ºÚ°µ±¬ÁÏÍø

Professor Philip Parker

Pro Vice-Chancellor (Research)
Office of the Deputy Vice-Chancellor (Research and Enterprise)

Areas of expertise: educational inequality; educational psychology; developmental psychology; secondary data analysis

HDR Supervision accreditation status: Full

ORCID ID: 

Phone: +61 0422 890 578

Email: philip.parker@acu.edu.au

Location:  ºÚ°µ±¬ÁÏÍø North Sydney Campus

Professor Philip Parker is the Pro Vice-Chancellor (Research) of the Office of the Deputy Vice-Chancellor (Research and Enterprise) at the ºÚ°µ±¬ÁÏÍø. He received his doctorate in Educational Psychology from the University of Sydney. His major research interest includes educational inequality, developmental transitions, and educational attainment.

Publications

Top 10 publications

• Parker, P., Sanders, T., Anders, J., Sahdra, B., Shure, N., Jerrim, J., & Cull, N. (2021). Does school average achievement explain the effect of socioeconomic status on math and reading interest? A test of the Information Distortion Model. Learning and Instruction, 73, 101432.
• Parker, P., Dicke, T., Guo, J., Basarkod, G., & Marsh, H. (2021). Ability Stratification Predicts the Size of the Big-Fish-Little-Pond Effect. Educational Researcher, 0013189X2098617.
• Parker, P. D., Zanden, B. V., Marsh, H. W., Owen, K., Duineveld, J. J., & Noetel, M. (2019). The Intersection of Gender, Social Class, and Cultural Context: A Meta-Analysis. Educational Psychology Review, 32(1), 197–228.
• Parker, P. D., Marsh, H. W., Thoemmes, F., & Biddle, N. (2019). The negative year in school effect: Extending scope and strengthening causal claims. Journal of Educational Psychology, 111(1), 118–130.
• Parker, P. D., Trautwein, U., Marsh, H. W., Basarkod, G., & Dicke, T. (2020). Development in relationship self-concept from high school to university predicts adjustment. Developmental Psychology.
• Parker, P. D., Marsh, H. W., Jerrim, J. P., Guo, J., & Dicke, T. (2018). Inequity and Excellence in Academic Performance: Evidence From 27 Countries. American Educational Research Journal, 55(4), 836–858.
• Parker, P. D., Marsh, H. W., Guo, J., Anders, J., Shure, N., & Dicke, T. (2018). An information distortion model of social class differences in math self-concept, intrinsic value, and utility value. Journal of Educational Psychology, 110(3), 445–463.
• Parker, P. D., Zanden, B. V., & Parker, R. B. (2017). Girls get smart, boys get smug: Historical changes in gender differences in math, literacy, and academic social comparison and achievement. Learning and Instruction.
• Parker, P. D., Jerrim, J., & Anders, J. (2016). What Effect Did the Global Financial Crisis Have Upon Youth Wellbeing? Evidence From Four Australian Cohorts. Developmental Psychology.
• Parker, P. D., Jerrim, J., Schoon, I., & Marsh, H. W. (2016). A Multination Study of Socioeconomic Inequality in Expectations for Progression to Higher Education: The Role of Between-School Tracking and Ability Stratification. American Educational Research Journal, 53(1), 6–32.

Projects

ARC grants

• Square Eyes or All Lies? Understanding Children's Exposure to Screens (DP200101912)
• A RCT of an education reengagement program for at-risk youth (LP160100332)
• School principals’ diminishing wellbeing (LP160101056)
• NSW police psychological strengths, wellbeing and retention (LP140100100)
• The Helmsman Project: Giving at-risk adolescents skills to navigate life and make a difference (LP140100041)
• Self-beliefs and task value as drivers of educational choices during the post-high school transition (DE140100080)
• Making Australia internationally competitive: driving educational attainment by academic motivation, self-concept, engagement and aspirations (DP130102713)

NHMRC grants

• Evidence-based physical activity promotion in primary schools: Improving children’s health through sustainable partnerships (APP1114281)

Accolades and awards

• 2019 Rising Star of Australian Research (The Australian)
• 2005 APA Science Prize Winner