ORCID Profile
0000-0001-9492-1713
Current Organisations
Charles Sturt University
,
Charles Sturt University - Bathurst Campus
Does something not look right? The information on this page has been harvested from data sources that may not be up to date. We continue to work with information providers to improve coverage and quality. To report an issue, use the Feedback Form.
Related Links
Publications
Learning the business of teacher education research
Publisher: Informa UK Limited
Date: 11-2013
Teacher knowledge
Publisher: Informa UK Limited
Date: 05-2013
Regenerating Rural Social Space? Teacher Education for Rural—Regional Sustainability
Publisher: SAGE Publications
Date: 11-2010
DOI: 10.1177/000494411005400304
Abstract: The complex interconnection among issues affecting rural—regional sustainability requires an equally complex program of research to ensure the attraction and retention of high-quality teachers for rural children. The educational effects of the construction of the rural within a deficit discourse are highlighted. A concept of rural social space is modelled, bringing together social, economic and environmental dimensions of (rural—regional) sustainability. This framework combines quantitative definitional processes with more situated definitions of rural space based on demographic and other social data, across both geographic and cultural formations. The implications of the model are examined in terms of its importance for teacher education.
Teacher education, research and the renewal of critique
Publisher: Informa UK Limited
Date: 02-2013
Building and sustaining a research culture in teacher education
Publisher: Informa UK Limited
Date: 21-01-2010
A new teacher for a new nation? Teacher education, ‘English’, and schooling in early twentieth-century Australia
Publisher: Informa UK Limited
Date: 11-2012
Editing a journal in the era of ERA
Publisher: Informa UK Limited
Date: 16-10-2009
Rural Social Space: A Conceptual-Analytical Framework for Rural (Teacher) Education and the Rural Human Services
Publisher: Springer Singapore
Date: 2021
Cinders in Snow? Indigenous Teacher Identities in Formation
Publisher: Informa UK Limited
Date: 07-2006
What has been “missing” or “missed” over the last 50 years in APJTE?
Publisher: Informa UK Limited
Date: 27-05-2022
Forming, informing and transforming teacher education researchers as ethical subjects.
Publisher: Informa UK Limited
Date: 11-2011
Practice play in learning to teach
Publisher: Springer International Publishing
Date: 13-12-2016
A practice turn for teacher education?
Publisher: Informa UK Limited
Date: 11-2011
Editorial
Publisher: Informa UK Limited
Date: 18-01-2011
Service-Learning Within Higher Education: Rhizomatic Interconnections Between University And The Real World
Publisher: Edith Cowan University
Date: 2011
Reflecting on the work of preparing teachers
Publisher: Informa UK Limited
Date: 02-2009
From Bad to Worse?: Troubling Development in Preschool Settings
Publisher: SAGE Publications
Date: 03-2003
DOI: 10.1177/183693910302800102
Abstract: At the end of Jake's first day of school his teacher called him the ‘worst kid in the class’. A year later, when he was not ‘progressed’ to Year 1, the pattern of Jake's school development seemed to be set. As I write, Jake is in Year 4, and many of the predictions his Prep teacher made on that first day seem accurate—he has not had a history of successful learning or social experience at school. As I discuss elsewhere (Hill et al., 2002), Jake has had periods of very successful learning and progress though, which indicate that the ‘developmental pathways’ that children tread are socially constructed, rather than reliant on innate ‘abilities’ or ‘natural’ traits. For Jenks, ‘development’, or ‘progress towards an adult state over time’, is ‘the primary metaphor through which childhood is made intelligible’ (1996, p. 36). Psychological notions of development, however, are far more complicated and troublesome than such a metaphor encourages us to believe.
Challenges to the field of teacher education research
Publisher: Informa UK Limited
Date: 15-03-2022
The recursive practice of research and teaching: reframing teacher education
Publisher: Informa UK Limited
Date: 29-04-2016
Rural education practice and policy in marginalised communities:Teaching and learning on the edge
Publisher: The Society for the Provision of Education in Rural Australia (SPERA)
Date: 26-02-1970
Abstract: In this paper I focus on the problems that face (teacher) education policy and practice in meeting the challenge of ‘persistent and entrenched locational disadvantage’ in marginal communities. In Dropping off the Edge 2015, Tony Vinson and colleagues (2015) clearly demonstrate that complex and entrenched disadvantage has continued to characterise a number of Australian communities, with few signs of improvement in the past 15 years. A very high proportion of these disadvantaged localities are in rural areas, and they pose an enormous challenge to policy makers and service providers, as well as to the people who live in the communities themselves. In such contexts, education is both crucially important and inexorably difficult. Agreeing with Vinson, Rawshtorne, Beavis and Ericson, that we need to understand locational disadvantage as a wicked problem for a social equity agenda (2015), I argue that the concept of Rural Social Space (Reid et al., 2010) provides a useful and coherent theoretical resource for understanding and addressing this problem, and rethinking the idea of community in ways that are necessary for change to occur. Using an exemplary case of one locality identified by Vinson as threatened with ‘dropping off the edge’, I examine what a wicked problem looks like for social equity in this particular rural social space, and how it calls into question some of our most cherished assumptions about rural communities and rural schooling. The ex le allows consideration of the kind of policy and practice responses that may be necessary if the problem of educational disadvantage in rural locations is to be adequately addressed.
‘All things to all people’: Indigenous teachers in the Australian teaching profession
Publisher: Informa UK Limited
Date: 08-2006
Doing it by the numbers? Educational research and teacher education
Publisher: Springer Science and Business Media LLC
Date: 11-2017
Teacher education and the Bradley Review
Publisher: Informa UK Limited
Date: 27-04-2009
Quality teacher education
Publisher: Informa UK Limited
Date: 04-0003
Internationalising the work of teacher education researchers
Publisher: Informa UK Limited
Date: 27-10-2010
Learning and teaching
Publisher: Informa UK Limited
Date: 11-2012
Women's experience of shiftwork in nursing whilst caring for children: A juggling act
Publisher: Wiley
Date: 23-08-2019
DOI: 10.1111/JOCN.15017
Abstract: To explore women's experiences of working shiftwork in nursing whilst caring for children. In nursing, almost 90% of Australia's practising nurses and midwives are women. Much of the research undertaken in the shiftwork area uses men as their s le and uses a quantitative methodology to achieve results. Little work has been undertaken that explores the experience of women working shiftwork whilst raising children. Heideggerian Hermeneutic Phenomenological Design. Semistructured interviews were conducted with ten women who cared for children about their experience of shiftwork. Each interview was digitally audio-recorded. The interviews were transcribed verbatim and thematically analysed. The interpretation used first Heideggerian phenomenology as a lens and then second research on women's work and gender roles to resituate the experience in context. Reporting rigour has been demonstrated using the COREQ checklist. Two major themes were derived from the data, Being Guilty and Being Juggler. Each is discussed in this paper. This study adds a qualitative voice to the substantial quantitative shiftwork body of literature. The themes uncovered in this study have thrown light on the nature of work done by women who are nurses, particularly the work related to their home and children. There are opportunities to increase education around the importance of sleep and shiftwork self-care in both preservice and new graduate education to assist nurses to ensure that sleep is a priority whilst working shiftwork.
Looking back, looking forward: taking stock of teacher education at (another) crossroad
Publisher: Informa UK Limited
Date: 2022
The impact of shiftwork on health
Publisher: Wiley
Date: 27-01-2014
DOI: 10.1111/JOCN.12524
Abstract: To identify the impact of shiftwork on in iduals and their lives and to discuss the implications this has for nurses and nursing. The context of shiftwork in the early 21st century is changing rapidly, and those involved in or required to work shiftwork are now spread over many different sectors of the community. In the Australian community, 16% of workers regularly work shiftwork. Most nurses undertake shiftwork at some time in their career, and health services could not operate without a shiftworking nursing workforce. Narrative literature review. A narrative review of journal articles was conducted. Databases searched were CINAHL, EBSCO Host, JSTOR, Medline/PubMed and Google Scholar. Search terms used were 'shiftwork' and 'shift work'. Limitations included 'English language', 'published between 1980-2013' and 'human'. Reviewed for this paper were 118 studies that met the inclusion criteria. Results were categorised using thematic analysis. Themes that emerged were physical and psychosocial health, and sleep. Findings will be explored under these themes. Shiftwork research has mainly focussed on the physiological and psychosocial health and sleep effects. Absent from the literature are studies focussing on the personal experience of the shiftworker and how workers mediate the effects of shiftwork and how shiftwork fits into the rest of their lives. Therefore, it is difficult to draw conclusions about how people 'manage' their shiftwork, and further research needs to be undertaken in this area. Working shifts for nurses is a reality that comes with the profession. While there is a significant body of research on shiftwork, little of this has been specifically applied to nursing, and the implications for in idual nurses needing to care for their own health have not been drawn.
The Politics of Ethics in Rural Social Research: A Cautionary Tale
Publisher: Springer Singapore
Date: 2021
Investing in Sustainable and Resilient Rural Social Space: Lessons for Teacher Education
Publisher: The Society for the Provision of Education in Rural Australia (SPERA)
Date: 24-07-2021
Abstract: Attracting and retaining effective education leaders and teaching staff for regional, rural and remote schools in Australia is a major sustainability and quality issue facing every State and Territory. It is also a major concern in pre-service teacher education, particularly for those universities which have a commitment to rural and regional areas. There is a strategic link between teacher education and the sustainability of rural communities with earlier suggestions (White & Reid, 2008, p. 1) highlighting that ―healthy rural communities may be supported via reform of the ways in which teacher education prepares graduates for teaching in rural schools. Likewise, the proposition is made in this paper that the relationship is importantly reciprocal and that, in turn, healthy rural communities and “successful rural schools†can inform and help reform teacher education and professional learning through the insights gathered into the ways in which rural education leaders and teaching staff work closely with their school communities. In this paper we draw specifically from the research findings of a three-year Australian Research Council funded project (2008-2010) of schools and communities where sustainable practices around staff recruitment and retention were identified to explore this reciprocal relationship. The paper will firstly discuss the context of the study, its method and conceptual framework, and then focus in particular on the emerging themes from the twenty case-studies across Australia. Themes discussed include the important linking between rural school leadership and community renewal the possibilities of developing school-university partnerships to sustain the rural workforce and the need for social and creative enterprise to be acknowledged as important work of rural teachers and leaders. The paper concludes with the implications of these themes in terms of better preparing a future rural teacher workforce.
Improving schools
Publisher: Springer Singapore
Date: 2016
Inhabiting a Teaching Body: Portraits of Teaching
Publisher: Springer International Publishing
Date: 24-10-2014
Conclusion: Learning the Humility of Teaching ‘Others’—Preparing Teachers for Culturally Complex Classrooms
Publisher: Palgrave Macmillan US
Date: 2017
Engaging rurality in Australian education research: addressing the field
Publisher: Springer Science and Business Media LLC
Date: 12-11-2022
DOI: 10.1007/S13384-022-00587-4
Abstract: In this paper, we examine engagement with ‘the rural context’ in Australian education research, focussing on the implications of the signifier ‘rural’—in terms of its inclusion or absence. A review of Australian research literature in rural education indicates that the term ‘rural’ and its synonyms are more often used to denote assumptions of a generalised and predetermined ‘context’ for research than to think about its meaning. We present our findings here and discuss the implications of the signifier ‘rural’ in the Australian research literature to argue that while educational policy-makers must attempt to think differently about the 'problem of the rural’, the field itself also needs to more fully develop the capacity to do this.
Teacher Education for a Rural-Ready Teaching Force: Swings, Roundabouts, and Slippery Slides?
Publisher: Edith Cowan University
Date: 03-2022
DOI: 10.14221/AJTE.2022V47N3.6
Abstract: The preparation of teachers for rural schools has been a significant focus of research for many decades. In this paper we update previous reports of the extent of Initial Teacher Education courses that prepare teachers for rural schools in Australia. We found that despite significant and continued calls for rural teacher education, there are still very few rural-teaching units offered in teacher education courses, and there are no courses at all that seek this as an explicit outcome. As the Australian Professional Standards for Teaching claim the importance of teachers understanding students and their contexts, we argue that effective teacher education must not only focus on understanding rurality, and developing awareness of the affordances of place, but must also address the pedagogical requirements for present day rural teaching. We argue that the lack of teacher preparation for locational, geographic forms of social difference works to produce and sustain educational disadvantage when these intersect with economic and cultural difference. On this basis we call for government to address this major failing in the provision of education for Australian children through policy change to teaching standards.
Teacher education for rural–regional sustainability: changing agendas, challenging futures, chasing chimeras?
Publisher: Informa UK Limited
Date: 11-2004
What does good teacher education research look like?
Publisher: Informa UK Limited
Date: 08-2011
(Re)turning to practice in teacher education: embodied knowledge in learning to teach
Publisher: Informa UK Limited
Date: 21-07-2016
Producing 'quality' teachers
Publisher: Informa UK Limited
Date: 02-2012
What’s good enough? Teacher education and the practice challenge
Publisher: Springer Science and Business Media LLC
Date: 10-09-2019
Schools, teachers and public debates about education
Publisher: Informa UK Limited
Date: 20-04-2010
Professionalising teacher education
Publisher: Springer Singapore
Date: 2016
Related Organisations
Related Funding Activities
No related grants have been discovered for Jo-Anne Reid.