Brian Lewthwaite is an Adjunct Professor in Education at JCU, University of British Columbia and University of Manitoba and currently the Co-ordinator of the Yukon Native Teacher Education Program (YNTEP) in the Yukon Territory of northern Canada. His educational career started as a mathematics, chemistry and biology teacher in northern Canada, followed by twelve years of science and mathematics teaching and administration in New Zealand. He started his work in teacher education in 1993 as a Senior Lecturer and adminstrator at Palmerston North College of Education followed by Massey University College of Education. From 2002-2012 he worked as an Associate Professor and, subsequently, Professor at the University of Manitoba where he also served as the Co-Director for the University of Manitoba's Centre for Research, Youth, Science Teaching and Learning. From 2012-2017 he was an Associate Professor and, subsequently, Professor at James Cook University.

Brian's primary research focus has been in the area of science education with specific focus on pre-service and in-service teacher development. More broadly, of particular concern for Brian has been the attention given to ensuring the educational experience provided for Indigenous students across their colonized countries is located consistent with local community and self-determining priorities for education, rather than being mandated by nationalistic imperialistic goals.

He has written in excess of 120 refereed scholarly papers, 15 book chapters, three books, secured as lead investigator, with collaborators, in excess of $9,000,000 in research funding (over $25, 000,000 with other lead investgators) and continues to consistently work in collaboration with educational invested scholars and teachers in supporting changes in practice to support teacher change and student learning.

  • Curriculum Design and Development in Science Education
  • Community-based curriculum development in Indigenous communities
  • Learning Environment Research: ScEdD was in Learning Environment Research focusing on school wide attention to science as a curriculum area and the teaching practice of science.
  • Indigenous Education: Early experiences as a young scientist and science educator challenged my view of 'science' and the possibility of teachers of science being political agents for challenge and change. Master of Education focused on understanding influences on culturally relevant science education delivery in northern Canadian, Alaskan, New Zealand and Australian contexts. There are few teachers that see that they have potential to lead change. I am committed through research to support Indigenous communities in their move towards locally defined priorities.
  • Community-Based Education: The work in Indigenous settings focuses on determining community-based aspirations for education, especially in terms of classroom-based practice. This focus is now extended to current ARC-funded research in northern Australia to augment similar ongoing activity in NZ and Canada.
  • Science Education: My professional origins are in science education. I continue to carry out research on teacher development, both in in-service and pre-service education. Much of the science work involves the Science Curriculum Implementation Questionnaire whcih was developed in my doctoral study. To date the SCIQ has assisted hundreds of schools, school divisions, states and provinces and nations in their school science evaluations. More information on the SCIQ is available through: http://home.cc.umanitoba.ca/~lewthwai/usingSCIQ.html
  • Science Education
  • Curriculum Design, Development. Implementation and Evaluation
  • Professional Practices in Teacher Education
  • Indigenous Education
  • 2017 to present - Co-ordinator, Yukon College (Whitehorse, Yukon, Canada)
  • 2013 to 2017 - Professor, James Cook University (Australia)
  • 2012 to 2013 - Associate Professor, James Cook University (Australia)
  • 2009 to 2012 - Professor, University of Manitoba (Canada)
  • 2001 to 2009 - Associate Professor, University of Manitoba (Canada)
  • 1996 to 2001 - Senior Lecturer, Massey University (New Zealand)
  • 1993 to 1996 - Senior Lecturer, Palmerston North College of Education (New Zealand)
Research Disciplines
Socio-Economic Objectives
  • 2013 - James Cook University Inclusive Teaching Award
  • 2011 to 2012 - Manitoba Education Research Network Award
  • 2010 - University Teaching Award
  • 2009 - RH Award for Outstanding Performance in Service, Scholarship & Teaching
  • 2005 - American Education Research Association for Best Paper in Learning Environment Research
  • 2004 - University Teaching Award
  • 2017 - Adjunct Professor - James Cook University
  • 2012 - Senior Scholar - University of Manitoba
  • 2017 - Visiting Professor - University of British Columbia
  • 2016 - Visiting Fellow- Hope University
  • 2008 - Visiting Scholar- Charles Darwin University
  • 2005 - Visiting Scholar-Massey University

These are the most recent publications associated with this author. To see a detailed profile of all publications stored at JCU, visit ResearchOnline@JCU. Hover over Altmetrics badges to see social impact.

Journal Articles

ResearchOnline@JCU stores 109+ research outputs authored by Prof Brian Lewthwaite from 1998 onwards.

Current Funding

Current and recent Research Funding to JCU is shown by funding source and project.

Australian Research Council - Linkage - Projects

Responding to Indigenous students' and their communities' voiced experiences regarding effective teaching practices: A Catholic Education initiative

Indicative Funding
$150,000 over 4 years
In response to the continued gap in achievement between Indigenous and non-Indigenous students, this project focuses on addressing the essential need for Australian-based empirically-grounded culturally responsive pedagogy (CRP) research on teaching practices consistent with the voiced concerns of Indigenous students and the communities they represent. Paralleling consequentially similar work in Canada and New Zealand, the study will tease out and test facets of quality teaching that are salient to Aboriginal students for the purpose of improving achievement outcomes for Indigenous students and informing teaching and teacher education.
Brian Lewthwaite, Helen Boon and Barry Osborne in collaboration with Catherine Day (College of Arts, Society & Education and Townsville Catholic Education Office)
Teaching; Learning; Indigenous

Office for Learning and Teaching - Enhancing the Training of Mathematics and Science Teachers Program

Step Up! Transforming mathematics and science pre-service secondary teacher education in Queensland

Indicative Funding
$122,720 over 3 years (administered by Queensland University of Technology)
The overall aim of this project is to transform the nature and delivery of mathematics and science pre-service secondary teacher education in Queensland. The project objectives involve a comprehensive reworking of recruitment strategies, contemporary delivery methods and comprehensive curriculum guides, all brokered through a strong provider network.
Hilary Whitehouse, Phil Turner, Brian Lewthwaite, Clifford Jackson, Marcus Sheaves, Steve Turton, Louisa Tomas Engel and Tanya Doyle (College of Arts, Society & Education and College of Science & Engineering)
Pre-service Teacher Education; Science Education; Mathematics Education

Australian Research Council - Linkage - Projects

Gauging the value of flexible learning options for disenfranchised youth and the Australian community

Indicative Funding
$309,000 over 4 years, in partnership with Brotherhood of St Laurence ($18,000 over 3 yrs); Centacare Townsville ($15,000 over 3 yrs); Northern Territory Department of Education and Children's Services ($19,500 over 3 yrs); the Catholic Education Office ($19,500 over 3 yrs); the Edmund Rice Education Australia ($15,000 over 3 yrs); Victoria University Of Wellington ($6,200 over 2 yrs) and Victorian Department of Education and Early Childhood Development ($18,000 over 3 yrs)
Flexible learning options (FLOs) for young people who have disengaged from schooling are expected to assist in raising educational attainment, but evidence of their economic and social value to date has been anecdotal. This project gauges the value of FLOs across three Australian states and the Northern Territory with the development of an analytic tool that takes into account the complexity of young people's lives together with their stories into an integrated analysis that provides rigorous evidence. The project develops a superior measurement of outcomes from educational interventions for wider use as well as specific findings to inform policy and practice about young people's access to education.
Sue McGinty, Riccardo Welters, Brian Lewthwaite, Katarina Te Riele, Val Wallace and Hurriyet Babacan in collaboration with Dale Murray, David Murray, Eva Lawler, Mary Retel, George Myconos and Tony McMahon (Indigenous Education & Research Centre, College of Business, Law & Governance, College of Arts, Society & Education, Victoria University (Melbourne), Cairns Institute, Edmund Rice Education Australia, VIC Department of Education and Early Childhood Development, NT Department of Education and Childrens Services, Catholic Education Office, Brotherhood of St Laurence and Centacare (Catholic Family Services))
alternative education; marginalised youth; cost benefit analysis

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These Higher Degree Research projects are either current or by students who have completed their studies within the past 5 years at JCU. Linked titles show theses available within ResearchOnline@JCU.

  • Creating place-based learning experiences as a curriculum implantation approach: A case study of selected business studies teachers' practices in Papua New Guinea. (PhD , Secondary Advisor/AM)
  • Inclusion and Exclusion of Marginalised Adults in Rural South Australian Communities (PhD , Secondary Advisor)
  • Sharing Experiences and Research Methodologies in the Aboriginal and Islander Teacher Education Program (AITEP). (PhD , Primary Advisor/AM/Adv)
  • Responding to Indigenous Students' and Their Communities' Experiences Regarding Effective Teaching practices: A Catholic Education Initiative. (PhD , Primary Advisor/AM/Adv)
  • More Than The Power of Two: Leading School Improvement in Indigenous Education (PhD , Primary Advisor/AM/Adv)
  • Transitions from Remote Indigenous Community to Boarding School: the Lockhart River Experience (PhD , Primary Advisor/AM/Adv)

The map shows research collaborations by institution from the past 7 years.
Note: Map points are indicative of the countries or states that institutions are associated with.

  • 5+ collaborations
  • 4 collaborations
  • 3 collaborations
  • 2 collaborations
  • 1 collaboration
  • Indicates the Tropics (Torrid Zone)

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