Professor Pat Drake
EdD (University of Sussex), MA (University of London), Post-grad Diploma in Statistics (London School of Economics and Political Science), Post-graduate Certificate in Education (University of London), BA Mathematics (University of Essex)
Dean, College of Education
An experienced teacher educator, Pat’s interests lie in supporting research and teaching in practice. Originally a teacher of mathematics in the inner city and a trained statistician, Pat changed course when small-scale projects about what people do in practice thwarted the use of statistical techniques. Her sample sizes have decreased to the extent that she now writes about experience in the first person, having developed a perspective on the responsibility of the author to make meanings from the perspectives of others.
Pat has become well-versed in the challenges of assessment in mathematics through her involvement in a UK government evaluation of new mathematics qualifications ‘Evaluating Mathematics Pathways’. She is currently Australian Council of Deans representative on the Expert Numeracy Group of the Australian Council for Education Research; and she sits on the Victoria Institute of Teaching Accreditation Committee.
Pat joined Victoria University as Dean of Education in March 2012. Currently she is madly busy but is finding a little time to write about women in higher education as a means of making sense of her culture shock.
Refereed journal articles
Noyes, A., Wake, G. & Drake, P (2013) Time for curriculum reform: the case of mathematics, The Curriculum Journal, 23, 2 DOI: 10.1080/09585176.2013.812973
Drake, P., Wake, G. & Noyes, A. (2012) Assessing 'functionality' in school mathematics examinations: what does being human have to do with it? Research in Mathematics Education. 14 (3) 237 – 252
Drake, P., Behrenbruch, M., Felstead, K. & Beveridge, L. (2011) The view from over here is different: relations between doctoral study and professional practice. Work Based Learning e-Journal, 2 (1) 193 – 211
Noyes, A., Wake, G. & Drake, P. (2011) Widening and Increasing post-16 Mathematics Participation: Pathways, pedagogies and politics. International Journal of Science and Mathematical Education, 9 (2), 483 – 501.
Drake, P. (2010) Grasping at methodological understanding: a cautionary tale from insider research. International Journal of Research & Method in Education, 33 (1), 85 – 99.
Wake, G., Williams, J., & Drake, P. (eds.) (2011) Research in Mathematics Education Special Edition, 13, 2 Taylor & Francis.
Drake, P. with Heath, L. (2010) Practitioner Research at Doctoral Level: developing coherent methodologies. London: Routledge.
Drake, P., Jacklin, A., Robinson, C. & Thorp, J. (2004) Becoming a teaching assistant: a research based guide for teaching assistants and those working with them. London: Paul Chapman Publishing.
Drake, P. (2011) Initial Teacher Education: could have been rural whimsy. In F. Gray ed. Making the future: a history of the University of Sussex. London: Continuum Press.
Drake, P. (2009) Mathematics for teaching: what makes us want to? In L. Black, H. Mendick & Y. Solomon eds. Mathematical Relationships in Education: Identities and Participation. London: Routledge. 161 – 172.
Noyes, A., Drake, P., Wake, G. & Murphy, R., (2010) Evaluating Mathematics Pathways DFE-RR143, Department of Education.
2011 The view from over here is different: relations between professional and doctoral knowledge. University of Nottingham EdD Conference.
2011 National Curriculum Review, National Centre for Excellence in Teaching Mathematics.
2011 Implications of doctoral work as a practitioner researcher, London Metropolitan University New Directions for Professional, Practice- based & Work-based Masters and Doctorates Workshop.
2011 Evaluating Mathematics Pathways, Joint Mathematics Council, Royal Society, London.
Postgraduate research students (completions): one DPhil Education, five EdD, one PhD.
Current supervision: one Masters in Research student.
2007 – 2010 Evaluating Mathematics Pathways, jointly with the Universities of Nottingham and Manchester. Funded by QCDA, £175,000 (Sussex Principal Investigator)
2009 Mathematics teacher CPD in the South-East region. Funded by National Centre for Excellence in Teaching Mathematics, £10,000 (Convenor and organiser)
2009 Teacher CPD in the South-East region. Funded by National Centre for Excellence in Teaching Mathematics, £2,000 (Consultant)
2007 The future of mathematics and science: knowledge relationships and equitable participation. Marie Curie Chair funded by the European Union, £311,813 (Co-applicant with Professor Jo Boaler).
Areas of expertise
- Insider research including ethics and first person narrative and taking responsibility as author
- Mathematics Education
- Situated and expansive learning at work
- Teacher education
- +61 3 9919 2609