ORCID Profile
0000-0002-3977-7269
Current Organisation
Flinders University
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Publisher: IGI Global
Date: 2019
DOI: 10.4018/978-1-5225-7507-8.CH074
Abstract: African students from refugee backgrounds constitute a special group in Australian schools because of their complex lives and previous schooling and life experiences that are unlike most of their non-refugee peers. This chapter draws upon findings from a collaborative, longitudinal case study that sought to understand the education and career pathways of African students from refugee backgrounds from the perspectives of African youth, educators, service providers, and South Australian African community leaders and elders. Qualitative analysis revealed six key influences that shape these pathways: previous schooling English language skills Australian schooling challenges and support family support, academic achievement and post-school preparation. This chapter presents the case study of a single student that, although unique in its circumstances, is representative of key findings from the larger study. Implications for educational practice are then described with a view to facilitating educational participation and success amongst this particular group of young people.
Publisher: Informa UK Limited
Date: 06-2021
Publisher: Walter de Gruyter GmbH
Date: 18-03-2020
DOI: 10.1515/DX-2019-0096
Abstract: Although assessing clinical reasoning is almost universally considered central to medical education it is not a straightforward issue. In the past decades, our insights into clinical reasoning as a phenomenon, and consequently the best ways to assess it, have undergone significant changes. In this article, we describe how the interplay between fundamental research, practical applications, and evaluative research has pushed the evolution of our thinking and our practices in assessing clinical reasoning.
Publisher: Emerald Publishing Limited
Date: 27-09-2018
Publisher: Springer International Publishing
Date: 2018
Publisher: MDPI AG
Date: 12-04-2022
Abstract: Educational change in higher education is challenging and complex, requiring engagement with a multitude of perspectives and contextual factors. In this paper, we present a case study based on our experiences of enacting a fundamental educational change in a medical program namely, the steps taken in the transition to programmatic assessment. Specifically, we reflect on the successes and failures in embedding a coaching culture into programmatic assessment. To do this, we refer to the principles of programmatic assessment as they apply to this case and conclude with some key lessons that we have learnt from engaging in this change process. Fostering a culture of programmatic assessment that supports learners to thrive through coaching has required compromise and adaptability, particularly in light of the changes to teaching and learning necessitated by the global pandemic. We continue to inculcate this culture and enact the principles of programmatic assessment with a focus on continuous quality improvement.
Publisher: American Academy of Sleep Medicine (AASM)
Date: 11-2021
DOI: 10.5664/JCSM.9374
Publisher: University of Otago Library
Date: 30-07-2021
Abstract: Healthcare professionals (HCPs) are increasingly undertaking health professional education (HPE) research and scholarship. This discussion paper highlights key transition points experienced by HCPs newly engaging in HPE research and scholarship, using conceptual thresholds as a theoretical lens. The identified thresholds are: (1) recognising limits, (2) navigating discourses and (3) negotiating identities, and our paper evidences the epistemic, discursive and existential repositioning underpinning these thresholds. Supporting HCPs to successfully navigate the rich and vibrant world of HPE research and scholarship requires a multi-faceted strategy involving in idual upskilling, co-construction of resources and strategies, and enhancing the invitational quality of HPE research activities, environments and communities.
Publisher: IGI Global
Date: 2015
DOI: 10.4018/978-1-4666-7495-0.CH006
Abstract: African students from refugee backgrounds constitute a special group in Australian schools because of their complex lives and previous schooling and life experiences that are unlike most of their non-refugee peers. This chapter draws upon findings from a collaborative, longitudinal case study that sought to understand the education and career pathways of African students from refugee backgrounds from the perspectives of African youth, educators, service providers, and South Australian African community leaders and elders. Qualitative analysis revealed six key influences that shape these pathways: previous schooling English language skills Australian schooling challenges and support family support, academic achievement and post-school preparation. This chapter presents the case study of a single student that, although unique in its circumstances, is representative of key findings from the larger study. Implications for educational practice are then described with a view to facilitating educational participation and success amongst this particular group of young people.
Publisher: Wiley
Date: 10-2019
Publisher: Ovid Technologies (Wolters Kluwer Health)
Date: 04-2020
Publisher: SAGE Publications
Date: 05-2010
DOI: 10.1375/PRP.4.1.61
Abstract: This qualitative study highlights the experiences of ten Serbian refugees who migrated to South Australia from former Yugoslavia as a result of the Balkan conflicts of the 1990s. Multiple semi-structured interviews were employed to examine participants' experiences before, during and after the conflicts. Eight stages of the refugee journey were identified: prewar peaceful co-existence, outbreak of war, fleeing towards refuge in Serbian-held territory, realisation that the pre-war life cannot be regained, dissatisfaction with the family's transition situation, decision and application to emigrate, migration and resettlement in Australia, and adaptation to life in Australia. A number of factors were found to influence each stage of the refugee journey (e.g., social, practical and health challenges, age, and negative Serbian stereotypes). From these findings, three adaptation patterns — active integration, passive integration, and segregation — were identified as specific to the participants in the current study.
Publisher: Wiley
Date: 06-10-2023
DOI: 10.1002/ASE.2342
No related grants have been discovered for Svetlana King.