Pat served VU as Dean of Education from March 2012 to August 2015, and as Professor of STEM Education Strategic Initiatives from September 2015 to March 2017.
Pat’s approach derives from action-intervention project-management styles. She writes about mathematics education, teacher education, and the experiences of women in leadership. As a feminist, Pat is especially motivated to improve the educational experiences of girls and women. An experienced teacher educator, Pat’s interests lie in supporting research and teaching in practice.
Originally a mathematics teacher and a trained statistician, Pat veered towards social science when small-scale projects about what people do in practice thwarted the use of statistical techniques. Pat’s sample sizes decreased to the extent that she has written about experience in the first person, having developed a perspective on authorial responsibility to make meaning, especially of voices not otherwise represented.
In 2016 and 2017 she led 'Be a Sumbody', a project to discern the extent of student engagement and success in quantitative literacy across the Victoria University curriculum.
Drake, P. (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., Burton, L., Ekins, J., Graham L. & Weiner, G. (1986) Girls into Mathematics, Cambridge: Cambridge University Press.
Doig, B., Williams, J., Swanson, D., Borromeo Ferri, R., Drake, P. (2019) Interdisciplinary Mathematics Education: The State of the Art and Beyond. Switzerland: Springer Open Access https://link.springer.com/book/10.1007/978-3-030-11066-6
Wake, G., Williams, J., & Drake, P. (eds.) (2011) Research in Mathematics Education Special Edition, 13, 2, Taylor & Francis.
Drake, P. & Owen, P. (eds.) (1998) Gender and management issues in education, Oakhill: Trentham Books.
Noss, R., Brown, A., Dowling, P., Drake, P., Harris, M., Hoyles, C. & Mellin-Olsen, S. (eds.) (1990) Political Dimensions of Mathematics Education Action and Critique: Proceedings of the First International Conference, Institute of Education, University of London
Refereed journal articles (last 10 years)
Drake, P. (2018) ”The cut and thrust of industrial relations – bullying by another name?", Gender in Management: An International Journal, Vol. 33(1) 2-13, https://doi.org/10.1108/GM-09-2016-0154
Emerald Literati Award Most Outstanding Article 2018
Drake, P. (2015) Becoming known through email: a case of woman, leadership and an awfully familiar strange land. Gender and Education, 27(2), 148-163
Noyes, A., Wake, G. & Drake, P. (2013) Time for curriculum reform: the case of mathematics, The Curriculum Journal, 24 (4) 511-528.
Editor’s choice for the best article 2013.
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.
Drake, P. (2009) Working for learning: Teaching assistants developing mathematics for teaching. Journal of Mathematics Teacher Education, 12 (1), 67 – 82.
Refereed chapters in books
Drake, P. (2019) Introduction: A Glass Half Full? pp 85-91 in Interdisciplinary Mathematics Education: The State of the Art and Beyond (eds. Doig, B., Williams, J., Swanson, D., Borromeo Ferri, R., Drake, P. Switzerland): Springer Nature Open Access https://link.springer.com/chapter/10.1007/978-3-030-11066-6_6
Drake, P. & Vale C. (2018) 'Policy responses to Teaching Out of Field’ in Hobbs, L. and Troner, G. (eds.) Exploring “Teaching Out-of-field”: International Perspectives on Teaching as a Non-specialist. Switzerland:Springer.
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? InL. Black, H. Mendick & Y. Solomon (eds.) Mathematical Relationships in Education: Identities and Participation. London: Routledge. 161–72.
Drake, P. & Heath, L. (2008) Insider researchers in schools and universities: the case of the professional doctorate. In P. Sikes & A. Potts (eds.) Researching Education from the Inside: investigating institutions from within. London: Routledge. 127–43.
Bibby, T., Drake, P., Mendick, H. & H. Povey, (2007) Mathematics.InK. Myers, H. Taylor, S. Adler & D. Leonard eds. Genderwatch: still watching. Oakhill: Trentham Books. 196–9.
Peer reviewed & published research reports (last 10 years)
Yelland, N., Drake, P., Sadler, K. (2016) Early Learning in STEM: Multimodality in the 21st Century. https://docs.education.gov.au/documents/early-learning-stem-multimodal-l..., Department of Education and Training, Government of Australia, Canberra.
Noyes, A., Drake, P., Wake, G. & Murphy, R., (2010) Evaluating Mathematics Pathways DFE-RR143 https://www.education.gov.uk/publications/eOrderingDownload/DFE-RR143.pdf, Department of Education.
Keynote talks & invited presentations
2016 Invited Symposium: Using email as data: Engaging with a shift to the empirical in feminist scholarship. University of Sydney School of Education and Social Work, November.
2016 Gamechangers: Five women five images. 50-50 Gender Equality Victoria University Metrowest, March.
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.
Research & consultancy
2017 PriceWaterhouse Cooper: Lead Reviewer Girls Education Challenge Discovery Project, Kenya.
2016 Early Years Learning STEM Australia (ELSA), $33,597 funded by Australian Government Department of Education and Training (DET), Canberra (co-Applicant and Chief Investigator.
2016 A play-based approach to the ICT Curriculum. Funded by Google $8000 (Chief Investigator).
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, £2000 (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
- Doctoral Education
- Educational experiences of women and girls
- Insider research and participant methodologies
- Mathematics education
- Situated learning and learning at work
- STEM initiatives and creative activities
- Teacher education, particularly pre-service teacher education