ORCID Profile
0000-0002-0212-3341
Current Organisation
Murdoch University
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Publisher: Computers, Materials and Continua (Tech Science Press)
Date: 02-2006
Publisher: Springer Singapore
Date: 12-08-2020
DOI: 10.1007/978-981-15-5963-1_18
Abstract: This chapter brings together the research on teacher resilience and approaches to supporting resilience and wellbeing discussed in this volume. As many of the approaches utilised aspects of the BRiTE and Staying BRiTE projects, I highlight common themes as well as the different ways the authors developed and implemented their work to reflect their specific contexts and participants. I also reflect on broader issues related to conceptualisation of resilience, consider where responsibility for resilience lies, and explore future directions. The chapter also provides some insights regarding the collegial collaboration that has made the body of work possible.
Publisher: Edith Cowan University
Date: 12-2009
Publisher: SAGE Publications
Date: 03-2017
Abstract: THIS ARTICLE EXAMINES THE strategies employed by one kindergarten teacher, Kyra, to create a classroom where the relationships, play situations and environments worked synergistically to support children's social and emotional competencies. The data is drawn from a larger study, undertaken in 2009, that used qualitative methodology to examine how teachers were supporting kindergarten children's social and emotional development. Out of the eight participants from the original study, Kyra's pedagogical approach was found to be unique in that it provided increased opportunities for the development and consolidation of strategic processes that are essential for independent thinking and learning. It was found that these opportunities were fostered through a balanced provision of relationships, play and environments. Collectively, these elements created a context in which scientific and everyday concepts could connect. The children in this classroom were observed to demonstrate higher order thinking skills more often and seemingly more independently than the children in the other classrooms.
Publisher: Springer International Publishing
Date: 2020
Publisher: Informa UK Limited
Date: 05-2000
Publisher: Informa UK Limited
Date: 27-05-2017
Publisher: Informa UK Limited
Date: 13-08-2021
Publisher: Springer Science and Business Media LLC
Date: 15-10-2021
Publisher: Wiley
Date: 13-03-2017
DOI: 10.1111/JAR.12338
Abstract: This study reports on the feasibility of an intergenerational mentoring programme for youth with intellectual disability (ID) aimed at developing skills and building networks. Youth with ID were paired with older male mentors who were trained to support the mentees participate in activities and social interactions during weekly sessions. We interviewed the mentees and mentors, and assessed them on a range of outcomes using standardized measures. Interviews highlighted that the programme presented a great "opportunity" for the mentees and mentors. The participants described facilitators and challenges to the acquisition of practical skills by mentees and the development of relationships between mentors and mentees, including communication, transportation and mentor training. The youth with ID had difficulty completing the self-report measures. Mentoring programmes are viable to support youth with ID during the transition to adulthood however, refinement is required in the rollout out of a pilot intervention.
Publisher: Informa UK Limited
Date: 29-05-2017
Publisher: Informa UK Limited
Date: 25-05-2010
Publisher: Informa UK Limited
Date: 11-10-2018
Publisher: Springer International Publishing
Date: 2020
Publisher: Routledge
Date: 30-09-2022
Publisher: Hindawi Limited
Date: 18-08-2015
DOI: 10.1111/HSC.12267
Abstract: Intergenerational mentoring enables a purposeful exchange of skills and knowledge to enhance in idual and social outcomes for sub-groups at risk of health and social disparities. Male intergenerational mentoring may be an approach to help address these disparities in young men. Over 1000 Men's Sheds operate in Australia with 39% providing some form of mentoring mainly to youth. Yet, little is known about the variables intrinsic to creating and running quality programmes. This study aimed to identify the characteristics of formal intergenerational mentoring programmes, review their quality against the Australian Youth Mentoring Network (AYMN) quality benchmarks, and identify the factors that predict quality in these programmes. All known Australian Men's Sheds were invited to participate in an online cross-sectional survey. Forty sheds with formal mentor programmes completed the survey for a total of 387 mentees (mean = 9.7 mentees rogramme), the majority being male. The majority of mentor programme facilitators were unpaid male volunteers aged 61 years and older, and programmes were unfunded. Promoting social and emotional well-being of the mentees was the primary focus in more than half of the programmes, and working on a shared construction project was the most common activity. Respondents rated the three most important factors that influenced programme effectiveness as being: (i) meaningful activities (ii) mentors' approach and (iii) a safe environment. Univariate analyses revealed that mentoring programmes that had a system in place for screening mentors, trained mentors and evaluated the programme were most likely to rate highly against the AYMN quality benchmarks.
Publisher: Springer Science and Business Media LLC
Date: 10-12-2019
Publisher: Emerald
Date: 13-02-2017
Abstract: The purpose of this paper is to demonstrate the importance of expectation formation and matching for university student volunteers and their hosts. This research involved a multi-stage data collection process including interviews with student volunteers, and university and host representatives from six Australian universities. The project team undertook an iterative process of coding and interpretation to identify themes and develop understanding of the phenomenon. University student volunteering has the potential to fail to meet the expectations of at least one of the parties to the relationship when the expectations of the parties are not clearly articulated. Universities operating volunteer programmes have an important role in facilitating expectation formation and matching, minimising the chances of mismatched expectations. The study confirms the operation of a psychological contract for university student volunteers and organisations who host them which is consistent with other research in volunteering demonstrating the importance of matching expectations. The paper identifies the importance of expectation formation and matching for hosts and students, and highlights the role of universities in facilitating matchmaking. This paper contributes to the growing body of research on the role of the psychological contract in volunteering, in particular in university student volunteering and host organisations.
Publisher: Springer Science and Business Media LLC
Date: 25-04-2014
Publisher: Informa UK Limited
Date: 20-10-2019
Publisher: Kluwer Academic Publishers
Date: 2002
Publisher: Routledge
Date: 30-09-2022
Publisher: Informa UK Limited
Date: 1993
Publisher: Routledge
Date: 30-09-2022
Publisher: Informa UK Limited
Date: 12-2012
Publisher: Routledge
Date: 30-09-2022
Publisher: Springer Singapore
Date: 12-08-2021
DOI: 10.1007/978-981-15-5963-1_13
Abstract: Developing relationships with colleagues has been identified as one way to enhance teacher resilience and assists in negotiating a professional identity. For early career teachers, opportunities to participate in induction and mentoring programmes and engage in professional learning can assist in developing these relationships. However, for early career teachers who can only obtain casual work and work intermittently often in many different schools, these opportunities may be limited. This chapter presents longitudinal, qualitative research that explores how early career casual teachers negotiated their teacher identity. Drawing on data from focus groups, semi-structured interviews and reflective tasks, the chapter shares insights into how relationships are pivotal in the development of a strong teacher identity.
Publisher: Emerald Group Publishing Limited
Date: 2010
Publisher: Springer Singapore
Date: 12-08-2021
DOI: 10.1007/978-981-15-5963-1_12
Abstract: As leaders of school communities, principals have a significant impact on school culture and teachers’ well-being at work. A school principal’s positive or negative emotions can influence the mood of their teaching staff and can enhance or hinder a teacher’s resilience. Unfortunately, though, many school principals suffer from their own high levels of stress, emotional exhaustion and fatigue-related issues, whilst concurrently being tasked with the responsibility and management of the well-being of their staff. In this chapter, we explore the role of mindfulness and self-care in promoting resilience as a way for school principals to meet the challenges of their role. Principals who are mindful and employ self-compassion are better placed and more resilient to positively impact others and flourish in their role. Leadership does matter and ensuring that we address leaders’ well-being and resilience will mean they will be better equipped to engender resilience in their staff.
Publisher: Routledge
Date: 30-09-2022
Publisher: Routledge
Date: 30-09-2022
Publisher: Routledge
Date: 30-09-2022
Publisher: Informa UK Limited
Date: 12-2008
Publisher: Routledge
Date: 30-09-2022
Publisher: Routledge
Date: 30-09-2022
Publisher: SAGE Publications
Date: 17-07-2020
Abstract: Student volunteering has many benefits for students, universities, and nonprofit organizations (NPOs), but research on these from a multistakeholder perspective is scant. Using psychological contract theory, this article compares outcomes to expectations of students, universities, and NPOs, proposing a model of the benefits of volunteering to all three stakeholder groups. Based on a large-scale qualitative research with over 60 interviews in six Australian universities, the article offers an in-depth analysis of student volunteering benefits, surprises (benefits exceeding expectations), and disappointments (unmet expectations) for each stakeholder group. Some of these benefits align with existing literature, while others contribute new knowledge on the outcomes of student volunteering. The results show that training, preparation, and management of expectations have the potential to build positive benefits for all. It concludes with implications for universities and NPOs and directions for future research on student volunteering.
No related grants have been discovered for Judith MacCallum.