Tony Taylor was based at Monash University 1990-2014 and more recently was an adjunct professor at the University of Technology and at Federation University. Over the past decade, he has worked closely with a wide range of colleagues to improve the standing of history education in Australia. In 1999, he was appointed director of the National Inquiry into the Teaching and Learning of History, and he was director of the National Centre for History Education 2001-2007. In 2003-2005, with the assistance of an Australian Research Council (ARC) grant, he developed national professional standards for the teaching and learning of history. Tony has researched and published extensively in Australia and overseas in the field of history education and education policy. Since 2003, he has successfully led four large ARC grants in these fields. Since 2006, he has worked with Professor Stuart Macintyre as senior consultant with successive Coalition and ALP federal governments in formulating the Australian Curriculum: History. Tony was series editor of, and contributing author to, the multivolume Nelson/Cengage Senior Modern History series. His has also authored Class wars: Money, schools and power in modern Australia. He is a life member of the History Teacher's Association of Victoria.
Carmel Fahey coordinated and taught history curriculum in the Faculty of Education and Social Work at the University of Sydney until 2011. She has extensive experience in the field of history education at policy, higher education and secondary school levels. She has been the chair and a member of NSW history syllabus committees, a member of the inaugural NSW Aboriginal Studies Syllabus Committee (Years 11-12), and president of the History Teachers Association of NSW. Carmel has written and contributed to a number of highly successful and award-winning secondary school textbooks in addition to co-authoring Making history: A guide to the teaching and learning of history in Australian schools. She was recipient of the NSW Premiers Children's History Prize (1997) and the NSW Institute of Educational Research Anne Southall Award for outstanding doctorial research (2008). Recently, Carmel has consulted on a number of federal and state infrastructure projects. These have involved the design and delivery of educational programs for primary and secondary students in the areas of history and geography, as well as the development of placed-based learning materials around local change.
Jeana Kriewaldt is a senior lecturer in geography, sustainability and humanities education in the Master of Teaching program at the Melbourne Graduate School of Education, University of Melbourne. She is a life member of the Geography Teachers' Association of Victoria and has served on the board of the Australian Geography Teachers' Association, receiving the Don Biddle award for her contributions to geography education (2015). During her decade as a secondary school teacher, she wrote numerous geography textbooks - most recently contributing to an award-winning Year 12 text Human population. Funded by the ARC and industry partners, Jeana was a chief investigator in the Strengthening Standards of Geography Teaching through Linking Standards and Teacher Learning project, which delivered a set of national standards for teaching geography.
David Boon is a principal education officer for Years K-8 at the Department of Education in Tasmania and has taught all grades from Foundation to Year 10 over a 32-year career in Australian education. Since 2001, he has held a number of curriculum and professional learning roles for the Tasmanian Department of Education across multiple learning areas, including the humanities and social sciences. His acknowledged expertise in primary history education led to him being involved in the National History Summit in 2006, being invited as a presenter at the National Summer School for Teachers of Australian History in 2008 and contributing to the development of the framing paper for the Australian Curriculum: History. His current research interests include concept-based learning models, differentiation for inquiry in primary education and the use of spatial skills in inquiry-based learning.
