Melissa Tham

Melissa joined the Centre for International Research on Education Systems (CIRES) in 2019 shortly after completing her PhD.

She brings to CIRES six years of previous work experience in educational research in and across school and university settings. This includes projects in the areas of teacher knowledge and reasoning, pre-service teacher development, conceptions of quality teaching and teachers, as well as science education.

She has a particular interest in exploring how school processes, practices and discourses shape the lives of young people and impact their wellbeing. Her PhD research focused on selective schooling and the shaping of student subjectivity.

Recent publications 

Ho, S. S., Wong, B. B., Tham, M., & Brookes, R. H. (2016). Science undergraduates are motivated to undertake leadership education to enhance employability and impact. International Journal of Innovation in Science and Mathematics Education (formerly CAL-laborate International), 24(3).

Hicks, M., Tham, M., & Brookes, R. (2016). Exploring the function of online narratives to develop critical thinking and localisation of knowledge in an international science program. British Journal of Educational Technology.