Dr Gregory Hine
Ph.D.; MEdLead; MEd; BA (Ed)
Senior Lecturer

Email: Gregory.Hine@nd.edu.au
Phone: 9433 0152

Biography
Gregory Hine's teaching career spans 16 years. He has taught in Australia and the United States predominantly in the areas of mathematics, science, and religious education, to middle and high school students. For seven years Greg taught at Seton Catholic College, Samson. He also held the pastoral position of House Coordinator at Seton for five years. Additionally, Greg has worked as an academic consultant for Academic Associates (Perth) and Pearson Education (Melbourne). He written and published texts for Upper School Mathematics courses in Western Australia, and more recently for the Australian Curriculum. Greg perennially marks WACE examination papers in Mathematics for the School Curriculum and Standards Authority. Greg is currently the lead author for a pedagogically-based text for pre-service, secondary Mathematics teachers in Australia.

Greg holds a Bachelor of Education from The University of Notre Dame Australia. He completed both of his Master of Education degrees at The University of Notre Dame, South Bend, Indiana. Since 2009, Greg has worked as a sessional lecturer at The University of Notre Dame Australia. In 2011 he completed his doctoral studies at Notre Dame's Fremantle Campus, and was appointed to a full-time academic faculty position in the School of Education. Greg’s doctoral research investigated student leadership in school-based programs, with particular attention being given to exploring how one secondary school developed leadership potential in adolescents. His research has impacted on the development of leadership programs in primary and secondary schools within Australia. Greg is currently working with several schools to develop their student leadership programs, as well as providing first-hand leadership training to cohorts of Year 12 students.
Teaching Areas
Greg lectures in general pedagogy, middle school and secondary mathematics pedagogy, middle school and secondary school mathematics content, and action research methodology. His areas of scholarly interest are student leadership, leadership development, mathematics pedagogy, and applied action research.
Research Expertise and Supervision
Greg has held roles of Expert Reviewer, Critical Reader, and Supervisor for Higher Degree by Research (HDR) students. He has also examined postgraduate work at the Honours level. Currently Greg is co-supervising a Doctor of Philosophy student who is investigating the reasons why Early Career Primary School teachers are remaining in the teaching profession.

 

Research and engagement

Books
To date Greg has authored and co-authored 4 texts in Secondary Mathematics:

Hine, G.S.C. (2014). Mathematical Methods Year 11 ATAR Units 1 & 2. Academic Associates: Singapore.
Hine, G.S.C., & McNab, N. (2014). Mathematical Specialist Year 11 ATAR Units 1 & 2. Academic Associates: Singapore.
Hine, G.S.C. (2010). WACE Examination Papers for 3A/3B Mathematics Course of Study. Academic Associates: Singapore.
Hine, G.S.C. (2009). WACE Study Guide 3A & 3B Mathematics Course of Study. Academic Associates: Singapore.
Book Chapters
To date Greg has authored 2 books chapters:

Hine, G.S.C. (2014). Sequences and Series. Mathematical Methods (Years 11 & 12). Pearson Publishing Australia: Melbourne.
Hine, G.S.C. (2014). Polynomials. Mathematical Methods (Years 11 & 12). Pearson Publishing Australia: Melbourne.

Greg is currently authoring four chapters for a pedagogically-based text for pre-service, secondary Mathematics teachers (Cambridge Education). These chapters are:

Making Mathematical Connections
Gender, Culture and Diversity in Mathematics Education
Assessing Mathematics Learning
Measurement and Geometry
Journal Articles and Proceedings
To date, Greg has authored or co-authored 12 scholarly papers published in ranked journals:
  • Hine, G.S.C. (2014). Student leadership development: A functioning model conceptualized. Catholic Education: A Journal of Inquiry and Practice, 18(1), 79-110.
  • Hine, G.S.C., & Lavery, S.D. (2014). Action research: Informing strategic planning within schools. Issues in Educational Research, 24(2), 162-173.
  • Italiano, F., & Hine, G.S.C. (2014). Finding ways to effectively use Year 12 achievement data to inform practice in secondary schools. Australian Journal of Teacher Education, 39(5), 99-116.
  • Hine, G.S.C., & Lavery, S.D. (2013). Perceptions of high school principals on leadership programs. Catholic Education: A Journal of Inquiry and Practice, 17(1), 41-66.
  • Hine, G.S.C. (2013). The importance of action research in teacher education programs. Issues in Educational Research (Special Issue), 23(2), 151-163.
  • Hine, G.S.C. (2013). Student leadership experiences: A case study. Leading and Managing, 19(1), 32-50.
  • Hine, G.S.C. (2012). Exploring the need for improvement in a student leadership program. Journal of Catholic School Studies, 84(1), 12-22.
  • Hine, G.S.C. (2012). Literature Review. The language of God. Catholic Education: A Journal of Inquiry and Practice, 16(1), 230-233.
  • Lavery, S.D., & Hine, G.S.C. (2012). Principals: Catalysts for promoting student leadership, Principal Matters 91(Winter), 10-13.
  • Hine, G.S.C. (2011). Literature Review. Believers: Does Australian Catholicism have a future? Catholic Education: A Journal of Inquiry and Practice, 14(4), 513-515.
  • Hine, G.S.C. (2005). Are American schools facing a shortage of qualified administrators? Catholic Education: A Journal of Inquiry and Practice, 7(2), 266-277.
  • Hine, G.S.C., (2004). Literature Review. Roman Catholicism in America. Catholic Education: A Journal of Inquiry and Practice, 6(2), 269-271.

Greg’s publications are available to view at http://nd-au.academia.edu/GregoryHine
Conference Papers
  • Hine, G.S.C. (2015). Improving the mathematical content knowledge of pre-service middle school teachers. STEM & Education Conference, University of Hawaii, HI.
  • Hine, G.S.C. (2015). Strengthening pre-service teachers’ mathematical content knowledge. Teaching & Learning Forum, Perth: The University of Western Australia.
  • Hine, G.S.C., & Lavery, S.D. (2014). The importance of action research in teacher education programs: Three testimonies. Teaching & Learning Forum, Perth: The University of Western Australia.
  • Hine, G.S.C., & Lavery, S.D. (2013). Student leadership in Catholic schools: A matter of service! Research paper presented at the Australian Catholic University Leadership Conference, Sydney: Wentworth Sofitel Hotel.
  • Hine, G.S.C. (2013). The importance of action research in teacher education programs. Teaching and Learning Forum, Perth: Murdoch University.

Greg’s publications are available to view at http://nd-au.academia.edu/GregoryHine
Professional Affiliations
Gregis both an Executive Committee Member and the Treasurer for the Western Australian Institute for Educational Research (WAIER). He is a member of the Mathematics Association of Western Australia (MAWA), the Mathematics Education Research Group of Australasia (MERGA) and the Australian Association of Mathematics Teachers (AAMT).

Greg holds various roles within academic, scholarly journals. He is a reviewer for the Journal of Catholic Education (Loyola Marymount, CA) and the Australian Journal of Teacher Education (ECU, W.A.), as well as a reviewer for scholarly conferences. Greg is also a co-editor of the eJournal of Catholic Education in Australasia.
Community Engagement
Greg is an engaged member of St. Joseph's Catholic Church, Subiaco.
Awards
2014 UniJobs Lecturer of the Year Award: Top 10 Nominee at The University of Notre Dame Australia
2012 State Finalist and Joint-Winner for the ASPIRE Professional Development Awards, Perth Convention Bureau, Perth.
2009 Western Australian Institute for Educational Research Award for Excellence in Postgraduate Research.
2004 Winner of Kevin Barry Postgraduate Education Scholarship, School of Education, The University of Notre Dame Australia.
2002 Winner of Academic Scholarship to commence postgraduate leadership and administrative studies at The University of Notre Dame, IN.
1999 Winner of Academic Scholarship to commence postgraduate teaching studies at The University of Notre Dame, IN.