ORCID Profile
0000-0001-9388-8624
Current Organisation
Queensland University of Technology
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Special Education and Disability | Education Systems | Secondary Education | Architectural Design |
Expanding Knowledge in Education | Learner and Learning Processes | Expanding Knowledge in Built Environment and Design
Publisher: Brill
Date: 16-02-2019
DOI: 10.1163/15718182-02701002
Abstract: In an age of high stakes testing, ersified communication, educational transformation and pedagogical evolution, the child’s contribution to education remains underutilised. Despite the emphasis on children’s active and authentic involvement in educational decision making in the United Nations Convention on the Rights of the Child ( uncrc ), educational reform continues to ignore the child’s view. In contexts where the child’s voice is welcomed, there remains little guidance for education professionals on how to seek and incorporate children’s perspectives in a practically focused way. By initiating Voice-Inclusive Practice ( vip ), educators will be better positioned to take action that supports the imperatives of educational change. Voice-Inclusive Practice is represented by processes that actively engage with children on matters that affect them and includes the child’s perspective in planning, decision making and pedagogy. This paper provides an elaboration of the vip principles that enable the participatory rights of the child in education settings.
Publisher: Routledge
Date: 16-07-2020
Publisher: Informa UK Limited
Date: 15-10-2023
Publisher: Informa UK Limited
Date: 14-07-2017
Publisher: Informa UK Limited
Date: 19-10-2018
DOI: 10.1080/17549507.2018.1385852
Abstract: The Universal Declaration of Human Rights elaborated for children through the United Nations Convention on the Rights of the Child, mandates each child's right to participate in all matters affecting them. In particular, Article 19 includes the child's right to freedom of expression and opinion, access to information and communication choice. However, many barriers placed on children's daily lives often restrict or limit the enactment of children's participatory rights in practice, most noticeably in education. It is often the adult who decides what, when and how children can communicate, and the extent children's views and opinions are sought, considered or incorporated. This paper explores how children's daily lives are mediated in ways that restrict their expression, voice and communication rights. Children spend a significant proportion of their daily lives in education settings yet the restrictions on children's access to information and communication choices do not reflect contemporary pedagogical thinking. Many school settings perpetuate the key participation barriers of adult attitude and knowledge, pedagogical tradition, organisational structure and technological advancement. Such barriers to engagement stifle the realisation of the child's communication rights that then limits educational enhancement. Supporting children's right to communicate via a range of media enables pedagogy supporting voice-inclusive practice.
Publisher: Informa UK Limited
Date: 23-06-2022
Publisher: University of Cincinnati - Office of Innovation and Community Engagement
Date: 30-06-2023
DOI: 10.35844/001C.75239
Abstract: This project sought to co-design a data collection tool with students disenfranchised with mainstream schooling, that could be used to find out from other students why school works for some students but not others. Young people often think about and experience school differently and may have different ideas about what is important to ask and how experiences could be changed. Engaging with those for whom school was not working provides invaluable insight into what they feel matters about the school experience and potential opportunities where trajectories could be changed. Insights from staff supporting these students are also included. This project placed student views and experiences as central to the project and co-developed through student-centred co-design a ‘ Talking Tree ’ tool that can be used to facilitate complex conversations in a variety of contexts about why school works for some students, but not others.
Publisher: Springer Science and Business Media LLC
Date: 19-04-2015
Publisher: Springer Science and Business Media LLC
Date: 22-10-2019
Publisher: Informa UK Limited
Date: 29-08-2019
Publisher: Wiley
Date: 07-06-2018
DOI: 10.1111/CHSO.12230
Publisher: Springer International Publishing
Date: 2021
Publisher: Queensland University of Technology
Date: 2019
Publisher: SAGE Publications
Date: 2014
Abstract: Wellbeing is an area that has gained increased global focus, particularly when considering children's lives. With the growing focus on children's wellbeing, it is apparent that this is an important aspect that is being considered in the policy and provision designed for children. The decision-making surrounding wellbeing provision for children typically occurs without the direct input of the children that these services are designed to benefit. With children's capacities being variably considered in wider society, opportunities for children to participate in decision-making on matters that affect them are often limited. The absence of children's perspectives on matters that affect their lives, such as wellbeing, reveal that adults may be missing a key perspective when seeking to understand and cater for children's wellbeing needs. This article outlines the results of a study that investigated how children aged 8 to 12 years of age (tweens) defined and conceptualised wellbeing. This article proposes that children can be included in the conceptualisation and development of policy and provision designed to benefit them and argues for increased presence of the voice and participation of children in wider societal initiatives.
Publisher: Routledge
Date: 16-07-2020
Publisher: Frontiers Media SA
Date: 03-03-2022
DOI: 10.3389/FPSYG.2022.825036
Abstract: School liking is an important factor in student engagement, well-being, and academic achievement, but it is also potentially influenced by factors external to the in idual, such as school culture, teacher support, and approaches to discipline. The present study employed a survey methodology to investigate the associations between school liking and disliking, teacher and school connectedness, and experiences of exclusionary discipline from the perspective of students themselves. Participants included 1,002 students (Grades 7–10) from three secondary schools serving disadvantaged communities. Results indicated clear differences between students who like and dislike school in terms of their preferred school activities and school disciplinary history, with students who disliked school experiencing overall lower school connectedness. Moreover, students who disliked school experienced less positive relationships with their teachers, and this was even more pronounced for students who had been previously suspended. The findings reveal key differences between students who do and do not like school, differences that may be masked by typical research approaches. This research indicates the need for more nuanced, student-informed approaches to inclusive school reform.
Publisher: Springer Singapore
Date: 2017
Publisher: Queensland University of Technology
Date: 2016
Publisher: Informa UK Limited
Date: 13-12-2022
Publisher: Informa UK Limited
Date: 16-10-2023
Publisher: Queensland University of Technology
Date: 10-01-2017
DOI: 10.5204/JLD.V9I3.293
Abstract: class="JLDAbstract" Higher education providers are becoming increasingly aware of the ersity of their current and potential learners and are moving to provide a range of options for their engagement. The increasingly flexible delivery modes available for university students provide multiple pathways and opportunities for those seeking further education. In changing between and across modes, a one-size-fits-all approach is often used. That is, internal content is converted into a form deemed suitable for an external delivery. However, there is a significant problem with the one-size-fits-all approach for external students who feel or experience isolation. When compared to their internal counterparts, these students often face a number of barriers to their full participation in coursework units. These barriers may not be experienced by those engaging in these same units via face-to-face or blended enrolment modes and therefore present another type of learner to consider in the planning and implementation of learning activities online. The barriers to participation appear particularly evident in groupwork activities. The online environment also presents challenges for many academic staff who increasingly require higher levels of technological competency and proficiency on top of their regular academic workload. Drawing on reflections of several years of facilitating student learning online, this paper provides one lecturer’s perspective and critical commentary on some of the challenges faced by external students and the implications of an increasingly online delivery framework for practice.
Publisher: Springer International Publishing
Date: 2021
Publisher: SAGE Publications
Date: 03-2015
Abstract: The United Nations Convention on the Rights of the Child provides a significant platform to include children’s views on issues that affect their lives, yet, in many contexts, particularly in educational practice, children’s perspectives continue to be irregularly sought and are rarely acted upon. By providing children’s perspectives on what they would like adults to know, this article explores a unique view of childhood and the interactions with family, community, educational experiences and well-being. The children’s insights about their worlds that they feel adults are missing potentiate the development and incorporation of voice-inclusive practice. While the sense that each child makes of their Lebenswelt – the ‘ingredients’ – is idiosyncratic and will be influenced by many factors, including peers, teachers, parents, other adults and the media, it is the nature of this personal understanding that is poorly understood, and consequently ignored by adults. By exploring the commentary of more than 1000 children across five countries – Australia, England, New Zealand, Italy and Sweden – this research reveals an overwhelming collection of what the authors describe as ‘comments that rhyme’ in terms of the identification of expressed sentiment and thematic representations of their perspectives.
Publisher: SAGE Publications
Date: 09-07-2017
Abstract: Children’s role in the research process is often limited to a passive role as subject, recipient or object of data rather than as active contributor. The sociology of childhood considers children to be competent social actors and advocates for them to be recognised as such. This recognition is yet to filter into mainstream research agendas with children often remaining a passive provider to research that seeks to elicit their perspectives. This article presents an examination of the processes that children use when analysing their own qualitative research data as observed within a qualitative research project. It provides insight into the ability to increase the richness of data obtained when researching with children, by including their perspectives and contributions in the data analysis process. Children’s capacity as capable and competent contributors to research beyond the more passive role of participant is described and the ways that children can have a greater participatory role in qualitative data collection and analysis processes are discussed.
Publisher: Symposium Books
Date: 2016
DOI: 10.15730/BOOKS.98
Publisher: Informa UK Limited
Date: 15-12-2018
Publisher: Wiley
Date: 28-03-2017
DOI: 10.1111/CHSO.12221
Publisher: Frontiers Media SA
Date: 16-06-2022
DOI: 10.3389/FEDUC.2022.883443
Abstract: Evidence of the powerful relationship between what teachers do and how effectively their students learn has led to reforms aimed at improving the quality of teaching. Most jurisdictions are now paying increased attention both to the initial and ongoing education of teachers, as well as methods to assess, reward and improve quality teaching. Predominant among these methods are frameworks that define observable elements of pedagogical practice for which there is evidence of benefit for student learning, engagement, and behavior. However, we contend that even the best of these do not go far enough, as they do not explicitly consider students with disability, even those students with so-called “high-incidence” disabilities enrolled in everyday classrooms—such as those with Attention Deficit Hyperactivity Disorder and Developmental Language Disorder—whose classroom behavior often indicates that their learning needs are not being met. In this manuscript, we report findings from in-depth interviews with 50 Grade 7–10 students with a history of disruptive and disengaged behavior from three secondary schools serving disadvantaged communities. Responses to the question “what makes an excellent teacher” were coded into four categories. Three of the four categories (emotional support, classroom organization, and instructional support) reflect internationally accepted domains of quality teaching, while the fourth, teachers’ temperament and personality, was added to gauge accuracy of the common belief that this is the element students care most about. Analysis yielded novel results with the majority of students emphasizing instructional support practices that are not well represented in most measures of quality teaching. We argue that these practices represent an essential—but often absent—“top layer” of clarity and accessibility that is necessary for “quality teaching” to be inclusive teaching.
Publisher: Springer Science and Business Media LLC
Date: 11-06-2019
Publisher: SAGE Publications
Date: 11-11-2016
Publisher: MDPI AG
Date: 10-09-2019
Abstract: Using a rights framework underpinned by the general principles of the Convention on the Rights of the Child of best interests, participation/respect for the child’s views, non-discrimination and life, survival and development, this paper outlines four key tensions for rights realisation in the context of erse sexes, genders and sexualities in education. Children are commonly acknowledged as being more knowledgeable than previous generations about sexual orientation and gender identity and expression. Gender and sexuality are relevant in young people’s daily lives as the Western world is increasingly acknowledging children’s exposure, access and awareness to such knowledge. Even so, erse sexes, genders and sexualities are still largely considered taboo and controversial in formal schooling contexts. Emerging tensions in contemporary education practices related to erse sexes, genders and sexualities due to pervading opinions about its appropriateness need interrogation and discussion. Conceptualisations of childhood innocence and heteronormativity are used to analyse tensions between the Convention and the reality of the complexities involved in actualising children’s rights in this context of ersity. Through its general principles, a way forward is offered to value and embrace the rights of children to learn about ersity in safe and inclusive educational environments.
Publisher: Springer Singapore
Date: 2019
Publisher: Emerald
Date: 30-07-2020
DOI: 10.1108/IJMCE-02-2020-0007
Abstract: University-affiliated mentors serve as liaisons between schools and pre-service teachers during practicum placements, offering academic, administrative and relational support. In the context of academic workload intensification, increasing student numbers and the need to respond to issues as they occur in time-pressured environments, the wellbeing of mentors can become compromised. Mentor wellbeing is explored, highlighting corollary impacts of threats to pre-service teacher wellbeing on those who support them. A descriptive single case-study explored mentor lived experiences of wellbeing during the pre-service teacher practicum placement and mentoring process. Semi-structured interviews were conducted with mentors supervising pre-service teacher professional experience placements. Adopting a shadowed data approach, mentors shared their own experiences and reflected on the experiences of others. Data was analysed using thematic content analysis. Mentor and pre-service teacher wellbeing experiences exhibited similar wellbeing indicators, including personal and professional stress, workload strains and ethical dilemmas. Many mentors felt invisible in terms of supports for their own self-care as the focus was on meeting practicum stakeholder and student support needs rather than their own wellbeing. Changes to professional experience practices must consider potential impacts on pre-service teachers, in-school supervisors and the university-affiliated mentors as the wellbeing of each is potentially impacted the wellbeing of others in this professional experience triad. Increasing emphasis on work-integrated learning experiences across multiple disciplines invites future comparison and contrast of wellbeing experiences.
Publisher: Routledge
Date: 16-07-2020
Start Date: 2022
End Date: 2025
Funder: Australian Research Council
View Funded ActivityStart Date: 2022
End Date: 2024
Funder: Swedish Research Council
View Funded ActivityStart Date: 09-2022
End Date: 08-2025
Amount: $363,854.00
Funder: Australian Research Council
View Funded Activity