Rate My Professor Jeannine Wishart

Dr. Jeannine Wishart serves as a Lecturer in the School of Education at Murdoch University, with expertise in English and literacy curriculum and pedagogy, excluding LOTE, ESL, and TESOL. She earned her Doctor of Education from the University of Western Australia in 2020, with a doctoral thesis titled "Informed choices: Investigating the resources used by Western Australian primary school teachers to inform the teaching of written grammar," which explored primary teachers' selection and use of resources for grammar instruction. Wishart's academic background includes extensive experience as a primary school educator and literacy specialist, including roles at Leda Primary School, prior to her appointment at Murdoch University.

Wishart's research interests center on literacy pedagogy, the teaching of written grammar, critical literacy development, and the influence of commercial edu-businesses on classroom practices. Key publications include the 2023 article "A cycle of insecurity: Primary teachers' practices and resources for the teaching of written grammar," co-authored with Grace Oakley and Jennifer Shand and published in Reading & Writing Quarterly, which examines primary teachers' challenges and resource dependencies in grammar teaching. She also contributed to "What is needed to develop critical literacy in the middle years" in 2025. As Guest Editor for the MDPI Education Sciences special issue "Reframing English and Literacy Education for a Brave New World," Wishart advances discussions on innovative literacy pedagogies. Her conference presentations include "Commercialism, Conspiracies and Critical Literacy" at the 2023 AATE/ALEA National Conference with Dr. Kirsten Lambert, and ALEA sessions on handwriting's role in writing development and using literature as mentor texts. Wishart is a peer reviewer, ALEA Perth Local Council Committee Member, and recipient of the University of Western Australia's Fogarty Research Award. Her work bridges practical teaching experience with scholarly inquiry, impacting teacher education and literacy instruction in primary settings.