- Dr Stacey Campbell
Faculty of Education,
School of Early Childhood and Inclusive Education
- Discipline *
- Education Systems, Specialist Studies in Education
- +61 7 3138 3176
- View location details (QUT staff and student access only)
- Identifiers and profiles
PhD (Macquarie University), MA (Macquarie University), Academic Practice (Queensland University of Technology), BTeach(EarlyChildhood) (Macquarie University), BEd(Primary) (Charles Sturt University)
- Professional memberships
Australian Literacy Educators’ Association (ALEA) International Literacy Association (ILA) Australian Association for Research in Education (AARE) Early Childhood Australia (ECA)
Stacey Campbell is a Lecturer in early childhood English, literacies and language, School of Early Childhood and Inclusive Education, Faculty of Education, QUT. Stacey has worked in education for over 10 years as a teacher and director in NSW early years of school and prior-to-school settings. In addition to her early childhood and primary teaching qualifications, she has a Masters Degree in children’s literature. Stacey completed her mixed methods PhD in 2015 investigating early childhood educators’ beliefs about code-related literacy development, phonics instruction and the use of commercial phonics programs. Stacey has also developed a range of online early childhood literacy focused resources for teachers and parents including the Teaching Phonics in Early Childhood MOOC. Her research interests include:
- code-related literacy
- early years literacy
- oral language in early childhood
- teacher beliefs and practices
- professional learning
- early childhood
- parent and teacher partnerships
- mixed methods research
Stacey’s current research investigates children’s literature in early childhood and parental perceptions of early literacy learning and teaching.
Stacey teaches and coordinates undergraduate and postgraduate early years literacy, language, and English units.
EUB109 English, literacies and language 1; EUB202 English, literacies and language 2; EUB304 English, literacies and language 3; EUB007 Understanding reading difficulties; EAN616 Language , literacies and communication in early childhood.
Stacey has been a teacher and director in NSW primary schools and early childhood contexts for over 10 years. Stacey was an associate lecturer at Macquarie University, NSW where she taught professional learning, early years English, literacy and language units. Stacey joined QUT as an academic staff member in 2015. Her experience includes early childhood literacy consultancies with NSW Department of Education and Queensland Curriculum and Assessment Authority (QCAA). Stacey has developed early literacy support materials and professional topic video resources for the QCAA’s website. She has also developed the Teaching Phonics in Early Childhood Massive Open Online Course (MOOC) with QUT/Future Learn that runs three times per year. Stacey is a member of the Australian Literacy Educators’ Association (ALEA) Meanjin Committee and on the Editorial Review Board for The Reading Teacher (ILA, USA). She is a supervisor and associate supervisor of six MPhil, PhD and EdD students investigating literacy, English and assessment in early primary and senior school English curriculum areas. Stacey’s recent industry publications include: Campbell, S. (2016). Playing with phonics: Teaching letters and sounds. Every Child, 22(4), 10-11.
Stacey’s recent conference presentations include: UKLA (July, 2019), Phonics is important but we want our kids to play; European Early Childhood Education Research Association (EECERA) (Budapest, August, 2018) Parental perceptions of phonics and code-related literacy in prior-to-school. Australian Literacy Educators’ Association (ALEA) Conference 2018 (Perth, 7-11 July) Lost art of shared picture book reading; ALEA (Hobart, 6-9 July, 2017) What do Australian teachers really think about early years code-related literacy learning? British Education Research Association (BERA) Conference 2016 (Leeds, United Kingdom, 13-15 September, 2016). Pre-packaged literacy programs: Teachers’ beliefs about code-related literacy, phonics instruction and the use of commercial phonics programmes in early childhood. European Early Childhood Education Research Association (EECERA) Conference 2016 (Dublin, Ireland 31 August-3 September, 2016). Pre-packaged literacy learning: Early childhood educators’ beliefs about phonics teaching and commercial phonics programme use.
- Campbell SA, (2016) Playing with phonics: Teaching letters and sounds, Every Child p10-11
- Campbell SA, (2015) Feeling the pressure: Early childhood educators' reported views about learning and teaching phonics in Australian prior-to-school settings, Australian Journal of Language and Literacy p12-26
- Campbell SA, Torr J, Cologon KM, (2014) Pre-packaging preschool literacy: What drives early childhood teachers to use commercially produced phonics programs in prior to school settings, Contemporary Issues in Early Childhood p40-53
- Campbell SA, Torr J, Cologon KM, (2012) Ants, apples and the ABCs: The use of commercial phonics programmes in prior-to-school children's services, Journal of Early Childhood Literacy p367-388
For more publications by this staff member, visit QUT ePrints, the University's research repository.
- Feedback Practices and Beliefs of Secondary English Teachers Supporting Student Writing: An Exploratory Multi-Case Study
PhD, Associate Supervisor
Other supervisors: Professor Karen Dooley
- Metalanguage and Literacy education in Queensland school contexts
Professional Doctorate, Principal Supervisor
Other supervisors: Professor Annette Woods
- Play-based curriculum in Special Schools
Professional Doctorate, Associate Supervisor
Other supervisors: Associate Professor Bronwyn Ewing
- TEACHERS' BELIEFS AND PRACTICES AROUND THE PROMOTION OF READING FOR PLEASURE AMONG PRIMARY CHILDREN
MPhil, Principal Supervisor
Other supervisors: Professor Susan Walker