ORCID Profile
0000-0003-3383-6181
Current Organisation
University of South Australia
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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)
Teacher education and professional development of educators | Education Policy | Education not elsewhere classified | Education policy | Policy and Administration | Education policy sociology and philosophy
ANZSRC Socio-Economic Objective (SEO)
Related Links
Publications
Using human language technology to enhance academic integrity, inclusivity, knowledge exchange, student diversity and retention: report 2 main findings, analysis and recommendations
Publisher: University of South Australia
Date: 2020
DOI: 10.25954/6Q7C-RM58
Higher Education and the Future of Graduate Employability
Publisher: Edward Elgar Publishing
Date: 28-06-2019
Kickstarting creative collaboration: placing authentic feedback at the heart of online digital media education
Publisher: Informa UK Limited
Date: 18-05-2023
Legislation and school exclusions in Australia - possibilities for reform
Publisher: University of South Australia
Date: 2020
Connectedness pedagogies
Publisher: Edward Elgar Publishing
Date: 28-06-2019
When performativity meets agency: how early career teachers struggle to reconcile competing agendas to become ‘quality’ teachers
Publisher: Informa UK Limited
Date: 18-08-2021
Use of exclusionary practices in Australian government schools
Publisher: University of South Australia
Date: 2020
Understanding legislation and school exclusions in Australia
Publisher: University of South Australia
Date: 2020
Understanding disproportionality and school exclusions
Publisher: University of South Australia
Date: 2020
What is ‘fair’ and ‘just’ in refugee education? How teachers and school leaders negotiate competing discourses of ‘equity’ and ‘equality’ in Australia
Publisher: Informa UK Limited
Date: 10-05-2023
The Emotional Impact of Bullying and Cyberbullying on Victims: A European Cross‐National Study
Publisher: Wiley
Date: 10-07-2012
DOI: 10.1002/AB.21440
Abstract: Past research has demonstrated the effects of bullying can be severe and long term for the in iduals involved. The main aim of this study is to analyze the emotional impact on victims of traditional bullying, both direct and indirect forms, and of cyberbullying through mobile phones and the Internet. A s le of 5,862 adolescents from three different countries, Italy (N = 1,964), Spain (N = 1,671), and England (N = 2,227), responded to a questionnaire that asked if they had experience of various forms of bullying, and the consequent emotional impact. The results show that both traditional bullying and cyberbullying have a significant prevalence in the s les. Emotional responses are linked to types of bullying. Analysis of answers identified specific emotional profiles for the different types of bullying and cyberbullying. Direct bullying and cyberbullying via mobile phone showed similar profiles, and also indirect bullying and cyberbullying using the Internet. Similarities and differences between profiles are discussed and some hypotheses are presented to explain the results. In addition, school grade, gender, country, and severity of bullying episodes were related to the specific emotional profiles of each type of bullying.
Cyberbullying in South Korea
Publisher: Wiley
Date: 18-01-2012
Institutional enabling strategies
Publisher: Edward Elgar Publishing
Date: 28-06-2019
Prevention and Responses to Bullying
Publisher: SAGE Publications Ltd
Date: 2009
Ethnicity and bullying involvement in a national UK youth sample
Publisher: Wiley
Date: 15-05-2013
DOI: 10.1016/J.ADOLESCENCE.2013.03.013
Abstract: This study investigated ethnic differences in bullying involvement (as victim and bully) among a UK wide s le of adolescents, controlling for potential confounders, including age, gender, economic situation, family structure and parent–adolescent relationships. 4668 youths, aged 10 to 15, who participate in the UK Household Longitudinal Study were assessed for bullying involvement. Binary logistic regression models were used to estimate ethnic differences across bullying roles while controlling for potential confounders. Overall, ethnic minority youths were not more likely to be victims African boys and girls were significantly less likely to be victimised than same sex White youths. Pakistani and Caribbean girls were significantly more likely to have bullied others compared to White girls. Further research is necessary to explore why Pakistani and Caribbean girls may be more often perpetrators of bullying than girls in other ethnic groups.
Cyberbullying: its nature and impact in secondary school pupils
Publisher: Wiley
Date: 19-03-2008
DOI: 10.1111/J.1469-7610.2007.01846.X
Abstract: Cyberbullying describes bullying using mobile phones and the internet. Most previous studies have focused on the prevalence of text message and email bullying. Two surveys with pupils aged 11-16 years: (1) 92 pupils from 14 schools, supplemented by focus groups (2) 533 pupils from 5 schools, to assess the generalisability of findings from the first study, and investigate relationships of cyberbullying to general internet use. Both studies differentiated cyberbullying inside and outside of school, and 7 media of cyberbullying. Both studies found cyberbullying less frequent than traditional bullying, but appreciable, and reported more outside of school than inside. Phone call and text message bullying were most prevalent, with instant messaging bullying in the second study their impact was perceived as comparable to traditional bullying. Mobile phone/video clip bullying, while rarer, was perceived to have more negative impact. Age and gender differences varied between the two studies. Study 1 found that most cyberbullying was done by one or a few students, usually from the same year group. It often just lasted about a week, but sometimes much longer. The second study found that being a cybervictim, but not a cyberbully, correlated with internet use many cybervictims were traditional 'bully-victims'. Pupils recommended blocking/avoiding messages, and telling someone, as the best coping strategies but many cybervictims had told nobody about it. Cyberbullying is an important new kind of bullying, with some different characteristics from traditional bullying. Much happens outside school. Implications for research and practical action are discussed.
A connected approach to learning in higher education
Publisher: Edward Elgar Publishing
Date: 28-06-2019
An Exploration of the Experiences of Substitute Teachers: A Systematic Review
Publisher: American Educational Research Association (AERA)
Date: 06-02-2023
DOI: 10.3102/00346543221149418
Abstract: This article reports on a systematic review of literature on the experiences of substitute teachers, also known as casual or relief teachers. This occupational group are an essential part of school improvement efforts, allowing release time for other teachers to participate in professional learning, complete administrative duties, and attend to personal matters. Although a ubiquitous component of the teaching workforce, little is known about their work conditions, motivations, experiences, and support. This study involved a mixed-methods research synthesis approach. Peer-reviewed studies and dissertations that examined the experiences and needs of substitute teachers in primary/elementary, middle, and secondary/high schools were examined. The study found that, although substitute teachers are a heterogeneous group, their conditions and experiences are less than satisfactory, exacerbated by a lack of targeted support. Education systems need to consider professionalizing this occupational group further. In addition, systems need to develop policies and practices that improve substitute teachers’ work.
Future connections: implications for connectedness strategy, pedagogy and capability in higher education
Publisher: Edward Elgar Publishing
Date: 28-06-2019
Multilingualism, translanguaging and transknowledging: translation technology in EMI higher education
Publisher: John Benjamins Publishing Company
Date: 27-09-2022
Abstract: Key findings, analysis and recommendations that have emerged from a research project, ‘Using Human Language Technology to enhance academic integrity, inclusivity, knowledge exchange, student ersity and retention’ at the University of South Australia conducted in 2019 are discussed in this article. The primary purpose of the project was to address some of the challenges and opportunities afforded by increasing student and teacher ersity at a predominantly English-medium Australian university through newly enhanced human language translation technology (HLT) also known as machine translation (MT). This technology is frequently used for the translation of human language, and it falls under the umbrella of Artificial Intelligence (AI) technologies. From the institution’s perspective, key aims of the project were to contribute to the university’s Digital Learning Strategy priorities and core values embedded in a structural transformation of the university. These include integrity, accountability, ersity, social justice, engagement and collaboration. The researchers’ objectives focussed on multilingual pedagogies using HLT to support knowledge exchange (transknowledging), and translanguaging for all students. These disrupt inequitable hierarchies, and position bi-/multilingual students as valuable resources for monolingual staff and students.
School exclusionary practices in Australia
Publisher: University of South Australia
Date: 2020
Connectedness capabilities
Publisher: Edward Elgar Publishing
Date: 28-06-2019
Socioeconomic Status and Bullying: A Meta-Analysis
Publisher: American Public Health Association
Date: 06-2014
Abstract: We examined whether socioeconomic status (SES) could be used to identify which schools or children are at greatest risk of bullying, which can adversely affect children’s health and life. We conducted a review of published literature on school bullying and SES. We identified 28 studies that reported an association between roles in school bullying (victim, bully, and bully-victim) and measures of SES. Random effects models showed SES was weakly related to bullying roles. Adjusting for publication bias, victims (odds ratio [OR] = 1.40 95% confidence interval [CI] = 1.24, 1.58) and bully-victims (OR = 1.54 95% CI = 1.36, 1.74) were more likely to come from low socioeconomic households. Bullies (OR = 0.98 95% CI = 0.97, 0.99) and victims (OR = 0.95 95% CI = 0.94, 0.97) were slightly less likely to come from high socioeconomic backgrounds. SES provides little guidance for targeted intervention, and all schools and children, not just those with more socioeconomic deprivation, should be targeted to reduce the adverse effects of bullying.
Bullying in the family: sibling bullying
Publisher: Elsevier BV
Date: 10-2015
Education department policy constructions within highly political contexts: a critical policy study of multiculturalism
Publisher: Informa UK Limited
Date: 08-06-2022
Refugee education in Australian secondary schools: an overview of current practices
Publisher: University of South Australia
Date: 2021
DOI: 10.25954/VGJV-0353
Aggression between siblings: Associations with the home environment and peer bullying
Publisher: Wiley
Date: 03-09-2014
DOI: 10.1002/AB.21557
Abstract: Sibling aggression is a common form of intra-familial aggression, yet has been largely neglected by research. Using an inclusive measure of sibling aggression, this study investigated, firstly, prevalence of sibling aggression and associations with family and household characteristics, and secondly, the relationship between sibling aggression and peer bullying. Participants were 4,237 adolescents from Wave 1 of Understanding Society. Four types of sibling aggression were measured: physical, verbal, stealing and teasing, and combined into composite measures of victimization and perpetration. Regression analysis identified associations with demographic characteristics, family and sibling composition, parent-child relationships and socioeconomic status and explored the link between sibling aggression and involvement in peer bullying. Using a broad definition, sibling aggression was found to be widespread, with 46% of all participants being victimized and 36% perpetrating aggression. Household and family characteristics, including a large family size, male siblings, and financial difficulties were associated with greater rates of sibling aggression. Parenting behavior showed the strongest relationship: harsh parenting increased the risk of sibling aggression while positive parenting protected against it. Sibling aggression was also homotypically related to involvement in peer bullying. Victimization by siblings significantly increased the odds of being a victim of peer bullying, and perpetrators of sibling aggression were more likely to be both peer bullies and bully-victims. Considering the adverse effects of sibling aggression on physical and mental health, the study provides pointers for efforts to reduce the risk of sibling aggression. Furthermore, the link with peer bullying suggests that school anti-bullying efforts should also take account of children's sibling relationships. Aggr. Behav. 41:14-24, 2015. © 2014 Wiley Periodicals, Inc.
Related Organisations
Related Funding Activities
Discovery Projects - Grant ID: DP230100282
Start Date: 2023
End Date: 12-2025
Amount: $371,000.00
Funder: Australian Research Council
View Funded ActivityDiscovery Projects - Grant ID: DP210100116
Start Date: 02-2021
End Date: 12-2025
Amount: $324,000.00
Funder: Australian Research Council
View Funded Activity