Sharon Tindall-Ford

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Associate Professor

University of Wollongong

Australia

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About

Sharon Tindall-Ford is an Associate Professor at the University of Wollongong, Australia. Her research areas include middle leadership, social emotional intelligence, and cognitive load theory, as illustrated in her recent articles. She is particularly focused on the practices of middle leaders in educational settings and the development of personalized educational leadership theories. Additionally, her work explores innovative teaching strategies and professional development within schools.

Recent Grants

Grant: Close

Leading from the middle: understanding middle leading practice and how they influence student learning.

Open Date: 2019-08-01

Close Date: 2020-12-01

Grant: Close

Formal Middle Leadership in NSW Public Education Schools

Open Date: 2019-08-01

Close Date: 2020-12-01

Grant: Close

Enhancing assessment through cumulative tasks that embed formative feedback.

Open Date: 2017-09-01

Close Date: 2019-02-01

Grant: Close

Implementing Situational Judgment Tests to develop an understanding of the non-academic capabilities and thinking processes behind the decision making of pre-service teachers.

Open Date: 2016-06-01

Close Date: 2019-12-01

Grant: Close

Articulating Supervisory Knowledge Underpinning Preservice Teacher Supervision on Professional Experience

Open Date: 2015-06-01

Close Date: 2017-12-01

Articles (18)

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2025

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2025

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2025

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2024

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2024

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2024

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2023

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2023

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2023

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2022

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2021

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2021

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2020

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2020

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2020

Collaborators (8)

Lynn Sheridan

University of Wollongong

AUSTRALIA

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Stoo Sepp

Senior Lecturer, Digital Technologies for Learning

University of New England

AUSTRALIA

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Macquarie University

AUSTRALIA

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Sharon Tindall-Ford

Research Interests

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About

Recent Grants

Articles (18)

Middle Leadership and Social Emotional Intelligence: A Scoping Review and Empirical Exploration

An investigation of the practices of middle leaders in Australian schools

School middle leadership: aspirations, identification, appointment, development and advancement

Relational coherence in middle leading for school-based professional development

School middle leadership: A systematic review revisited 2020–2024

To Trace or Not to Trace? Mimicry in Timed Multimedia Lessons with Pointing and Tracing

Developing a Personalized Educational Leadership Theory: A Promising Approach to School Leadership Development?

Enhancing Teaching Strategies through Cognitive Load Theory: Process vs. Product Worked Examples

Understanding School Middle-Leading Practices: Developing a Middle-Leading Practice Model

School middle leadership: A systematic review

Capturing Movement: A Tablet App, Geometry Touch, for Recording Onscreen Finger-based Gesture Data

Middle leaders’ facilitation of teacher learning in collaborative teams

Mentoring conversations in preservice teacher supervision: knowledge for mentoring in categories of participation

Universities and teacher professional learning in the new policy context of teacher accreditation

Pre-service Science and Mathematics teachers’ reasoning: a think-aloud study

Middle leading in Australian schools

Middle leading and influence in two Australian schools

School-university partnerships in Australia: a systematic literature review

Collaborators (8)

Lynn Sheridan

Stoo Sepp

Christine Edwards-Groves

Paul Kidson

Tracy Durksen

Fred Paas

Wendy Nielsen

John De Nobile

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