Esther Doecke joined the Centre for International Research into Education Systems (CIRES) in 2014. Her research activities include project management, conducting fieldwork, data analysis and writing reports.

She has recently finished her PhD on family strategies of educational advantage in Germany and Australia. Her work explores how the discrete education system structures in the German and Australian context inform the strategies adopted by families, while also taking into account how family strategies reinforce the structures as well. Esther was the recipient of a German Academic Exchange Service grant in 2014.

She has a particular interest in how education system structures, social context and public policy impact schools, students and educational experience.

Recent publications

Doecke, E. (2018) The challenge and benefit of comparative research in education systems and the impact of PISA. In Nickl, B., Herrschner, I., Goździak, E.M. (Eds.), German-Australian Encounters and Cultural Transfers (pp. 97-109). Singapore: Springer.

Lamb, S., Maire, Q. and Doecke, E. (2018) Future Frontiers Analytical Report. Key Skills for the 21st Century: an evidence-based review. Sydney: NSW Department of Education.

Lamb, S., Maire, Q., Walstab, A., Newman, G., Doecke, E. and Davies, M. (2018) Improving participation and success in VET for disadvantaged learners. Adelaide: NCVER.

Doecke, E. and Lamb, S. (2017) Student well-being within Melbourne, Australia: findings from the International Study of City Youth. In Marcionetti, J., Castelli, L. and Crescentini, A. (Eds.), Well-being in Education Systems Conference Abstract Book. Locarno 2017 (pp89-93). Florence, Italy: Hogrefe Editore.

Doecke, E. (2014). Indicators of parent attitude and behaviour towards education - the case of Australia and Germany.  Paper prepared for AARE Conference, Brisbane 2014.

Areas of expertise

  • Comparative education
  • Education policy
  • Education sociology

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