ORCID Profile
0000-0002-4567-8726
Current Organisations
Deakin University
,
James Cook University
,
Charles Sturt University - Bathurst Campus
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Publications
School-wide positive behaviour support as evidence-making interventions
Publisher: SAGE Publications
Date: 22-07-2021
DOI: 10.1177/00345237211034884
Abstract: Global implementation of School-Wide Positive Behaviour Support (SWPBS) has grown considerably over the last forty years. SWPBS seeks to provide a multi-tiered approach to strategically frame integrated actions responding to matters of wellbeing, discipline and punishment in schools using Evidence-Based Interventions (EBIs). In this respect, EBIs rely on what are presumed to be value-free, reliably generated data which direct the selection, implementation and monitoring of SWPBS in schools. The paper begins by exploring how SWPBS is understood via implementation science. Following an outline of standard SWPBS EBI practice, discussion turns to instead consider this work as Evidence-Making Interventions (EMIs). To do so, first we outline how our before-the-fact anticipations influence relationships and disciplinary actions as they are realised in schools through EBIs. Our focus then turns to explain how SWPBS interventions, using multi-tiered systems of support and technology as ex les, might be understood and enacted differently if engaged as EMIs. In conclusion, school-based relationships are subsequently reconsidered as a confluence of human (teachers and students) and non-human (data and policy) liaisons always and already subject to each other’s next move.
Ontologies of Inclusion and Teacher Education
Publisher: IGI Global
Date: 2019
DOI: 10.4018/978-1-5225-7703-4.CH001
Abstract: In the complex of marginalizing theories, policies, and practices, both in the academy and education more broadly, the design of inclusive education scholarship is intentionally relational. The purpose of this chapter is to examine how theories affecting inclusion direct the remit of teacher educators. In particular, attention is directed at interdisciplinary scholarly practice arising from in idual and institutional values that can and do go by uncritically questioned. The chapter describes the development of a program of inclusive education scholarship within teacher education that emphasizes ontological scrutiny. Learning outcomes are made explicit promoting advanced understandings about the application of theory, policy, curriculum design, resources, and pedagogy to differentiate teaching programs in ways that are accessible to learners with erse interests, needs, and backgrounds. Graduates are anticipated to meet challenging conditions of resistance to inclusion and be able to work in and against these with conviction.
Normative power in higher education: the ghost of inherent requirements
Publisher: Informa UK Limited
Date: 31-10-2023
Inherent requirements in higher education: locating You in Us
Publisher: Informa UK Limited
Date: 11-10-2022
From dialogics to ecologics: when the how is the what
Publisher: Informa UK Limited
Date: 13-07-2023
Paradoxes in inclusive education: a necessary condition of relationality?
Publisher: Informa UK Limited
Date: 09-06-2019
Attitudes toward inclusion
Publisher: Elsevier
Date: 2023
Employability for inclusion: the urgent need for a biopsychosocial model perspective
Publisher: Informa UK Limited
Date: 14-09-2023
Introduction
Publisher: SAGE Publications
Date: 30-10-2023
Critical psychology & education: Opportunities outside silos
Publisher: SAGE Publications
Date: 10-07-2023
DOI: 10.1177/01430343231187064
Abstract: Many psychologists working in schools acknowledge how their work contributes to the reproduction and mitigation of societal injustices. While professionals engaged in education systems and classrooms may hope to achieve the latter, disciplinary conventions can compete with best intentions. In response, psychologists working in schools have recently been encouraged to realize anti-oppressive schooling by practicing what is referred to as critical school psychology. Although potentially new for school psychology, critical work bridging education and psychology has been available for some time in North America and internationally. To encourage the use of psychology in support of justice and in resistance to oppression, we review some of this work and invite those interested to consider psychosocial justice as an ethical orientation to enmeshed theory∼practice. The purposeful engagement of critically informed work from outside traditional isional silos will not eradicate every problem facing schools today, but such action will, at the least, provide concerned practitioners options for collaborative knowledge-making and more preferred ways of working.
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Related Funding Activities
No related grants have been discovered for Tim Corcoran.