Dr Esther Doecke

Esther Doecke joined the Centre for International Research on Education Systems (CIRES) in 2014. Her research activities include project management, conducting fieldwork, data analysis and writing reports.

Her PhD was on family strategies of educational advantage in Germany and Australia. Her work explores how the discrete education system structures in the German and Australian context inform the strategies adopted by families, while also taking into account how family strategies reinforce the structures as well. Esther was the recipient of a German Academic Exchange Service grant in 2014.

She has a particular interest in how education system structures, social context and public policy impact schools, students and educational experience.

Publications

• Doecke, E., Huo, S. Does the Australian school system and curriculum support young people to become active and informed citizens?. Curric Perspect (2024). 
• Doecke, E. (2023). Family strategies of educational advantage in the Australian and German school systems: a comparative analysis. Compare: A Journal of Comparative and International Education. DOI: 10.1080/03057925.2023.2220070
• Wade, A., Walstab, A., Doecke, E. & Tham, M. (2023). Review of remote and online learning experiences during COVID-19: Final report. https://www.edresearch.edu.au/sites/default/files/2023-03/review-remote-...
• Lamb, S., Huo, S., Walstab, A., Wade, A., Maire, Q., Doecke, E., Jackson, J., & Endekov, Z. (2020). Educational opportunity in Australia 2020: Who succeeds and who misses out. Centre for International Research on Education Systems, Victoria University, for the Mitchell Institute, Melbourne: Mitchell Institute.
• Lamb, S., Doecke, E. & Newman, G. (2020) Fair Education in New South Wales, Final Evaluation Report, Report prepared for the Vincent Fairfax Family Foundation. Retrieved from https://vfff.org.au/wp-content/uploads/2020/04/Fair-Education-NSW-Final-Evaluation-Report-March-2020.pdf
• Lamb, S., Maire, Q., Doecke, E., Macklin, S., Noble, K. and Pilcher, S. (2020) Impact of learning from home on educational outcomes for disadvantaged children: brief assessment. Centre for International Research on Education Systems and the Mitchell Institute, Victoria University. Prepared for the Federal Government and the Australian Government's Department of Education, Skills and Employment. https://vuir.vu.edu.au/40386/1/Submission%20to%20Government_Impact%20of%20Learning%20from%20Home.pdf
• Doecke, E. & Maire, Q. (2019). Key skills for the 21^st century: An evidence-based review. 2009 - 2019 ACER Research Conferences. 8. Retrieved from https://research.acer.edu.au/research_conference/RC2019/5august/8 
• Doecke E. (2019). More than a socio-economic variable: family strategies of educational advantage within Germany and Australia. Doctoral thesis. Melbourne Graduate School of Education. Retrieved from https://minerva-access.unimelb.edu.au/bitstream/handle/11343/225639/doeke.pdf?sequence=3&isAllowed=y
• Doecke, E. (2018) The challenge and benefit of comparative research in education systems and the impact of PISA. In Nickl, B., Herrschner, I., Goździak, E.M. (Eds.), German-Australian Encounters and Cultural Transfers (pp. 97-109). Singapore: Springer.
• Lamb, S., Maire, Q. and Doecke, E. (2018) Future Frontiers Analytical Report. Key Skills for the 21st Century: an evidence-based review. Sydney: NSW Department of Education.
• Lamb, S., Maire, Q., Walstab, A., Newman, G., Doecke, E. and Davies, M. (2018) Improving participation and success in VET for disadvantaged learners. Adelaide: NCVER.
• Doecke, E. and Lamb, S. (2017) Student well-being within Melbourne, Australia: findings from the International Study of City Youth. In Marcionetti, J., Castelli, L. and Crescentini, A. (Eds.), Well-being in Education Systems Conference Abstract Book. Locarno 2017 (pp89-93). Florence, Italy: Hogrefe Editore.