BA, DipEd Melb , BEd LaT, MEdSt Monash, MACE

Ms Suzanne Mellor joined ACER in 1990 and has worked on many policy, survey and case-study research projects. The substantive elements of this work encompassed literacy, competencies, thinking and Philosophy for Children, health policy provision, pedagogy, social education, Indigenous learning, ICT and civics and citizenship education and curricula across many of these areas. Some of this research work was evaluative of education policy and program implementation in nature and it also included survey and assessment in several of these fields.

The second decade of her work at ACER focussed on the management of a range of contracted national and international research projects, in the field of civics and citizenship, which resulted in published reports.

In 1996 she developed Review Papers for the Curriculum Corporation.

In 1998 ACER published her research findings from post-graduate work in ‘What’s the Point? Political Attitudes of Victorian Year 11 students’.

From 1995-2002 she project managed the national Australian component of the IEA Civics Education Study, and prepared the national report (2001).

In 2001 she was joint-researcher for the World Bank project Promoting Social Tolerance and Cohesion Through Education, in the South Pacific, which reported direct to national governments.

In 2000-3 she conducted the evaluation of the Victorian Discovering Democracy Professional Development Program.

From 2003-9 she was ACER’s Project Director of the National Assessment Program:

Civics and Citizenship of Year 6 and 10 students in 2004 and 2007in Australia, and she prepared the reports for the two cycles, for MCEETYA .

She is currently Series Editor of ACER’s major research journal: Australian Education Review. She joint authored the initial publication in the re-vamped series: The Case for Change (See Books section, below).

Ms Mellor has a practitioner background, having taught in secondary and tertiary institutions for over twenty years, coordinated curriculum writing for accrediting bodies, devising and providing a wide range of professional development activities for teachers, and writing text books for many levels and in a range of methodologies.