ORCID Profile
0000-0002-2035-8638
Current Organisation
Griffith University
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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 policy sociology and philosophy
ANZSRC Socio-Economic Objective (SEO)
Related Links
Publications
The lived experiences of career-change pre-service teachers and the promise of meaningful technology pedagogy beliefs and practice
Publisher: Springer Science and Business Media LLC
Date: 06-12-2019
‘You’re probably going to catch me out here’: principals’ understandings of inclusion policy in complex times
Publisher: Informa UK Limited
Date: 25-07-2019
Bandura’s Triadic Reciprocal Determinism model and teacher self-efficacy scales: a revisit
Publisher: Informa UK Limited
Date: 12-2022
The impact of prior occupations and initial teacher education on post-graduate pre-service teachers’ conceptualization and realization of technology integration
Publisher: Springer Science and Business Media LLC
Date: 08-10-2021
A tale from three countries: the classroom management practices of pre-service teachers from Australia, Canada and the United Kingdom
Publisher: Informa UK Limited
Date: 03-05-2017
‘The hardest part is…’: Teacher self-efficacy and inclusive practice
Publisher: Elsevier BV
Date: 12-2023
Developing wellbeing through a randomised controlled trial of a martial arts based intervention: An alternative to the anti-bullying approach
Publisher: MDPI AG
Date: 29-12-2019
Abstract: Anti-bullying policies and interventions are the main approach addressing bullying behaviours in Australian schools. However, the evidence supporting these approaches is inconsistent and its theoretical underpinning may be problematic. The current study examined the effects of a martial arts based psycho-social intervention on participants’ ratings of resilience and self-efficacy, delivered as a randomised controlled trial to 283 secondary school students. Results found a consistent pattern for strengths-based wellbeing outcomes. All measures relating to resilience and self-efficacy improved for the intervention group, whereas results declined for the control group. These findings suggest that a martial arts based psycho-social intervention may be an efficacious method of improving wellbeing outcomes including resilience and self-efficacy. The study proposes utilising alternatives to the anti-bullying approach and that interventions should be aimed towards helping in iduals develop strengths and cope more effectively, which has specific relevance to bullying and more generalised importance to positive mental health.
Success and near misses: Pre-service teachers’ use, confidence and success in various classroom management strategies
Publisher: Elsevier BV
Date: 08-2010
Examining Parental Perception of Inclusive Education Climate
Publisher: Frontiers Media SA
Date: 07-2022
DOI: 10.3389/FEDUC.2022.907742
Abstract: Parental perspectives about the inclusion of their child with a disability has received limited attention in the literature. Considering parental voice plays an important role in determining the quality of inclusive education, the lack of reliable and valid tools to investigate parental experiences has significantly limited research in this area. One of the key objectives of this study was to build the evidence base in the field by testing the psychometric properties of the newly developed Parental Perception of Inclusion Climate Scale, using a systematic approach drawing on a review of available research in the field. The scale incorporates items that address parental perspectives regarding six key aspects of inclusion for their child including presence, participation, acceptance, achievement, happiness and belonging. Participants were recruited through social media, and data from 190 parents of children with additional learning needs attending a range of school settings were collected. Results suggested a three-factor structure, with strong internal consistency for the scale. These factors were: Teacher and School Support Student Engagement and Friendships. The scale showed that parents are generally moderately satisfied with their child’s inclusion in school overall. A series of independent s le t -tests and one-way ANOVAs revealed significant differences in parental perspectives of inclusion as measured by the scale according to school sector, disability type, and parent gender. Parents whose children attend government schools reported less satisfaction with their child’s inclusion at school and also with the support provided by teachers and schools more broadly as measured by the Teacher and School Support subscale, as compared to parents of children who attend independent schools. Results also suggested that parents of children with a social emotional disability reported less satisfaction with their child’s engagement in school as measured by the Student Engagement subscale as compared to parents of children without a social emotional disability. Finally, fathers reported higher levels of satisfaction with their child’s engagement in school as measured by the Student Engagement subscale and also higher levels of satisfaction with their peer relationships as measured by the Friendships subscale than mothers. This study provides a tool that researchers, school educators, and policy makers could use to collect evidence about the efficacy of inclusive practices for students with a disability or additional support needs. The scale could provide educators and researchers with a valuable tool to guide evidence-based practice and theory in inclusive education.
Attributional patterns towards students with and without learning disabilities: a comparison of pre- and in-service teachers in China
Publisher: Informa UK Limited
Date: 04-07-2017
Examining the interrelationship between teachers’ self-efficacy and their beliefs towards inclusive education for all
Publisher: Informa UK Limited
Date: 07-08-2020
Career-changers’ technology integration beliefs and practice in initial teacher education: A summative cross-case analysis
Publisher: Elsevier BV
Date: 2022
It’s not you, it’s me: Teachers’ self-efficacy and attributional beliefs towards students with specific learning difficulties
Publisher: Elsevier BV
Date: 2019
Building Trust through a Revolving Door of Leaders:
Publisher: Cambridge University Press
Date: 03-03-2022
What are standardized literacy and numeracy tests testing? Evidence of the domain‐general contributions to students’ standardized educational test performance
Publisher: Wiley
Date: 30-11-2017
DOI: 10.1111/BJEP.12138
Abstract: A fundamental aim of standardized educational assessment is to achieve reliable discrimination between students differing in the knowledge, skills and abilities assessed. However, questions of the purity with which these tests index students' genuine abilities have arisen. Specifically, literacy and numeracy assessments may also engage unintentionally assessed capacities. The current study investigated the extent to which domain-general processes - working memory (WM) and non-verbal reasoning - contribute to students' standardized test performance and the pathway(s) through which they exert this influence. Participants were 91 Grade 2 students recruited from five regional and metropolitan primary schools in Australia. Participants completed measures of WM and non-verbal reasoning, as well as literacy and numeracy subtests of a national standardized educational assessment. Path analysis of Rasch-derived ability estimates and residuals with domain-general cognitive abilities indicated: (1) a consistent indirect pathway from WM to literacy and numeracy ability, through non-verbal reasoning (2) direct paths from phonological WM and literacy ability to numeracy ability estimates and (3) a direct path from WM to spelling test residuals. Results suggest that the constitution of this nationwide standardized assessment confounded non-targeted abilities with those that were the target of assessment. This appears to extend beyond the effect of WM on learning more generally, to the demands of different assessment types and methods. This has implications for students' abilities to demonstrate genuine competency in assessed areas and the educational supports and provisions they are provided on the basis of these results.
Promoting positive teaching and learning environments
Publisher: Cambridge University Press
Date: 15-09-2021
Teacher self-efficacy, inclusion and professional development practices: cultivating a learning environment for all
Publisher: Informa UK Limited
Date: 26-10-2023
Does Study of an Inclusive Education Subject Influence Pre-Service teachers' Concerns and Self-Efficacy about Inclusion?
Publisher: Edith Cowan University
Date: 06-2012
Employing the EPEC Hierarchy of Conditions (Version II) To Evaluate the Effectiveness of Using Synchronous Technologies with Multi-Location Student Cohorts in the Tertiary Education Setting
Publisher: Athabasca University Press
Date: 12-05-2017
DOI: 10.19173/IRRODL.V18I3.2676
Abstract: class="3" As e-learning maintains its popularity worldwide, and university enrolments continue to rise, online tertiary level coursework is increasingly being designed for groups of distributed learners, as opposed to in idual students. Many institutions struggle with incorporating all facets of online learning and teaching capabilities with the range and variety of software tools available to them. This study used the EPEC Hierarchy of Conditions (ease of use, psychologically safe environment, e-learning self-efficacy, and competence) for E-Learning/E-Teaching Competence (Version II) to investigate the effectiveness of an online synchronous platform to train pre-service teachers studying in groups at multiple distance locations called satellite c uses. The study included 58 pre-service teachers: 14 who were online using in idual computers and 44 joining online, sitting physically together in groups, at various locations. Students completed a survey at the conclusion of the coursework and data were analyzed using a mixed methods approach. class="3" This study’s findings support the EPEC model applied in this context, which holds that success with e-learning and e-teaching is dependent on four preconditions: 1) ease of use, 2) psychologically safe environment, 3) e-learning self-efficacy, and 4) competency. However, the results also suggest two other factors that impact the success of the online learning experience when working with various sized groups. The study demonstrates that the effectiveness of a multi-location group model may not be dependent only on the EPEC preconditions but also the effectiveness of the instructor support present and the appropriateness of the tool being implemented. This has led to the revised EPEC Hierarchy of Conditions for E-Learning/E-Teaching Competence (Version III).
The effects of a martial arts-based intervention on secondary school students’ self-efficacy
Publisher: MDPI AG
Date: 10-05-2023
DOI: 10.3390/PHILOSOPHIES8030043
Abstract: Physical activities are generally accepted as promoting important psychological benefits. However, studies examining martial arts as a form of physical activity and mental health have exhibited many methodological limitations in the past. Additionally, recent philosophical discussion has debated whether martial arts training promotes psychological wellbeing or illness. Self-efficacy has an important relationship with mental health and may be an important mechanism underpinning the potential of martial arts training to promote mental health. This study examined the effect of martial arts training on the psychological construct of self-efficacy. A total of 283 secondary school students with a mean age of 12.76 (SD = 0.68) years were recruited to complete a time-limited (10-session) martial arts intervention, which was examined using a randomised controlled trial. Univariate ANOVAs found that the intervention improved the experimental group’s self-efficacy compared to the control group, which was sustained at follow-up. Regression analysis indicated that socio-educational status moderated this outcome. These findings support the martial arts-based intervention’s potential to improve self-efficacy and promote wellbeing through physical activity. Martial arts training may be an efficacious psychosocial treatment that can be used as a complementary approach to promote mental health.
Potential or problem? An investigation of secondary school teachers’ attributions of the educational outcomes of students with specific learning difficulties
Publisher: Springer Science and Business Media LLC
Date: 10-2017
DOI: 10.1007/S11881-017-0145-7
Abstract: Despite strong support for inclusive education in principle, many teachers and administrators still demonstrate mixed responses to the inclusion of certain students in their classrooms. Students with specific learning difficulties (SpLD) form a large group of students in inclusive classrooms yet some provincial, state and national jurisdictions fail to acknowledge the existence of these students. Not acknowledging and understanding these students can deny them the recognition and resources necessary for their genuine participation in education and, in turn, society. The aim of this study was to examine British in-service secondary teachers' attributional responses to students with and without specific learning difficulties. The participants included 122 British secondary school teachers who were surveyed in response to vignettes of hypothetical male students who had failed a class test. The study found that while teachers attributed more positive causes towards students without SpLD, they exhibited more negative causes towards students with SpLD. Teachers' causal attributional outcomes of students' level of achievement can impact upon the students' own attributions, with teachers' responses for students with SpLD having the potential to, unintentionally, influence students' own sense of self-efficacy and motivation. The paper concludes with a consideration of the implications of the research and recommendations for practice.
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.
Does it really take a village to raise a child? Reflections on the need for collective responsibility in inclusive education
Publisher: Informa UK Limited
Date: 04-04-2022
The effects of martial arts participation on mental and psychosocial health outcomes
Publisher: Springer Science and Business Media LLC
Date: 11-09-2019
DOI: 10.1186/S40359-019-0329-5
Abstract: Mental health problems are a significant social issue that have multiple consequences, including broad social and economic impacts. However, many in iduals do not seek assistance for mental health problems. Limited research suggests martial arts training may be an efficacious sports-based mental health intervention that potentially provides an inexpensive alternative to psychological therapy. Unfortunately, the small number of relevant studies and other methodological problems lead to uncertainty regarding the validity and reliability of existing research. This study aims to examine the efficacy of a martial arts based therapeutic intervention to improve mental health outcomes. The study is a 10-week secondary school-based intervention and will be evaluated using a randomised controlled trial. Data will be collected at baseline, post-intervention, and 12-week follow-up. Power calculations indicate a maximum s le size of n = 293 is required. The target age range of participants is 11–14 years, who will be recruited from government and catholic secondary schools in New South Wales, Australia. The intervention will be delivered in a face-to-face group format onsite at participating schools and consists of 10 × 50–60 min sessions, once per week for 10 weeks. Quantitative outcomes will be measured using standardised psychometric instruments. The current study utilises a robust design and rigorous evaluation process to explore the intervention’s potential efficacy. As previous research examining the training effects of martial arts participation on mental health outcomes has not exhibited comparable scale or rigour, the findings of the study will provide valuable evidence regarding the efficacy of martial arts training to improve mental health outcomes. Australian New Zealand Clinical Trials Register ACTR N12618001405202 . Registered 21st August 2018.
Reciprocal causation and the effect of environmental determinants upon the technology beliefs and practice of career-change pre-service teachers
Publisher: Informa UK Limited
Date: 08-02-2021
The Potential To Learn: Pre-Service Teachers Proposed Use Of Instructional Strategies For Students With A Learning Disability
Publisher: Clute Institute
Date: 09-11-2010
Abstract: Over recent years, moves toward the inclusion of students with special needs in mainstream classrooms has brought about increasing attention to the way general education teachers perceive these students. Commensurate with this has been a growing interest in what may constitute educational success for children with special needs in mainstream classrooms, plus the ability of general education teachers to provide effective and appropriate instruction for them. It is known that teachers form beliefs about the process of teaching during their pre-service training and also that once a belief has been held for a long time, it becomes extremely difficult to change (Bandura, 1977, and Liljedahl, 2005). With learning disabilities being one of the most common disabilities in the classroom (Clark, 1997, and Clark & Artiles, 2000), it was considered that the need to further explore pre-service teachers’ perceived use of instructional strategies in relation to students who have what is termed learning disabilities, is indeed critical. This study looked at the instructional strategies Australian pre-service teachers reported they would use for students with a learning disability compared to students without a learning disability. The findings show that pre-service teachers favour more direct teacher-centred instructional strategies for students with a learning disability and more learner-centred instructional strategies for students without a learning disability. The greatest discrepancy in strategy use between the two groups of students was the higher cognitive level instructional strategies within a learner-centred environment. Pre-service teachers would use these strategies more frequently with students who do not have a learning disability. Implications for future practice and recommendations for future research are presented.
Resilience, bullying, and mental health
Publisher: Wiley
Date: 02-05-2017
DOI: 10.1002/PITS.22028
Student experiences of inclusive education in secondary schools: A systematic review of the literature
Publisher: Elsevier BV
Date: 11-2022
Resilience to bullying
Publisher: Informa UK Limited
Date: 03-10-2017
An examination of pre-service teachers' attributions for students with specific learning difficulties
Publisher: Elsevier BV
Date: 2016
The effect of gender on teaching dispositions: A Rasch measurement approach
Publisher: Elsevier BV
Date: 2020
Teachers' causal attributional responses of students with learning disabilities in China
Publisher: Elsevier BV
Date: 06-2013
Canadian and Australian pre-service teachers’ use, confidence and success in various behaviour management strategies
Publisher: Elsevier BV
Date: 2011
First-year primary teachers’ classroom management strategies: Perceptions of use, confidence, and effectiveness
Publisher: Informa UK Limited
Date: 29-05-2023
Teachers' beliefs in inclusive education and the attributional responses toward students with and without specific learning difficulties
Publisher: Wiley
Date: 06-02-2020
DOI: 10.1002/DYS.1651
A cross-sectional study of student teachers’ behaviour management strategies throughout their training years
Publisher: Springer Science and Business Media LLC
Date: 23-03-2012
A Cross Sectional Study of Pre-service Teacher Efficacy Throughout the Training Years
Publisher: Edith Cowan University
Date: 10-2011
Does training matter? Comparing the behaviour management strategies of pre-service teachers in a four-year program and those in a one-year program
Publisher: Informa UK Limited
Date: 02-2013
Shedding light on students with support needs: Comparisons of stress, self-efficacy, and disclosure.
Publisher: American Psychological Association (APA)
Date: 04-2023
DOI: 10.1037/DHE0000328
Investigation of Chinese University Students’ Attributions of English Language Learning
Publisher: SAGE Publications
Date: 17-12-2014
Putting ‘Maori’ in the Mainstream: Student Teachers' Reflections of a Culturally Relevant Pedogogy
Publisher: Edith Cowan University
Date: 12-2011
A Within-Subject Experiment of Item Format Effects on Early Primary Students’ Language, Reading, and Numeracy Assessment Results
Publisher: American Psychological Association (APA)
Date: 2020
DOI: 10.1037/SPQ0000340
Abstract: Standardized testing is ubiquitous in educational assessment, but questions have been raised about the extent to which these test scores accurately reflect students' genuine knowledge and skills. To more rigorously investigate this issue, the current study employed a within-subject experimental design to examine item format effects on primary school students' standardized assessment results in literacy, reading comprehension, and numeracy. Eighty-nine Grade 3 students (ages 8-9 years) completed tests that varied only in item format: multiple choice open-ended error detection and correction explain and, for numeracy questions, low literacy. Analyses contrasted students' performance across these conditions, as well as item response theory-derived item difficulty and ability discrimination estimates. Findings revealed that difficulty increased and accuracy decreased from multiple-choice to open-response to error-correction and explain questions. However, the most difficult item formats tended to yield the greatest discrimination across student ability levels. Despite previous findings to the contrary, low-literacy numeracy questions did not improve student performance or reduce item difficulty. Overall, findings indicated the impact of differing methods of assessment on standardized test performance and highlighted the need for careful consideration of not only the content of assessments but also their approaches to assessment. (PsycINFO Database Record (c) 2020 APA, all rights reserved).
The effect of martial arts training on mental health outcomes
Publisher: Elsevier BV
Date: 10-2020
DOI: 10.1016/J.JBMT.2020.06.017
Abstract: Mental health issues are of increasing public concern, however are often untreated for a variety of reasons. While limited, the research examining the relationship between mental health and martial arts training is generally positive. This systematic review and meta-analysis explored whether martial arts training may be an efficacious sports-based mental health intervention. The meta-analysis used a random effects model and examined three mental health outcomes: wellbeing, internalising mental health, and aggression. During January to July 2018 the following electronic databases were searched: CENTRAL, EBSCO, Embase, ERIC, MEDLINE, PUBMED, and ScienceDirect. Eligibility criteria included: (1) martial arts was examined as an intervention or activity resulting in a psychological outcome, (2) the study reported descriptive quantitative results measured using standardised scales that compared results between groups and (3) studies were published as full-length articles in peer reviewed scientific or medical journals. More than 500,000 citations were identified and screened to determine eligibility. Data was extracted from 14 eligible studies. Martial arts training had a significant but small positive effect on wellbeing (d = 0.346, 95% CI = 0.106 to 0.585, I Whilst there is considerable variance across the studies included in the meta-analyses, there is support for martial arts training as an efficacious sports-based mental health intervention for improving wellbeing and reducing symptoms associated with internalising mental health.
Beyond the binary: rethinking teachers’ understandings of and engagement with inclusion
Publisher: Informa UK Limited
Date: 03-11-2016
Are leaders leading the way with inclusion? Teachers’ perceptions of systemic support and barriers towards inclusion
Publisher: Elsevier BV
Date: 2019
Inclusive education policies: discourses of difference, diversity and deficit
Publisher: Informa UK Limited
Date: 29-04-2014
How students’ pro-social behaviour relates to their resilience: Implications for an inclusive environment
Publisher: Elsevier BV
Date: 12-2023
Contesting the recognition of Specific Learning Disabilities in educational policy: Intra- and inter-national insights
Publisher: Elsevier BV
Date: 2014
‘Problematising’ policy in practice: principals’ perceptions of inclusion in an era of test-based accountability
Publisher: Informa UK Limited
Date: 29-07-2020
Teacher Self-efficacy and Attributions of the Educational Outcomes of Students with Specific Learning Disabilities
Publisher: Common Ground Research Networks
Date: 2015
Teacher self-efficacy and inclusive education practices: Rethinking teachers’ engagement with inclusive practices
Publisher: Elsevier BV
Date: 09-2022
Conceptualising English L1 speakers’ motivation for learning L2 Chinese in Australian universities
Publisher: Informa UK Limited
Date: 05-02-2022
Who’s included and Who’s not? An analysis of instruments that measure teachers’ attitudes towards inclusive education
Publisher: Elsevier BV
Date: 02-2023
Teacher Disposition Scale (TDS): construction and psychometric validation
Publisher: Informa UK Limited
Date: 27-11-2020
Translanguaging in English-Medium Instruction
Publisher: Springer Nature Singapore
Date: 2022
“I’LL BE BACK…”: The chance of a political comeback as party leader
Publisher: Leibniz Institute for Psychology (ZPID)
Date: 18-06-2019
Abstract: Political leadership has become increasingly volatile in recent times, as experienced directly by many of the leaders of both major parties in Australia over the last few decades who have been ousted by their own party. While some of these leaders have returned to power, others have faded away into history. Political capital can play a key role in the demise or reclaim of leadership and an immediate response can become critical not only in preventing any further loss of political capital but to begin the re-building of political capital towards a return to a leadership position. This study examined ousted political leaders and the likelihood of a return to leadership. Attribution theory was applied to the first press conference given by six Australian major party leaders immediately after having lost their leadership and were analysed thematically to show what the attributional causes of their successes and failures were during their tenure as party leader. The results indicate that what one says and how one says it can be important for their prospects of returning to the seat of power. The major party leaders who returned to power tended to acknowledge successes due to the collective group, while the other major party leaders tended to attribute the successes to themselves and failures on external factors, including their own collective group. The results illustrate the importance of how one handles one’s downfall in order to climb back up.
A Cross-National Comparison of Attributional Patterns Toward Students With and Without Learning Disabilities
Publisher: SAGE Publications
Date: 22-08-2016
Abstract: Claims of the importance of having positive perceptions and expectations of students with learning disabilities (LD) have been repeatedly made over recent years. This article aims to raise awareness of the importance of attributional beliefs in relation to the educational outcomes of students with LD in Australia and China. Australian and Chinese trainee teachers ( N = 240) who were at the end of their training were surveyed with vignettes and Likert-scale questions to ascertain their responses to students with and without LD. Overall, the findings suggest that Chinese trainee teachers’ attributional pattern is more positive than that of their Australian counterparts. Implications and recommendations for research and practice are also presented.
Does a year make a difference? The classroom management practices of primary student teachers before and after a one-year teacher education programme
Publisher: Informa UK Limited
Date: 28-08-2014
An Item Response Modeling Approach to Cognitive Load Measurement
Publisher: Frontiers Media SA
Date: 22-04-2021
DOI: 10.3389/FEDUC.2021.648324
Abstract: The accurate measurement of the cognitive load a learner encounters in a given task is critical to the understanding and application of Cognitive Load Theory (CLT). However, as a covert psychological construct, cognitive load represents a challenging measurement issue. To date, this challenge has been met mostly by subjective self-reports of cognitive load experienced in a learning situation. In this paper, we find that a valid and reliable index of cognitive load can be obtained through item response modeling of student performance. Specifically, estimates derived from item response modeling of relative difficulty (i.e., the difference between item difficulty and person ability locations) can function as a linear measure that combines the key components of cognitive load (i.e., mental load, mental effort, and performance). This index of cognitive load ( relative difficulty) was tested for criterion (concurrent) validity in Year 2 learners ( N = 91) performance on standardized educational numeracy and literacy assessments. Learners’ working memory (WM) capacity significantly predicted our proposed cognitive load (relative difficulty) index across both numeracy and literacy domains. That is, higher levels of WM were related to lower levels of cognitive load (relative difficulty), in line with fundamental predictions of CLT. These results illustrate the validity, utility and potential of this objective item response modeling approach to capturing in idual differences in cognitive load across discrete learning tasks.
Are we exacerbating students’ learning disabilities? An investigation of preservice teachers’ attributions of the educational outcomes of students with learning disabilities
Publisher: Springer Science and Business Media LLC
Date: 02-09-2011
DOI: 10.1007/S11881-011-0058-9
Abstract: While claims of the importance of attribution theory and teachers' expectations of students for student performance are repeatedly made, there is little comprehensive research identifying the perceptions preservice teachers have of students with learning disabilities (LD). Accordingly, 444 Australian preservice primary school teachers were surveyed using vignettes and Likert-scale questions, to ascertain their responses to students with and without LD. It was found that preservice primary school general education teachers held a negative attribution style towards students with LD. Preservice primary teachers perceived students with LD as a lacking ability in comparison to others in the class. Recommendations for research and training programmes conclude the paper.
Preparation for teaching gifted students: An updated investigation into university offerings in New South Wales
Publisher: Australian Association for the Education of the Gifted and Talented, Ltd.
Date: 06-2016
Preservice Teachers' Views of Inclusive Education: A Content Analysis
Publisher: Cambridge University Press (CUP)
Date: 12-2011
Abstract: Survey-based research was conducted with preservice teachers, from a large regional Australian university, to explore their views about inclusion and their readiness to teach in inclusive classrooms. Open-ended questions were included in the survey to glean information on the respondents' feelings and concerns about inclusion and inclusive practices. In addition, questions were framed to allow the respondents to discuss ways that the university could better prepare them as practising teachers. The responses to each of these questions were content analysed to delineate categories, and frequencies were calculated on the most salient categories. The results of this analysis are reported and comparisons are made of the views expressed by the respondents before they experienced an inclusive education subject and a related practicum with those expressed after. The implications of the results for teacher education programs are considered.
Probing and problematizing teacher professional development for inclusion
Publisher: Elsevier BV
Date: 2017
Investigating Teachers’ Beliefs in Inclusive Education and Their Levels of Teacher Self-Efficacy: Are Teachers Constrained in Their Capacity to Implement Inclusive Teaching Practices?
Publisher: MDPI AG
Date: 06-03-2023
Abstract: Inclusive education caters for all students and embraces their unique characteristics, backgrounds, and abilities. While many challenges persist that prevent inclusion from being fully embraced and implemented, such as varying definitions of what inclusion is at an international, national, and intra-national level, teachers’ attitudes towards inclusion and their belief in their capabilities may play an important role. This paper examined the relationship between 208 Australian primary and secondary teachers’ beliefs in inclusive education and their levels of teacher self-efficacy using t-tests. The relationship between these factors and teachers’ years of teaching experience, age, and qualifications were also investigated. The findings show that teachers who believe inclusive education is an effective way to teach all students reported higher levels of teacher self-efficacy than those who did not. Differences across teacher demographics raised a number of questions, including the role of additional qualifications and the potential influence of social attitudes towards inclusion over time on teachers’ own beliefs, each of which warrants investigation. Recommendations from the findings suggest that professional learning which supports teachers to successfully implement inclusive teaching strategies, may assist to bolster their belief in their capabilities in inclusive classrooms and in the effectiveness of inclusive education for all.
Tale of the tape: psychometric investigation of two popular teacher self-efficacy scales
Publisher: Informa UK Limited
Date: 07-08-2023
Inclusion, Classroom Management and Teacher Self-Efficacy in an Australian Context
Publisher: SensePublishers
Date: 2016
Inclusive education policies – objects of observance, omission, and obfuscation: ten years on …
Publisher: Informa UK Limited
Date: 25-09-2023
Am I to blame? Teacher self-efficacy and attributional beliefs towards students with specific learning disabilities
Publisher: Informa UK Limited
Date: 06-01-2021
Social Media Web 2.0 Tools Adoption in Language and Literacy Development in Early Years: A Scoping Review
Publisher: MDPI AG
Date: 03-12-2022
Abstract: Social media tools are increasingly used in child’s language and literacy development in early years. However, few researchers shed light on effectiveness and the practice that the EC professionals and teachers have adopted in ECE settings and other related contexts. This scoping review synthesized and evaluated the literature on social media integration in language and literacy development in ECE in the last decade, to provide a clearer picture on what social media tools were used, how they were used, and whether they were effective. Results showed that a wide-range of social media tools were used in erse learning activities however, few studies designed the learning activities with the guidance of an evidence-based teaching method or pedagogical framework.
Inclusion and students with specific learning difficulties: the double-edged sword of stigma and teacher attributions
Publisher: Informa UK Limited
Date: 29-12-2021
It isn't you: Teachers' beliefs about inclusive education and their responses toward specific learning disabilities
Publisher: Wiley
Date: 07-01-2022
DOI: 10.1002/PITS.22643
Abstract: Teachers’ beliefs in inclusive education can be highly significant in the success of inclusive classrooms resulting in the performance outcomes of students. Teachers’ understandings and expectations of students are important if students are to reach their potential. This study investigated 182 Australian secondary teachers’ beliefs about inclusive education in relation to their causal attributions toward students with specific learning disabilities. This study was a quantitative study that used a survey instrument to measure teachers’ attributional responses to students with and without specific learning disabilities. The findings show that teachers who believe in inclusive education report to be more positive/encouraging in their feedback towards students, feel greater sympathy toward them, as well as hold higher expectations toward the future than their counterparts. Teachers need to believe in inclusive education if students are to reach their potential at school.
Trainee Teachers’ Attitudes Towards Students With Specific Learning Disabilities
Publisher: Edith Cowan University
Date: 08-2013
Well-being warriors
Publisher: Wiley
Date: 15-05-2021
DOI: 10.1111/BJEP.12422
Abstract: Mental health problems are a growing and significant issue in the Australian education system. Research has suggested that resilience can be learned and that schools can play an important role in developing resilient skills among youth however, rigorous evaluation of interventions promoting resilience is limited. As martial arts training has been found to have psychological benefits such as increased confidence and self‐esteem, this study investigated whether a 10‐week martial arts training programme was an efficacious sports‐based mental health intervention that promoted resilience in secondary school students. Two hundred and eighty‐three secondary school students (age range 12–14 years) participated in the study. The study examined the effects of martial arts training on participants’ resilience by delivering a 10‐week martial arts‐based intervention in secondary school settings. The intervention was evaluated using quantitative methodology and an experimental research design using a randomized controlled trial which measured participant responses at baseline, post‐intervention, and follow‐up. The study found that the martial arts‐based intervention had a significantly positive effect on developing students’ resilience. This was especially apparent when the intervention and control group’s mean resilience outcomes were compared. Resilience outcomes appeared to be stronger immediately following the intervention compared with 12‐week follow‐up. Given the prevalence of mental illness among Australian youth, the current study provides robust evidence that students’ resilience can be improved using martial arts‐based interventions delivered in school settings. Australian New Zealand Clinical Trials Register ACTRN12618001405202. Registered 21 August 2018.
Measuring collective efficacy for inclusion in a global context
Publisher: Informa UK Limited
Date: 26-03-2023
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 Activity