., & Li, J-Y, ed. Supporting students with special needs in mainstream schools: a linked system of support. Singapore: Pearson / Prentice Hall, pp. 81-103.
  • Conway, R.N. (2008). Teaching Students with Attention Deficit Hyperactivity Disorder. In Susan Wright, Libby Cohen, Kenneth Poon, ed. Special Education Perspectives and Practices. Singapore: Pearson / Prentice Hall, pp. 224-237.
  • Poon, K.K., Conway, R.N. and Khaw, J. (2008). The assessment, planning, implementation and evaluation (APIE) cycle as a linked system of support. In Poon, K.K., Kaw, J., & Li, J-Y, ed. Supporting students with special needs in mainstream schools: a linked system of support. Singapore: Pearson / Prentice Hall, pp. 1-10.
  • Poon, K.K., Conway, R.N. and Khaw, J. (2007). An Ecological Framework for Understanding and Intervention Planning of Students with Special Needs. In K.K Poon & J.Khaw, ed. Supporting Students with Special Needs in Mainstream Schools. Singapore: Pearson / Prentice Hall, pp. 19-41.

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Location: Education Building (4.46)
Postal address: GPO Box 2100, Adelaide 5001, South Australia
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