Senior Research Fellow
Kylie Hillman is a Senior Research Fellow at the Australian Council for Educational Research (ACER). She manages Australia’s participation in the Progress in International Reading Literacy Study (PIRLS) and contributes to other large-scale studies such as the Programme for International Student Assessment (PISA) and the Trends in International Mathematics and Science Study (TIMSS) and the Teaching and Learning International Study (TALIS). Kylie also works in the area of transitions and longitudinal research, most recently with the GENERATION study, and previously on the Longitudinal Surveys of Australian Youth (LSAY) program and the On Track project.
Her publications include several national reports for large-scale studies, including PIRLS, PISA and TALIS, as well as reports and articles that examine the emotional wellbeing of young people; relationship formation; rates of leaving home and home ownership; the experiences of students in their first year of tertiary education; and educational and career pathways of rural youth.
She has presented at national and international conferences on the relationships between student attitudes, engagement and ambitions, pathways through secondary school and into further education, training and the workplace and the emotional wellbeing of young people.
Kylie has been the Editor-in-Chief of the Australian Journal of Education (AJE) since 2021, and holds a Masters in Educational Psychology from the University of Melbourne. She came to ACER from a clinical and educational background, working in a multi-disciplinary clinic for families with Fragile X syndrome, and special education in schools briefly before beginning her research career.
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About Kylie Hillman
Kylie Hillman is a Senior Research Fellow at the Australian Council for Educational Research (ACER). She manages Australia’s participation in the Progress in International Reading Literacy Study (PIRLS) and contributes to other large-scale studies such as the Programme for International Student Assessment (PISA) and the Trends in International Mathematics and Science Study (TIMSS) and the Teaching and Learning International Study (TALIS). Kylie also works in the area of transitions and longitudinal research, most recently with the GENERATION study, and previously on the Longitudinal Surveys of Australian Youth (LSAY) program and the On Track project.
Her publications include several national reports for large-scale studies, including PIRLS, PISA and TALIS, as well as reports and articles that examine the emotional wellbeing of young people; relationship formation; rates of leaving home and home ownership; the experiences of students in their first year of tertiary education; and educational and career pathways of rural youth.
She has presented at national and international conferences on the relationships between student attitudes, engagement and ambitions, pathways through secondary school and into further education, training and the workplace and the emotional wellbeing of young people.
Kylie has been the Editor-in-Chief of the Australian Journal of Education (AJE) since 2021, and holds a Masters in Educational Psychology from the University of Melbourne. She came to ACER from a clinical and educational background, working in a multi-disciplinary clinic for families with Fragile X syndrome, and special education in schools briefly before beginning her research career.
| Present | BA(Hons), MEd Psych Melb,, Australian Council for Educational Research (ACER) | |
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| Present | Senior Research Fellow, Australian Council for Educational Research (ACER) | |
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Australian Council for Educational Research
19 Prospect Hill Rd,
Camberwell, VIC, Australia 3124
T: +61 3 9277 5555
F: +61 3 9277 5500
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