Qualifications & Publications


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

Donoghue, G. M., & Horvath, J. C. (2016). Translating neuroscience, psychology and education: An abstracted conceptual framework for the learning sciences. Cogent Education, 3(1), 1267422.

Donoghue, G.M. (2017). The pedagogical primes model for the science of learning. Poster Presentation, International Science of Learning Conference, Brisbane, 2017. (APPENDIX 1)

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)..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., 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: Routledge.

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 psychology, 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.

Client 6



For many years, I’ve worked with Axes on complex matters. Once we defined our objectives, we were able to build a long-term plan that has helped them get back on track and achieve their goals.

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Client 4



Volve approached me about a very intricate issue. Once we analyzed the situation, we were able to put a plan together and achieve amazing results. If you want to learn more about the benefits of my services, get in touch.

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Client 1



I have been working with Sovix for many years. Together, we created a number of successful projects that helped my client’s business grow. To learn more about my clients and what I can do for you, contact me today.

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