ORCID Profile
0000-0002-8826-1701
Current Organisation
University of Tasmania
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Research Topics
In Research Link Australia (RLA), "Research Topics" refer to ANZSRC FOR and SEO codes. These topics are either sourced from ANZSRC FOR and SEO codes listed in researchers' related grants or generated by a large language model (LLM) based on their publications.
Top 5 Research Topics
ANZSRC Field of Research (FoR)
Specialist Studies in Education not elsewhere classified | Education Systems not elsewhere classified | Sociology of education | Heterodox Economics | Curriculum and Pedagogy Theory and Development | Social policy | Professional Development Of Teachers Not Elsewhere Classified | Aboriginal and Torres Strait Islander student engagement and teaching | Education Systems | Specialist Studies in Education | Sociology | Sociology Of Education | Educational Policy, Administration And Management | Policy and administration
ANZSRC Socio-Economic Objective (SEO)
Learner and Learning not elsewhere classified | Teaching and Instruction not elsewhere classified | Equity and Access to Education | Primary education | Secondary education | Education and Training Systems Policies and Development | School/Institution Policies and Development | Education policy |
Related Links
Publications
Challenging the logic behind government policies for school completion
Publisher: Informa UK Limited
Date: 08-2012
Youth transition in Australia: Challenging assumptions of linearity and choice
Publisher: Informa UK Limited
Date: 09-2004
Valued outcomes in the counter-spaces of alternative education programs: success but on whose scale?
Publisher: Wiley
Date: 27-04-2016
Learning From Alternative Schools to Enhance School Completion
Publisher: Oxford University Press
Date: 17-12-2020
DOI: 10.1093/ACREFORE/9780190264093.013.513
Abstract: International organizations, such as the Organisation for Economic Co-operation and Development (OECD), as well as governments in OECD member countries are implementing policies aimed at increasing secondary school completion rates. Some decades ago, the senior secondary years were an exclusive option for an elite minority. Now, a common expectation is that they will cater to 90% or so of young people. However, too often the practices in contemporary schooling contexts have not kept up with this change. In particular, there is extensive evidence that concerning numbers of socially and educationally marginalized students are rejected by, and themselves reject, mainstream schooling. As a result, in many jurisdictions alternative educational provision has been central to re-engaging young people and enabling their secondary school completion. Such provision includes “flexible,” “second-chance,” or “alternative” schools that, although not all the same, often have in common an inclusive and democratic approach to educating young people who have not been well served in mainstream schools. Rather than such alternative schools being seen only as a useful “stop-gap” measure for marginalized students, they offer a valuable opportunity to re-imagine education. Such sites demonstrate structural, relational, and curricular changes that enable a range of education and learning options. First, in terms of structures, practical support and wraparound services are central to removing or alleviating structural barriers and clearing a path for learning. Second, supportive relationships are significant in enhancing the quality of young people’s educational experiences and outcomes. In particular, connectedness and partnerships are key factors. Finally, a erse curriculum is needed to facilitate an education that is meaningful and authentic, and builds the capabilities young people need in the 21st century. Initiatives aimed at speaking more meaningfully to young people who have traditionally been poorly served by schooling are at the core of many alternative schools, but they are also present in outstanding mainstream schools. These innovations offer inspiration for reform across all schools, for all students. Embedding such reform through broad systemic change in mainstream schooling is necessary to facilitate an education for all young people that is: meaningful in holistic ways, democratic and respectful, supportive and enabling, and equips them with the skills and knowledge to progress their hopes, dreams, and imagined futures.
Direct maternal morbidity and the risk of pregnancy-related deaths, stillbirths, and neonatal deaths in South Asia and sub-Saharan Africa: A population-based prospective cohort study in 8 countries
Publisher: Public Library of Science (PLoS)
Date: 28-06-2021
DOI: 10.1371/JOURNAL.PMED.1003644
Abstract: Maternal morbidity occurs several times more frequently than mortality, yet data on morbidity burden and its effect on maternal, foetal, and newborn outcomes are limited in low- and middle-income countries. We aimed to generate prospective, reliable population-based data on the burden of major direct maternal morbidities in the antenatal, intrapartum, and postnatal periods and its association with maternal, foetal, and neonatal death in South Asia and sub-Saharan Africa. This is a prospective cohort study, conducted in 9 research sites in 8 countries of South Asia and sub-Saharan Africa. We conducted population-based surveillance of women of reproductive age (15 to 49 years) to identify pregnancies. Pregnant women who gave consent were include in the study and followed up to birth and 42 days postpartum from 2012 to 2015. We used standard operating procedures, data collection tools, and training to harmonise study implementation across sites. Three home visits during pregnancy and 2 home visits after birth were conducted to collect maternal morbidity information and maternal, foetal, and newborn outcomes. We measured blood pressure and proteinuria to define hypertensive disorders of pregnancy and woman’s self-report to identify obstetric haemorrhage, pregnancy-related infection, and prolonged or obstructed labour. Enrolled women whose pregnancy lasted at least 28 weeks or those who died during pregnancy were included in the analysis. We used meta-analysis to combine site-specific estimates of burden, and regression analysis combining all data from all sites to examine associations between the maternal morbidities and adverse outcomes. Among approximately 735,000 women of reproductive age in the study population, and 133,238 pregnancies during the study period, only 1.6% refused consent. Of these, 114,927 pregnancies had morbidity data collected at least once in both antenatal and in postnatal period, and 114,050 of them were included in the analysis. Overall, 32.7% of included pregnancies had at least one major direct maternal morbidity South Asia had almost double the burden compared to sub-Saharan Africa (43.9%, 95% CI 27.8% to 60.0% in South Asia 23.7%, 95% CI 19.8% to 27.6% in sub-Saharan Africa). Antepartum haemorrhage was reported in 2.2% (95% CI 1.5% to 2.9%) pregnancies and severe postpartum in 1.7% (95% CI 1.2% to 2.2%) pregnancies. Preecl sia or ecl sia was reported in 1.4% (95% CI 0.9% to 2.0%) pregnancies, and gestational hypertension alone was reported in 7.4% (95% CI 4.6% to 10.1%) pregnancies. Prolonged or obstructed labour was reported in about 11.1% (95% CI 5.4% to 16.8%) pregnancies. Clinical features of late third trimester antepartum infection were present in 9.1% (95% CI 5.6% to 12.6%) pregnancies and those of postpartum infection in 8.6% (95% CI 4.4% to 12.8%) pregnancies. There were 187 pregnancy-related deaths per 100,000 births, 27 stillbirths per 1,000 births, and 28 neonatal deaths per 1,000 live births with variation by country and region. Direct maternal morbidities were associated with each of these outcomes. Our findings imply that health programmes in sub-Saharan Africa and South Asia must intensify their efforts to identify and treat maternal morbidities, which affected about one-third of all pregnancies and to prevent associated maternal and neonatal deaths and stillbirths. The study is not a clinical trial.
Distance travelled: outcomes and evidence in flexible learning options
Publisher: Springer Science and Business Media LLC
Date: 23-06-2017
Pedagogy of hope
Publisher: SAGE Publications Ltd
Date: 2009
Outcomes from Flexible Learning Options for disenfranchised youth: what counts
Publisher: Informa UK Limited
Date: 09-04-2017
Doing identity differently in practice
Publisher: SAGE Publications Ltd
Date: 2009
Vulnerability as a Precondition for Resistance and Agency: Young Women in a Regional Community
Publisher: Springer Science and Business Media LLC
Date: 19-08-2021
Psychosocial justice for students in custody
Publisher: Bristol University Press
Date: 07-2019
DOI: 10.1332/147867319X15608718110899
Abstract: Availability to quality education is significantly beneficial to the life prospects of young people. In particular, for young people caught up in the justice system, it is argued that involvement in education reduces risk of further criminality and improves a person’s prospects for future community engagement. This paper overviews a recent study undertaken in the Australian state of Victoria. The study worked with project partner, Parkville College, the government school operating inside the state’s two detention centres, to examine what supports and hinders education for students in custody. Amongst other purposes, education should be about the pursuit of justice and if accepted as an ontological opportunity, education can invite the pursuit of a particular kind of justice – psychosocial justice. Subsequently, psychosocial theory applied to educational practice in youth detention is inextricably linked to issues concerning justice, both for how theory is invoked and ways in which practice is enacted. The paper first introduces the concept of psychosocial justice then hears from staff connected to Parkville College regarding issues and concerns related to their work. As shown, education for incarcerated young people, not just in Australia but internationally, is enhanced by contributions from psychosocial studies providing a means to pursuing justice informed by a politics of psychosocialism.
Educational innovation for young people
Publisher: SAGE Publications Ltd
Date: 2009
Teaching in alternative and flexible education settings
Publisher: Informa UK Limited
Date: 02-01-2017
Uneven impacts of COVID‐19 on the attendance rates of secondary school students from different socioeconomic backgrounds in Australia: A quasi‐experimental analysis of administrative data
Publisher: Wiley
Date: 30-05-2023
DOI: 10.1002/AJS4.219
Abstract: This paper contributes to the growing body of research that demonstrates uneven impacts of the COVID‐19 pandemic on educational outcomes of students from different socioeconomic status (SES) backgrounds. We evaluate the early impacts of COVID‐19 on student attendance in secondary school and show how these impacts depend on students' SES. We employ a quasi‐experimental design, using difference‐in‐differences (DiD) estimation extended to incorporate third‐order differences over time between low‐SES and other students, and pre‐ versus during‐COVID‐19, leveraging robust administrative data extracted from the registers of the Tasmanian Department of Education. Using data from multiple cohorts of secondary school students in government schools in Tasmania (N = 14,135), we find that while the attendance rates were similar pre‐ and during‐COVID‐19 for high‐SES students, there was a significant drop in attendance rates during COVID‐19 among socioeconomically disadvantaged students, demonstrating the more pronounced impacts of COVID‐19 for these students. The findings demonstrate that even “relatively short” lockdowns, as those in Tasmania in 2020 (30–40 days of home learning), can significantly affect the learning experiences of students from socioeconomically disadvantaged backgrounds. We discuss the implications of this for future pandemic planning in educational policy and practice and how this needs to be addressed in Australia's COVID‐19 recovery.
Youth 'at risk': Further marginalizing the marginalized?
Publisher: Informa UK Limited
Date: 03-2006
Raising educational attainment: How young people's experiences speak back to the Compact with young Australians
Publisher: Informa UK Limited
Date: 06-01-2011
Children of Rogernomics. A neoliberal generation leaves school
Publisher: Informa UK Limited
Date: 11-2013
Student voice and the community forum: Finding ways of 'being heard' at an alternative school for disenfranchised young people
Publisher: Wiley
Date: 19-12-2015
DOI: 10.1002/BERJ.3214
Teaching in Alternative and Flexible Education Settings
Publisher: Routledge
Date: 18-12-2019
Learning from Reciprocal Peer Observation: A collaborative self-study
Publisher: Informa UK Limited
Date: 05-2008
Interest, learning, and belonging in flexible learning programmes
Publisher: Institute of Education Press
Date: 23-05-2016
Philosophy of hope: Concepts and applications for working with marginalized youth
Publisher: Informa UK Limited
Date: 05-01-2010
Exploring the affective dimension of teachers’ work in alternative school settings
Publisher: Informa UK Limited
Date: 02-01-2017
Re-imagining Schooling for Education
Publisher: Palgrave Macmillan UK
Date: 2017
Educational Re-engagement as Social Inclusion: the role of flexible learning options in alternative provision in Australia
Publisher: Lawrence and Wishart
Date: 2016
It takes a special type of teacher. An investigation into the capabilities of staff working with disengaged students
Publisher: Informa UK Limited
Date: 10-08-2022
Schooling practices for marginalized students practice-with-hope
Publisher: Informa UK Limited
Date: 2006
Visual Research Methods in Educational Research
Publisher: Palgrave Macmillan UK
Date: 2016
Educational alternatives for marginalised youth
Publisher: Springer Science and Business Media LLC
Date: 12-2007
DOI: 10.1007/BF03216865
Reducing the marginalisation of children: Relational knowledge production and the power of collaboration
Publisher: Routledge
Date: 20-11-2014
Young people, education and hope: Bringing VET in from the margins
Publisher: Informa UK Limited
Date: 07-2002
Education Policy 'At Risk'
Publisher: Springer International Publishing
Date: 02-08-2015
Excluded from school: getting a second chance at a ‘meaningful’ education
Publisher: Informa UK Limited
Date: 28-10-2014
Ethical Challenges in Visual Educational Research
Publisher: Palgrave Macmillan UK
Date: 2016
Making sense of school learning environments as infrastructures of care and spatial typologies
Publisher: Informa UK Limited
Date: 26-11-2021
Conundrums for youth policy and practice
Publisher: SensePublishers
Date: 2015
Alternative education and social justice: considering issues of affective and contributive justice
Publisher: Informa UK Limited
Date: 21-10-2016
Ongoing inequality in a 'knowledge economy': Perceptions and actions
Publisher: Informa UK Limited
Date: 03-2003
A trialectical approach to understanding ‘classroom readiness’ for teaching literacy
Publisher: Informa UK Limited
Date: 25-03-2021
School data walls: sociomaterial assemblages to aid children’s literacy outcomes
Publisher: Informa UK Limited
Date: 21-01-2022
Connection, connectivity and choice: Learning during COVID‐19 restrictions across mainstream schools and Flexible Learning Programmes in Australia
Publisher: Wiley
Date: 28-06-2023
DOI: 10.1002/AJS4.228
Abstract: The COVID‐19 pandemic and associated school closures may have constrained educational participation particularly for students in disadvantaged circumstances. We explore how 30 disadvantaged students in secondary school (14 mainstream/16 Flexible Learning Programme) from Queensland, New South Wales and Tasmania experienced home learning during the first wave of COVID‐19, teasing out nuances across two educational models. Drawing on semi‐structured interviews with these students, our analysis revealed three interconnected themes inflecting their learning: connection, connectivity and choice. Connection captures the desire for belonging and practices that facilitated meeting this desire during system‐wide disruptions to school routines and face‐to‐face learning. Connectivity captures the impact of digitally facilitated learning at home on students' ability to engage with curriculum content and with their learning community. Choice captures the availability of viable options to overcome barriers students encountered in their learning and possibilities to flexibly accommodate student preferences and learning needs. Students from Flexible Learning Programmes appeared generally better supported to exercise agency within the scope of their lived experience of home‐based learning. Findings indicate a need for strengthening student‐centred policy and practices aimed at leveraging the affordances of information technology, balancing self‐directed and structured learning and providing holistic support to enable meaningful student choice.
Elaborating a framework for communicating assessment aims in higher education
Publisher: Informa UK Limited
Date: 26-10-2018
Exploring Ethical Issues in Youth Research: An Introduction
Publisher: SAGE Publications
Date: 08-2013
Reflecting on Belonging, Space, and Marginalised Young People
Publisher: Springer International Publishing
Date: 2018
Introduction: Heresy and orthodoxy in contemporary schooling: Australian educational policy and global neoliberal reform
Publisher: Springer International Publishing
Date: 2015
Whole school change for literacy teaching and learning: purposes and processes
Publisher: Informa UK Limited
Date: 07-07-2022
Making schools different: Alternative approaches to educating young people
Publisher: SAGE Publications Ltd
Date: 2009
Related Organisations
Related Funding Activities
School Retention Through Alternative Schooling: Towards A Socially Just Approach To Education
Start Date: 2012
End Date: 2015
Funder: Australian Research Council
View Funded ActivityGauging The Value Of Flexible Learning Options For Disenfranchised Youth And The Australian Community
Start Date: 2013
End Date: 2016
Funder: Australian Research Council
View Funded ActivityReview Of Literacy Teaching, Training And Practice In Government Schools
Start Date: 2016
End Date: 2018
Funder: Department of Education Tasmania, con
View Funded ActivityIncreasing Educational Aspiration In Tasmania Northwest
Start Date: 2017
End Date: 2019
Funder: Tasmanian Community Fund
View Funded ActivityLaunceston Big Picture School Evaluation
Start Date: 2016
End Date: 2020
Funder: Department of Education Tasmania
View Funded ActivityImpact Evaluation Of The Aboriginal Student Engagement Australian School-based Apprenticeship (AES ASbA) Project
Start Date: 2018
End Date: 2018
Funder: Department of Education Tasmania, con
View Funded ActivityCollective Education - Summative Evaluation
Start Date: 2017
End Date: 2022
Funder: Beacon Foundation
View Funded ActivityDiscovery Projects - Grant ID: DP120100620
Start Date: 2012
End Date: 12-2016
Amount: $287,000.00
Funder: Australian Research Council
View Funded ActivityLinkage Projects - Grant ID: LP0454879
Start Date: 2004
End Date: 06-2010
Amount: $135,000.00
Funder: Australian Research Council
View Funded ActivityLinkage Projects - Grant ID: LP220100130
Start Date: 2023
End Date: 12-2025
Amount: $458,348.00
Funder: Australian Research Council
View Funded ActivityLinkage Projects - Grant ID: LP130100344
Start Date: 10-2013
End Date: 09-2016
Amount: $309,000.00
Funder: Australian Research Council
View Funded Activity