Professor Pat Drake

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)

Emeritus Professor of Education

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.

Recent publications

Refereed journal articles

Pat Drake (2017, accepted) The cut and thrust of industrial relations’ - Bullying by another name? Gender and Management: an International Journal, awaiting publication.

Pat Drake (2015) Becoming known through email: a case of woman, leadership, and an awfully familiar strange land. Gender and Education. 27 (2) 158-163

Noyes, A., Wake, G. & Drake, P. (2013) Time for curriculum reform: the case of mathematics, The Curriculum Journal, 24 (4) 511-528

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

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. (section editor) Focus on Cross-Cutting Skills in Doig, B. & Williams, J., (2017 in preparation) Interdisciplinary Mathematics: a Glass Half-Full?

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.

Refereed chapters

Vale, C. & Drake, P. (2017 in preparation) in Hobbs, L (ed) Exploring “Teaching Out-of-field”: International Perspectives on Teaching as a Non-specialist. Chapter 8, Attending to out-of-field teaching: Implications of and for education policy.

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.

Major reports

Yelland, N., Drake, P., and K. Sadler (2016) Early Learning in STEM: Multimodality in the 21st Century. For the Department of Education and Training, Government of Australia, Canberra.

Noyes, A., Drake, P., Wake, G. & Murphy, R., (2010) Evaluating Mathematics Pathways DFE-RR143, 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, £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

  • 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

Contact details

+61 3 9919 2609