harsha n. perera, ph.d. department of educational psychology and

Revised January 2017 Harsha N. Perera

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Harsha N. Perera, Ph.D.

Department of Educational Psychology

and Higher Education

College of Education

University of Nevada, Las Vegas

4505 S. Maryland Parkway

Las Vegas, NV 89154-3003

Phone: (702) 895-1110

E-mail: [email protected]

ACADEMIC APPOINTMENTS

Assistant Professor of Educational Psychology, Department of Educational

Psychology and Higher Education, College of Education, University of Nevada, Las

Vegas (August 2016-present).

Lecturer (SPF03 Strategic Appointment, Level B, Step 4; equiv. assistant professor),

Educational Psychology and Measurement, University of New South Wales (January

2016 – August 2016)

Adjunct Faculty, School of Linguistics, Adult, and Specialist Education, University

of Southern Queensland (January 2016 – Present)

Lecturer (Level B, Step 1, equiv. assistant professor), Educational Psychology and

Measurement, University of Southern Queensland (November 2014 – December

2015). Tenured.

Associate Lecturer (Level A, Step 6, equiv. advanced instructor), Educational

Psychology and Measurement, University of Southern Queensland (June 2012 –

October 2014)

Sessional academic, Quantitative Methods, University of Technology, Sydney, NSW

(July 2011 – June 2012)

EDUCATION

Ph.D (Educational Psychology and Measurement)., University of Technology Sydney

(2015). Specialization: Educational Psychology and Quantitative Methods

B. Ed (Honours Class I)., University of Sydney (2009). Specialization: Educational

Psychology and Secondary Curriculum

HONORS and AWARDS

2016 UNLV TTDGRA Award for project Critical questions model of argument

(CQMA) (w/ Principal investigator E. Michael Nussbaum)


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2016 Recognized Reviewer Status, Journal of Vocational Behavior

2016 College of Education, University of Las Vegas Nevada, Dean’s Policy Fellow

2016 Nominee, UNSW Dean’s Research Award for achievements by an early career

researcher

2016 American Educational Research Association Division E Award for most

outstanding doctoral dissertation in human development/counselling

2016 UTS Chancellor’s List Award for outstanding doctoral research

2016 UNSW SPF03 Strategic Appointment to School of Education, University of

New South Wales (UNSW). The SPF03 is a strategic priority fund designed to recruit

the most promising talent across the world to the UNSW.

2015 Australian Association for Research in Education (AARE) Ray Debus

Award for best doctoral dissertation in education in Australia.

2015 UTS, Faculty of Arts and Social Sciences nominee for the Chancellor’s Award

for best PhD thesis in 2015 graduating cohorts across all faculties.

2015 USQ Publication Excellence Award - $500.00 AUD awarded on account of

meritorious research productivity

2011 Australian Postgraduate Award (APA; 2011) – 23,500.00 p/a AUD. APA

scholarships are awarded by the Australian Government, Department of Innovation,

Industry, Science and Research to research students of exceptional research potential

undertaking a Higher Degree by Research in Australia.

First Class Honors (2009) awarded in the Bachelor of Education program, University

of Sydney.

Walter Reid Memorial Prize (2008). Awarded annually, without application, to

students at the University of Sydney on the basis of exceptional academic

performance.

Inductee, International Honor Society (2006).

GRANT ACTIVITY

Co-Investigator (w/ Principal investigator Peter McIlveen), Development of the

Australian Graduate Employability Scale (A-Grades). Graduate Career Australia

research grant program (2016) ($250,974.00 AUD). Funded.


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Co-Investigator (w/ Principal Investigator Sharon Tettegah), Coordinating curricula

and user preferences to maximize the participation of women and students of color in

Engineering. National Science Foundation (2016) ($298,190.00 USD), Under

review.

Principal Investigator, UNSW Research Grant Scheme (2016), Modeling

Educational and Career Interests, Choices, Engagement, and Achievement in STEM

($5997.00 AUD). Funded.

Co-Investigator, Potter Foundation (2015). Positive Psychology Interventions in

Regional, Rural, and Remote Queensland Schools ($54,500.00 AUD). Unsuccessful

Co-Principal Investigator, USQ Marketing and Student Attraction (2015) – Measuring career interests in university students ($4,500.00). Funded

Co-Investigator, National Centre for Vocational Education and Research. (2015).

Pathways to Completion and Retention: Individual and Contextual Factors

($139,286.00 AUD). Unsuccessful

Co-Principal Investigator, Education Services Australia (2014) Development of a

short-form of the Career Interest Test ($15,000.00). Funded

Co-Investigator, Grains Development Research Corporation (2013). Agricultural

career pathways among Secondary School Students ($349,200.00 AUD).

Unsuccessful.

Principal investigator. USQ Research Grant Scheme (2013; RGS-130145)

Investigating the mediational mechanisms underlying the influence of affective

personality on academic performance during a major life transition ($4,644.30).

Funded

2012 UTS Research Students’ Travel Grant – $800.00 AUD awarded to support the

conduct and presentation of research

2011 Australian Postgraduate Award (APA; 2011) – 23,500.00 p/a AUD (3 years).

APA scholarships are awarded by the Australian Government, Department of

Innovation, Industry, Science and Research to students of exceptional research

potential undertaking a Higher Degree by Research in Australia.

PROFESSIONAL AFFILIATIONS

Member, American Educational Research Association (Division D)

Member, American Educational Research Association (Division E)

Member (Invited), Australian Association for Research in Education

Member (Invited), Society for Personality Assessment


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PUBLICATIONS AND ARTICLES IN PRESS, ACCEPTED, OR UNDER

REVIEW

Athanasou, J. A., & Perera, H. N. (under review). International handbook of career

guidance (2nd ed). Springer Netherlands

*Bartlett, C., Perera, H. N., & McIlveen, P. (2015). A short-form of the Career Interest

Test: 21-CIT. Journal of Career Assessment (online first) doi:

10.1177/1069072715580579

Fogarty, G. J., Murphy, P. J., & Perera, H. N. (2016). Safety culture in defense

explosive ordnance: Survey development and model testing. Safety

Science, 93, 62-69. doi: 10.1016/j.ssci.2016.11.010.

Fogarty, G. J., & Perera, H. N. (2016). Resilience: Distinct construct or conglomerate

of existing traits? Industrial and Organization Psychology, 9, 422-429.

doi: http://dx.doi.org/10.1017/iop.2016.33

Fogarty, G. J., Perera, H. N., Furst, A., & Thomas, P. (2016). Evaluating measures of

optimism and sport confidence. Measurement in Physical Education and

Exercise Science (online first). doi: 10.1080/1091367X.2015.1111220

McIlveen, P., & Perera, H. N. (2015). Career optimism mediates the effect of

personality on teachers’ career engagement. Journal of Career

Assessment (online first). doi: 10.1177/1069072715616059

McIlveen, P., & Perera, H. N. (2016). Career practitioners should advocate for maths

in STEM education: Without M, there is no S, T, and E. Australian

Career Practitioner, Autumn 2016, 13-15.

McIlveen, P., Perera, H. N., Hoare, P. N., & *McLennan, B. (2016). The validity of

CAAS scores in divergent social occupations. Journal of Career

Assessment (online first). doi: 10.1177/1069072716679922

*McLennan, B., McIlveen, P., & Perera, H. N., (2016). Pre-service teachers’ self-

efficacy mediates the relationship between career adaptability and career

optimism. Teaching and Teacher Education (online first). doi:

10.1016/j.tate.2016.12.022

*Luke, J., McIlveen, P., & Perera, H. N. (2016). A thematic analysis of career

adaptability in retirees who return to work. Frontiers in Psychology

(online first). doi: 10.3389/fpsyg.2016.00193

Perera, H. N. (2013). A novel approach to estimating and testing specific mediation

effects in educational research: Explication and application of Macho

and Ledermann’s (2011) Phantom Model approach. International


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Journal of Quantitative Research in Education, 1, 39-60. doi:

10.1504/IJQRE.2013.055640

Perera, H. N. (2015a). The internal structure of responses to the Trait Emotional

Intelligence Questionnaire Short-Form: An exploratory structural

equation modeling approach. Journal of Personality Assessment. doi:

10.1080/00223891.2015.1014042

Perera, H. N. (2015b). Construct validity of scores from the Social Provisions Scale:

A bifactor exploratory structural equation modeling approach.

Assessment, 1-14. doi: 10.1177/1073191115589344.

Perera, H. N. (2016). The role of trait emotional intelligence in academic

performance: Theoretical overview and empirical review. The Journal

of Psychology: Interdisciplinary and Applied, 150, 229-251. doi:

10.1080/00223980.2015.1079161 (Invited submission)

Perera, H. N., & Athanasou, J. A. (2016). Construct validity of the EUROHIS-QOL

for rehabilitation assessment. Australian Journal of Rehabilitation

Counselling, 22, 57-75. doi: 10.1017/jrc.2016.12 (invited submission)

Perera, H. N., & DiGiacomo, M. (2013). The relationship of trait EI with academic

performance: A meta-analytic review. Learning and Individual

Differences, 28, 20-33. doi: 10.1016/j.lindif.2013.08.002

Perera, H. N., & DiGiacomo, M. (2015). The role of trait emotional intelligence in

academic performance during the university transition: An integrative

model of mediation via social support, coping and adjustment.

Personality and Individual Differences, 83, 208-213. doi:

10.1016/j.paid.2015.04.001

Perera, H. N., & Ganguly, R. (2016). Construct validity of scores from the Connor-

Davison Resilience Scale in a sample of students with disabilities.

Assessment (online first). doi: doi:10.1177/1073191116646444

Perera, H, N., Izadikhah, Z., O’Connor, P., & McIlveen, P. (2016). Resolving

dimensionality problems with WHOQOL-BREF responses. Assessment

(online first). doi: 10.1177/1073191116678925

Perera, H. N., & McIlveen, P. (2014). The role of optimism and engagement coping in

college adaptation: A Career Construction model. Journal of Vocational

Behavior, 84, 395-404. doi:10.1016/j.jvb.2014.03.002

Perera, H. N., & McIlveen, P. (2016). Profiles of career adaptivity and their relations

with adaptability, adapting, and adaptation. Journal of Vocational

Behavior (online first). doi: 10.1016/j.jvb.2016.10.001


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Perera, H. N., McIlveen, P., Burton, L. J., & Corser, D. M. (2015). Beyond

congruence measures for the evaluation of personality factor structure

replicability: An exploratory structural equation modeling approach.

Personality and Individual Differences, 84, 23-29. doi:

10.1016/j.paid.2015.01.004

Perera, H. N., McIlveen, P., & Oliver, M. E. (2015). The mediating role of coping and

adjustment in the relationship between personality and achievement.

British Journal of Educational Psychology, 85, 440-457. doi:

10.1111/bjep

*Denotes graduate student

SUMMARY OF PUBLICATION OUTCOMES

Publication Quantity

Total1 21

Total SSCI Articles 19 1 = only peer-reviewed journal articles. Note. Years 2013 and 2014 are years of doctoral candidacy. SSCI =

Social Sciences Citation Index.

Publication Quality1

SJR Q12 SJR Q2 SJR Q3 SJR Q4

SJR Education 5 1 0 0

SJR Psychology 10 0 0 0

SJR Other 1 1 1 0

Subtotal 16 2 1 0 1 = only SSCI peer-reviewed journal articles are included; 2 = SJR quartile is the quartile ranking for the year in

which the article was published. Where the article was published online first, the quartile for the year of online

publication is reflected in these data. Note. “SJR Other” articles are those for which I served as only a

methodologist. Quartiles ranges from 1 to 4 with 1 representing the highest tier of publication quality.

GOVERNMENT AND OTHER REPORTS

Bernacki, M. L., & Perera, H. N. (accepted). Encouraging Young Nevadans to Choose

and Complete STEM Degrees:. Las Vegas, Nevada: Dean's Policy Fellows

Initiative: College of Education, University of Nevada, Las Vegas. Accepted:

2017.

McIlveen, P., & Perera, H. N. (2014). Report of psychometric characteristics of the

CIT-21. Report submitted to Education Services Australia. University of

Southern Queensland.


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Perera, H. N., & McIlveen, P. (2015). Report on the psychometric properties of the

USQ Career Explorer. Report prepared and submitted to USQ Marketing and

Attraction. University of Southern Queensland.

CONFERENCE PAPERS AND PROCEEDINGS

*Granziera, H., & Perera, H. N. (2016). Teacher work satisfaction: A social cognitive

career theory perspective. Paper presented at the Australian Association

for Research in Education conference. Melbourne, Australia.

McIlveen, P., *McLennan, B., Noble, K., Perera, H. N., & Wunsch, G. (2014). The

influence of career optimism on satisfaction and engagement in different

domains of learning and work. Paper presented at the International

Congress of Applied Psychology. Paris, France.

McIlveen, P., *McDonald, N., *McLennan, B., *Oliver, M. E., & Perera, H. N.

(2016). The SCCT in Australia: Empirical models for di(e)sperate

industries. Paper presented at the 2016 Biennial Conference of the

Society for Vocational Psychology, 16-17 May, Florida State

University, Tallahassee, FL, USA.

McIlveen, P., *McLennan., B., & Perera, H. N. (2015). Measuring career adaptability

in school teachers. Paper presented at the Career Development

Association of Australia national conference. Perth, Australia.

McIlveen, P., Perera, H. N., & Hendren, S. (2016; May). Predictors of career

engagement in STEM degrees. Paper presented at the 2016 Career

Development Association of Australia Conference. Melbourne, VIC,

Australia.

McIlveen, P., Wunsch, G., *McDonald, N., Horvath, Z., Beccaria, G….Perera, H.

(2014). Tilling the field: A vocational psychology of agriculture. Paper

presented at the Society for Vocational Education 11th Biennial

Conference. Coimbra, Portugal.

Perera, H. N. (2012). The relationship of trait EI with academic performance: A meta-

analytic review. Paper presented at the AARE-APERA 2012

Conference, Sydney, Australia.

Perera, H. N. (2013). The role of dispositional optimism in college adaptation: Testing

a model of direct and indirect relations. Paper presented at the 12th

Australian Conference for Personality and Individual Differences.

Brisbane, Australia.

Perera, H. N. (2014) Harnessing the power and flexibility of exploratory structural

equation modeling for the analysis of multidimensional personality item


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response data. Paper presented at the 2014 Australian Conference for

Personality and Individual Differences. Newcastle, Australia

Perera, H. N. (2014). The role of trait emotional intelligence in achievement during a

stressful educational transition: A multistage model of mediation via

social support, coping and adaptation. Paper accepted for presentation at

the BERA Annual Conference 2014. London, United Kingdom.

Perera, H. N., & McIlveen, P. (2016; May). The RIASEC interests: Structure, gender

invariance, and Big-Five and degree-choice relations. Paper presented at

the 2016 Society for Vocational Psychology Conference. Florida State

University. Tallahassee, FL, USA.

*Denotes graduate student

RESEARCH SUPERVISION

Advisory Committee Member, Rachel Part, Doctor of Philosophy (2016 – present).

University of Nevada Las Vegas.

Principal Supervisor, Helena Granziera, Master of Education (2016), University of

New South Wales. A social cognitive model of teacher job satisfaction (completed

with high distinction).

Principal Supervisor, Cristy Bartlett, Master of Learning and Development via

research pathway (2014), A short-form of the Career Interest Test (completed with

high distinction)

Principal Supervisor, Sara Grigg. Master of Education (2016). Ability groupings in

secondary school mathematics: Effects on math self-efficacy, interest, and

engagement (completed with high distinction).

Co-Supervisor, Cristy Bartlett, Doctor of Philosophy (July 2014 – present), A

social-cognitive model of teacher self-beliefs and well-being.

Co-Supervisor, David Bruce, Doctor of Education (January 2015 – Present),

Personality and self-processes in academic dishonesty.

Co-Supervisor, Jennifer Luke. Doctor of Philosophy (July 2015 – Present),

Personality and self-belief processes involved in retirees returning to work.

Co-Supervisor, Nicole McDonald. Doctor of Philosophy (May 2015 – Present),

Investigating cotton farm workers’ experiences of job satisfaction.


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Co-Supervisor, Mark E. Oliver, Doctor of Philosophy (July 2015 – present),

Teaching students with special needs in regular classrooms: The role of personality

and teacher efficacy.

INVITED LECTURES AND SEMINARS

Perera, H. N. (2016, April). Career learning and adaptive capacity in education and

work. UNSW Inaugural Public lecture. Sydney, NSW.

Perera, H. N. (2015, December). Increasing research productivity and impact: An

early-career researcher perspective. Invited seminar delivered at the USQ

School of Linguistics, Adult, and Specialist Education Professional

Development Day. Springfield, QLD.

Perera, H. N. (2015, November). The substantive-methodological synergy in

educational research. Expert lecture delivered at the University of Colombo.

Colombo, Sri Lanka.

McIlveen, P., & Perera, H. N. (2015, August). Beyond cognitive ability: A program of

research on dispositional traits and characteristic adaptations. Professional

development session delivered at Toowoomba Grammar School. Toowoomba,

QLD,

Perera, H. N. (2015, July). Reinvigorating interest in the role of personality in

education. Expert lecture delivered at the 2015 USQ Student Advisors Day.

Ipwisch, QLD.

Perera, H. N. (2015, June). Reinvigorating interest in the role of personality in

education. Expert lecture delivered at the 2015 USQ Student Advisors Day.

Toowoomba, QLD.

Perera, H. N. (2013, February). The substantive-methodological synergy in the social

sciences. Expert lecture delivered at the University of Southern Queensland.

Perera, H. N. (2011, September). Quantitative methods in the social sciences. Expert

lecture delivered at the University of Technology, Sydney.

SOFTWARE & CODE

Perera, H. N. (2013). Amos and EQS command syntax for the estimation and testing

of specific indirect effects using bootstrapping and the delta Method in recursive

covariance structure models. Available from the author by request via email.

METHODOLOGICAL INTERESTS AND PROFICIENCY

Multiple regression analysis


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Logistic regression analysis

Scale reliability estimation

Exploratory factor analysis

Confirmatory factor analysis

Structural equation modeling

Exploratory structural equation modeling

Multi-level modeling

Multi-level structural equation modeling

Latent growth modeling

Mixture modelling (i.e., latent class, latent profile, and factor mixture modelling)

Monte Carlo simulation methods

Missing-data management

Management and analysis of non-normal data

Statistical mediation and moderation

Categorical data modeling in a covariance structure framework

Meta-Analysis (Hedges-Olkin and Hunter-Schmidt approaches)

Item response theory analysis

STATISTICAL SOFTWARE PROFICIENCY

SPSS, v. 18, 19, 20, 21, 22

EQS 6.1, 6.2

Mplus 7.31 (preferred software)

LISREL 9.1/Prelis (both SIMPLIS and Matrix languages)

AMOS

R (especially Lavaan package)

Comprehensive Meta-Analysis

Bi-Log, Multi-Log

IRT-Pro.

PROFESSIONAL and DEPARTMENT SERVICE

Program Development Advisor, Doctor of Philosophy: Learning Sciences program

development (provided guidance on the statistics core in the novel program)

Research Team Member, Clark County School District Peer Assistance and Review

(PAR) Program Study (October 2016 - present)

PhD Review Committee, Department of Educational Psychology and Higher

Education, University of Nevada Las Vegas (September 2016 – present)

Theme leader (Quantitative Methods and Modeling), Australian Collaboratory for

Career, Employability, and Learning for Living (July 2013 – present).

Committee Member, USQ Master of Learning and Teaching development committee

(2013-2014)


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Editorial Board, Australian Journal of Career Development (2013 – present)

Editorial Board (Review Editor), Frontiers in Psychology (Work and organizational

psychology section) (2016 – present).

Editorial Board, Journal of Vocational Behavior (2016-present)

Reviewer, Assessment, Australian Journal of Psychology, Australian Psychologist,

Australian Journal of Rehabilitation Counselling, Cognition and Instruction,

Psychological Reports, European Journal of Psychology of Education, Leading and

Managing, Oxford University Press, Palgrave MacMillan, Personality and Individual

Differences, Learning and Individual Differences, Education and Training, Frontiers

in Psychology (Organizational), Frontiers in Psychology (Educational).

Committee member, UNSW School of Education Research Committee (2016-

present)

Advisor, UNSW School of Education Assessment and Evaluation Group (2016 –

present)

Member (methodological expert), UNSW Teacher Effectiveness working party

(2016 – present).

School of Linguistics, Adult, and Specialist Education, USQ, School Statistical

consultant. Consultancy has centred on the provision of guidance and data analytic

support in the areas of data cleaning and diagnosis, scale development, and latent

variable modelling (July 2013 – December 2015).

School of Linguistics, Adult, and Specialist Education, USQ School representative. Moodle assignment development committee (March 2014 –

December 2015).

TEACHING

Course Institution Year(s) Level N Avg.

Rating

Multivariate

Statistics

UNLV 2016-

present

Graduate 8 4.78/5.00

Human

Development in

Education

UNSW 2016-

present

Graduate 22 5.60/6.00

Quantitative

Research Methods

and Evaluation

USQ 2014-

2015

Graduate 63 4.10/5.00

Lifespan USQ 2013- Undergraduate 850 4.05/5.00


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Development and

Learning

2015

Career

Development

USQ 2013 Graduate 60 4.35/5.00

Adolescent

Psychology in

Educational

Contexts

USQ 2013-

2015

Undergraduate 230 3.60/5.00

Advanced

Quantitative

Methods

UTS 2011-

2012

Graduate 28 4.50/5.00

PROFESSIONAL DEVELOPMENT

2016 Preparing a budget for grant applications, University of New South Wales,

Sydney.

2015 USQ Moodle Online Quiz Utility Training, University of Southern Queensland:

Toowoomba.

2014 ACSPRI course in Multilevel Modelling using Mplus: University of

Queensland: Brisbane

2013 ACPID Workshop on Meta-Analysis. Griffith University: Brisbane

2013 ACSPRI course in Advanced Structural Equation Modelling using Mplus:

University of Technology Sydney, Sydney, Australia

2012 EASE – Electronic Assignment Submission Training (University of Southern

Queensland)

2012 Moodle, v.2 (University of Southern Queensland, Australia)

2012 Introduction to NVivo: UTS Workshop

2012 Mplus Course in Structural and Multilevel Modeling: University of Melbourne,

Melbourne, Australia

2012 Centre for Cardiovascular and Chronic Care Summer School: University of

Technology, Sydney, Australia

2011 Macquarie University Ethics Training Module

2011 Multivariate Statistics: UTS Course


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2011 Regression Analysis: Course

BIOGRAPHICAL NOTE

Harsha N. Perera, B.Ed. (Hons 1) (Sydney), PhD (UTS) is an Assistant Professor of

Educational Psychology with the Department of Educational Psychology and Higher

Education, College of Education, University of Nevada, Las Vegas, United States.

Prior to this appointment, he was a SPF03 Strategic Lecturer in Educational

Psychology and Measurement with the School of Education, University of New South

Wales, Australia. He has also held a tenured lectureship in educational psychology

with the Faculty of Education, University of Southern Queensland, Australia where is

remains in an adjunct capacity. Dr. Perera has methodological interests and expertise

in educational and psychological measurement and advanced quantitative methods

(viz., structural equation, multi-level, finite mixture modeling, item factor analysis,

and Monte Carlo methods). On a substantive level, he is interested in motivation and

engagement in education and career domains. Dr Perera’s research also extends to

other cognate sub-disciplines, investigating motivation, engagement, and

measurement issues in sport, military, and clinical contexts. Most of Dr. Perera's

research is conducted in a substantive-methodological synergy framework in which

sophisticated quantitative methods are used to investigate complex substantive

problems. He is open to advising graduate students who wish to pursue research in

these areas.

Dr. Perera has published in a number of top-tier scientific journals, including

Assessment, Journal of Personality Assessment, British Journal of Educational

Psychology, Learning and Individual Differences, Teaching and Teacher Education,

Personality and Individual Differences, Journal of Vocational Behavior, and

Frontiers in Psychology. In addition, he serves on the editorial boards of the Journal

of Vocational Behavior, Frontiers in Psychology, and the Australian Journal of

Career Development, and is a regular reviewer for several national and international

journals. Dr. Perera is also the recipient of a number of prestigious awards recognizing

his research excellence, including (a) the Australian Association for Research in

Education (AARE) Ray Debus Award for the most outstanding doctoral dissertation

in education across Australia, (b) the UTS Chancellor's List Award for outstanding

doctoral research, and (c) the American Educational Research Association (AERA)

Division E Outstanding Dissertation Award.

REFEREES

1. Professor James A. Athanasou

Professor, Faculty of Health Sciences

University of Sydney

Ph. (W): + 61 2 9351 9329

Ph (H): +61 2 9349-4962

Email: [email protected]

2. Associate Professor Peter McIlveen

mailto:[email protected]


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Associate Professor,

School of Linguistics, Adult, and Specialist Education

University of Southern Queensland

QLD 4350

Ph (W): + 61 7 4631 2375


3. Professor David Blustein

Professor, Lynch School of Education

Boston College

Campion Hall 315

Chestnut Hill, MA 02467

Ph. 617 552-0795


4. Professor Gerard J. Fogarty

Emeritus Professor, School of Psychology

University of Southern Queensland

17 Connell St, Toowoomba,

Queensland 4350

Ph. (H) +61 7 4632 9806

Ph. (M) 0400775306

[email protected]

harsha n. perera, ph.d. department of educational psychology and

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