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Chalkboard Drawings

About Me

1. PhD in Educational Neuroscience, University of Melbourne
2. Master of Education – Student Well-being ( University of Melbourne)
3. Bachelor of Science, Psychology  (University of Melbourne)
4. Graduate Diploma in Criminology (University of Melbourne)
5. Graduate Certificate in Neuroscience (Learning – Flinders University)
6. Qualified Detective, Victoria Police Detective Training School

7. Community Policing Certificate, Victoria Police


Since u
ndertaking my PhD in educational neuroscience, I have authored or co-authored the 
following peer-reviewed publications.

  • Allen, K. A., Donoghue, G. M., &; Pahlevansharif, S. (2020). Addressing academic rejection:

Recommendations for reform. Journal of University Teaching & Learning Practice, 17(5),

  • Donoghue, G. M., &; Horvath, J. C. (2016). Translating neuroscience, psychology and education:

An abstracted conceptual framework for the learning sciences. Cogent Education, 3(1),

  • Donoghue, G.M. (2017). The pedagogical primes model for the science of learning. Poster

Presentation, International Science of Learning Conference, Brisbane, 2017. (APPENDIX

  • Donoghue, G.M. (2019). The brain in the classroom: The mindless appeal of neuroeducation. In

R. Amir, & R.T. Thibault (Eds.), Casting Light on the Dark Side of Brain Imaging (pp. 37-
40). London: Academic Press. (APPENDIX 5)

  • Donoghue, G.M., &; Hattie, J. (under review In Progress)..Systematic Review of the Neuroscience

Literature, Submitted for publication to Mind, Brain and Education on 29th August, 2019.

  •  Donoghue, G.M., &; Hattie, J.A.C. (under review). Learning strategies: A meta-analysis of

Dunlosky et al. (2013). Submitted for publication to Contemporary Educational Psychology
on 1st September, 2019.

  • Donoghue, G. M., &; Hattie, J. A. (2021). A meta-analysis of ten learning techniques.  Frontiers

in Education (Vol. 6, p. 48).

  • Donoghue, G.M., Horvath, J.C., &; Lodge, J.M. (2019). Translation, technology & teaching: A

conceptual framework for translation and application. In J.M. Lodge, J.C. Horvath, &; L.
Corrin (Eds.), Learning Analytics in the Classroom. London: Routledge.

  • Hattie, J. A. C., &; Donoghue, G. M. (2016). Learning strategies: A synthesis and conceptual

model. Nature, Science of Learning, 1, 16013.

  • Hattie, J.A.C., &; Donoghue, G.M. (2018). A model of learning: Optimizing the effectiveness of

learning strategies. In K. Illeris (Ed.), Contemporary Theories of Learning. London:

  • Horvath, J. C., &; Donoghue, G. M. (2016). A bridge too far–revisited: reframing Bruer’s

neuroeducation argument for modern science of learning practitioners. Frontiers in
Ppsychology, 7, 377.

  • Horvath, J.C., Lodge, J.M., Hattie, J. A. C., &; Donoghue, G.M. (2019). The potential irrelevance 
    of neuromyths to teacher effectiveness: Comparing neuro-literacy levels amongst award-

winning and non-award winning teachers. Frontiers in Psychology, 9, 1666.

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