Skip to Content

School of Education

Dr Stuart Woodcock

Stuart Woodcock PhotoTitle: Senior Lecturer in Education
Qualifications: PhD, MEd (Spec.Ed) BA (Hons)
Phone: 02 9850 4298
Office: C3A 907



Stuart initially trained as a teacher in England. Since then he has taught in England, Canada and Australia in primary and secondary schools, teaching in a variety of settings including mainstream, special education and behaviour units. Since he came to Australia, Stuart has taught in several education sectors. He has taught in TAFE colleges across New South Wales teaching Adult Basic Education, ICT and students with disabilities. He has also taught in several tertiary education settings across New South Wales. He currently lectures in a range of areas, including inclusive education, classroom and behaviour management, and educational psychology, teaching at undergraduate and postgraduate levels. His research areas focus on attribution theory, self-efficacy, behaviour management, and students with specific learning disabilities.

Selected Recent Publications

Journal Articles

Year Link Citation
2016   Moore, B., Woodcock, S. (2016). Resilience to bullying: Towards an alternative to the anti-bullying approach.Educational Psychology in Practice,DOl:10.1080/02667363.2016.1233488.
2016   Woodcock, S.,Jiang, H. (2016). A cross-national comparison of attributional patterns towards students with and without learning disabilities. Journal of Learning Disabilities,DOl:10.1177/0022219416664865.
2016   Woodcock,S.,Vialle,W. (2016). An examination of pre-service teachers' attributions for students with specific learning difficulties. Learning and individual differences,45,252-259.
2015   Sisco, A.,Woodcock,S.,Eady,M. (2015). Pre-service perspectives one-teaching: Assessing e-teaching using the EPEC hierarchy of conditions fore-learning/teaching competence. Canadian Journal of Learning and Technology/La revue canadienne de l'apprentissage et de Ia technologie, 41(3),1-32.
2015   Woodcock, S., Sisco, A., Eady, M. (2015). The learning experience: Training teachers using online synchronous environments. Journal of Educational Research, 5(1), 21-34.
2015   Woodcock,S., Emms,J. (2015).The relationship between teacher self-efficacy and attributions of the educational outcomes of students with specific learning disabilities. International Journal of Learner Diversity and Identities,22(3),1-15
2015   Fraser-Seeto, K., Howard, S., Woodcock, S. (2015). An investigation of teachers' awareness and willingness to engage with a self-directed professional development package on gifted and talented education. Australian Journal of Teacher Education, 40(1), 1-14.
2015   Hardy, I., Woodcock, S. (2015). Inclusive education policies: Discourses of difference, diversity and deficit. International Journal of Inclusive Education, 19(2) 141-164.
2014   Woodcock, S. (2014). Attributional beliefs of Canadian trainee teachers toward students with a learning disability. Alberta Journal of Educational Research, 60(1), 1-16.
2014   Lu, J., Woodcock, S., Jiang, H. (2014). Investigation of Chinese university students' attributions of English language learning. Sage Open, 4(4), 1-15.
2014   Reupert,A.,Woodcock, S. (2015). Does a year make a difference? The classroom management practices of primary student teachers before and after a one-year teacher education programme. Emotional and Behavioural Difficulties, 20(3), 265-276
2014   Hardy, I., Woodcock, S. (2014). Contesting the recognition of specific learning disabilities in educational policy: Intra- and inter-national insights. International Journal of Educational Research, 66, 113-124.
2014   Reupert, A., Woodcock, S. (2014). 澳大利亞和加拿大的職前教師的行為 管理.《乡村教育》. (Australian and Canadian preservice teacher classroom management), Chinese Rural Education Journal, 2(1) 81-100.
2013   Fraser-Seeto, K., Howard, S., Woodcock, S. (2013). Preparation for teaching gifted students: An updated investigation into university offerings in New South Wales. The Australasian Journal of Gifted Education, 22(2), 45-51.
2013   Woodcock, S. (2013). Trainee teachers' attitudes towards students with specific learning disabilities. Australian Journal of Teacher Education, 38(8), 15-29.
2013   Woodcock, S., Jiang, H. (2013). Teachers' causal attributional responses of students with learning disabilities in China. Learning and Individual Difference, 25, 163-170.
2013   Woodcock, S., Reupert, A. (2013).  Does training matter? Comparing the behaviour management strategies of pre-service teachers in a four year program and those in a one year program. Asia-Pacific Journal of Teacher Education, 41(1), 84-98.
2012   Woodcock, S., Hemmings, B., Kay, R. (2012). Does study of an inclusive education subject influence pre-service teachers' concerns and self-efficacy about inclusion? Australian Journal of Teacher Education, 37(6), 1-11.
2012   Woodcock, S., Jiang, H. (2012). Attributions of the educational outcomes of students with learning disabilities in China. International Journal of Special Education, 27(2), 1-14.
2012   Woodcock, S., Reupert, A. (2012). A cross sectional study of student teachers' behaviour management strategies throughout their training years. Australian Education Research.
2011   Hemmings, B., Woodcock, S. (2011). Pre-service teachers' views of inclusive education: A content analysis. Australasian Journal of Special Education, 35(2), 103-116.
2011   Reupert, A., Woodcock, S. (2011). Canadian and Australian pre-service teachers' use, confidence and success in various behaviour management strategies. International Journal of Educational Research, 50, 271-281.
2011   Woodcock, S. (2011). A cross-sectional study of pre-service teacher efficacy throughout the training years. Australian Journal of Teacher Education, 36(10), 22-34.
2011   Woodcock, S., Vialle, W. (2011). Are we exacerbating students' learning disabilities? An investigation of preservice teachers' attributions of the educational outcomes of students with learning disabilities. Annals of Dyslexia, 61, 223-241.
2010   Eady, M., Woodcock, S. (2010). Understanding the need: using collaboratively created draft guiding principles to direct online synchronous learning in Indigenous communities. International Journal for Educational Integrity, 6 (2), 24-40.
2010   Reupert, A., Woodcock, S. (2010). Success and Near Misses. Pre-service Teachers' Use, Confidence, and Success in Various Classroom Management Strategies. Teaching and Teacher Education, 26 (6), 1261-1268.
2010   Woodcock, S., Vialle, W. (2010). The Potential to Learn: Pre-service Teachers' Proposed Use of Instructional Strategies for Students with a Learning Disability. Contemporary Issues In Education Research, 3 (10), 27-38.
2010   Woodcock, S., Vialle, W. (2010). Attributional Beliefs of Students with Learning Disabilities. The International Journal of Learning, 17 (7), 177-191.


Year Link Citation
2013   Woodcock, S., Dixon, R., Tanner, K. (2013). Teaching in Inclusive School Environments. Australia, David Barlow Publishing.

Book Chapters

Year Link Citation
2016   Woodcock, S., Reupert, A. (2016}. Inclusion, classroom management and teacher self-efficacy in an Australian context. InS. Garvis, & Pendergast (Eds}, Asia-Pacific perspectives on teacher self-efficacy. Rotterdam, Sense Publishers.
2008   Vialle, W., Woodcock, S. & Walton, R. (2008) Children's Spirituality: An Essential Element in Thinking and Learning in New Times. In P. Kell., D. Konza. & W. Vialle (Eds), Learning and the Learner: Exploring Learning for New Times. University of Wollongong.