ORCID Profile
0000-0001-7335-1854
Current Organisations
QLD Health
,
The University of Canberra
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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)
Rural Sociology | Curriculum and Pedagogy Theory and Development | Specialist Studies in Education not elsewhere classified | Curriculum and Pedagogy | Specialist Studies in Education
ANZSRC Socio-Economic Objective (SEO)
Expanding Knowledge in Education | Expanding Knowledge through Studies of Human Society | Syllabus and Curriculum Development | Pedagogy | Teacher and Instructor Development |
Related Links
Publications
‘Re-placing’ professional practice
Publisher: Wiley
Date: 04-2021
DOI: 10.1111/AJR.12717
Abstract: While preparation for professional practice is conceived as placeless, it is enacted in place. Consequently, many professionals find themselves working in conditions significantly different than those they were educated in and for. This is especially relevant for new professionals arriving in rural settings after preparation in urban programs, where metrocentric models of orientation to practice are implicitly privileged. The consequent dis‐join between practice and place often results in new professionals feeling ‘out of place’ and questioning their professional competence. It also results in settings outside the metrocentric norm being viewed as less desirable practice contexts. Negative desirability hinders professional recruitment, while feeling out of place and incompetent hinders professional retention both are longstanding issues in rural communities. Recent developments in professional education and practice standards emphasise adaptability to practise in specific contexts. However, ‘context,’ a primary focus to date for rural preparation is presented as a largely static backdrop that needs to be accommodated to engage in the ‘real practice’ one was trained for. Drawing on the spatial turn in social theory, we argue that place both shapes and is shaped by professionals and their practices and as such, must be engaged with deeply and dynamically. This conceptualisation of the relationship between place and practice has critical implications for professional preparation. As interdisciplinary practitioners and researchers working in erse contexts, we examine ‘place’ from a social constructivist perspective as a focal point for professional preparation.
Revisiting the schoolhouse: A literature review on staffing rural, remote and isolated schools in Australia 2004-2016
Publisher: The Society for the Provision of Education in Rural Australia (SPERA)
Date: 20-08-2017
Abstract: The staffing of rural, remote and isolated schools remains a significant issue of concern in Australian education. In this paper we provide a comprehensive account of the Australian research related to the staffing of rural schools post 2004. The review identifies the overarching themes of the opportunities and challenges of staffing rural schools, pre-service teacher preparation, and leadership. Within these there are numerous sub categories such as the policy setting, incentives, understanding place, mentoring, professional development, and teacher education. Overall the review identifies that the issues explored in the research literature between 2004 and 2016 are similar in character to those examined prior to 2004. As such we raise the question of, if we have such a well-developed knowledge of matters related to rural school staffing, why does it remain an ongoing issue? While this review does not seek to answer this question, it provides an opening for discussion by identifying and describing the research on issues, and approaches, in the staffing of rural, remote, and isolated schools to date.
Key Stakeholder Priorities for the Review and Update of the Australian Guide to Diagnosis of Fetal Alcohol Spectrum Disorder
Publisher: MDPI AG
Date: 10-05-2022
Abstract: Since the 2016 release of the Australian Guide to the Diagnosis of Fetal Alcohol Spectrum Disorder (FASD), considerable progress has been made in the identification and diagnosis of the disorder. As part of a larger process to review and update the Guide, the aim of this study was to identify review priorities from a broad range of stakeholders involved in the assessment and diagnosis of FASD. Sixty-two stakeholders, including healthcare practitioners, researchers, other specialists, in iduals with cultural expertise, lived experience and consumer representatives completed an online survey asking them to describe up to five priorities for the review of the Australian Guide to the Diagnosis of FASD. A total of 267 priorities were described. Content analysis of responses revealed priority areas relating to diagnostic criteria (n = 82, 30.7%), guideline content (n = 91, 34.1%), guideline dissemination (n = 15, 5.6%) and guideline implementation (n = 63, 23.6%). Other considerations included prevention and screening of FASD (n = 16, 6%). Engaging stakeholders in setting priorities will ensure the revised Australian Guide can be as relevant and meaningful as possible for the primary end-users and that it meets the needs of in iduals with lived experience who will be most affected by the diagnosis.
Between-school inequalities in access to STEM curricula in a marketized education system: The case of Australia
Publisher: SAGE Publications
Date: 03-12-2021
DOI: 10.31124/ADVANCE.17099393
Abstract: We used descriptive statistics and a logistic regression to examine between-school inequalities in science and math curricular offerings in Year 12 (final year) in all schools in one Australian state (Victoria). Dataset contains variables about school contexts: school enrolment size, school socioeconomic composition, school sector, and school location.
Editorial
Publisher: Springer Science and Business Media LLC
Date: 04-2023
Contemplating curriculum in an urban world
Publisher: Springer Science and Business Media LLC
Date: 04-2023
Do linguistically diverse migrants dominate advanced mathematics? Comparing Greater Sydney with the rest of New South Wales
Publisher: Springer Science and Business Media LLC
Date: 19-06-2023
DOI: 10.1007/S13384-023-00642-8
Abstract: This study uses ethnic capital theory to explore access to secondary mathematics education among linguistically erse (LD) migrants in metropolitan and regional New South Wales, Australia. Administrative data from over 50,000 students who completed their Higher School Certificate in 2017 were analysed using multilevel logit regressions and marginal effects. The results indicate that, in Greater Sydney, all linguistically erse first-generation youth took mathematics courses at higher rates than their peers. So did second-generation migrants from Asian backgrounds. Furthermore, considerably larger proportions of students who spoke East Asian, Indo-Aryan, or Arabic languages studied advanced mathematics. Even when only parents spoke these languages at home, their Australian-born children took advanced mathematics more often. Yet, these second-generation students were less overrepresented than those fluent in parental languages. The paper discusses the potential consequences of LD migrant concentration in Greater Sydney, stressing the importance of equitable mathematics education in metropolitan and regional areas.
Ruraling Education Research
Publisher: Springer Singapore
Date: 2021
Framing Rural and Remote: Key Issues, Debates, Definitions, and Positions in Constructing Rural and Remote Disadvantage
Publisher: Springer Singapore
Date: 2021
Access to and equity in the curriculum in the Australian government secondary school system
Publisher: Springer Science and Business Media LLC
Date: 20-03-2023
DOI: 10.1007/S43545-023-00641-7
Abstract: One of the main aims of schooling both in Australia and internationally is to provide equitable access to education for all children regardless of their social background or the schools they attend. A key part of this aim should be reflected in access to the curriculum, particularly in government schools, which in Australia enrol the majority of students and are affected by policies of marketisation and school choice. The purpose of this paper is to investigate the effects of a range of factors on access to the senior secondary curriculum and mean school achievement. The study addresses whether the number and level of academic subjects offered, and mean school achievement levels, are associated with socioeconomic advantage, location, school size, school selectivity and resourcing. We conduct regression analyses using administrative data on all government schools from Australia’s largest state of New South Wales, to show that schools in outer regional, remote and very remote areas, as well as those of lower socioeconomic advantage, and of smaller size, offer fewer and less advanced subjects compared to other government schools. This variability also has an association with mean school achievement levels.
Editor’s introduction
Publisher: Springer Science and Business Media LLC
Date: 09-2022
Diagnostic Accuracy and economic value of a Tiered Assessment for Fetal Alcohol Spectrum Disorder (DATAforFASD): Protocol
Publisher: BMJ
Date: 08-2023
DOI: 10.1136/BMJOPEN-2022-071004
Abstract: Australian practices for diagnosing fetal alcohol spectrum disorder (FASD) are lengthy and require specialist expertise. Specialist teams are based in urban locations they are expensive and have prolonged waitlists. Innovative, flexible solutions are needed to ensure First Nations children living in rural/remote communities have culturally appropriate and equitable access to timely diagnosis and support. This study compares the accuracy of rapid assessments (index tests) that can be administered by a range of primary healthcare practitioners to specialist standardised FASD assessments (reference tests). The cost-efficiency of index tests will be compared with reference tests. At least 200 children aged 6–16 years at-risk of FASD will be recruited across at least seven study sites. Following standards for reporting diagnostic accuracy study (STARD) guidelines, all children will complete index and reference tests. Diagnostic accuracy statistics (including receiver operating curves, sensitivity, specificity, positive and negative predictive values and likelihood ratios) will identify whether rapid assessments can accurately identify: (1) the presence of an FASD diagnosis and (2) impairment in each neurodevelopmental domain, compared to comprehensive assessments. Direct and indirect healthcare costs for index tests compared to reference tests will be collected in primary healthcare and specialist settings. Children’s Health Queensland Hospital and Health Service Human Research Ethics Committee (HREC/20/QCHQ/63173) Griffith University Human Research Ethics Committee (2020/743). Results will assist in validating the use of index tests as part of a tiered neurodevelopmental assessment process that was co-designed with First Nations community and primary healthcare practitioners. Outcomes will be summarised and provided to participating practitioners and sites, and disseminated to community health services and consumers. Findings will be presented at national and international conferences and published in peer-reviewed journals. ACTRN12622000498796.
Feature: Defying Distance, Ameliorating Access: School Education for Remote Australian Students
Publisher: Education in the North
Date: 2020
DOI: 10.26203/JVKJ-PB50
Dividing practices: Senior English and social inequality in New South Wales
Publisher: Springer Science and Business Media LLC
Date: 23-08-2022
DOI: 10.1007/S13384-022-00563-Y
Abstract: The role and significance of schooling in maintaining and renewing social disadvantage is particularly evident in upper secondary education, and especially so in the high-stakes final examination at the end of Year 12. This paper focusses on Senior English in this context, with specific regard to the Australian state of New South Wales. Building on a recent study of the outcomes of the Higher School Certificate (HSC) in 2017, it analyses what the data reveal about the relationship between Senior English and social inequality in this instance. It does so with reference to a brief account of the history of English teaching and senior secondary curriculum policy in New South Wales and also, comparatively, a now well-established comprehensive study of senior secondary schooling in Victoria. It concludes with some implications of this account for further investigations of Senior English and subject English more generally, as well as of the social meaning of senior secondary education in Australia, in particular with regard to the nexus between curriculum and assessment, knowledge, and power.
Interventions for improving executive functions in children with foetal alcohol spectrum disorder (FASD): A systematic review
Publisher: Wiley
Date: 03-11-2022
DOI: 10.1002/CL2.1258
Abstract: The consequences for children born with birth defects and developmental disabilities encompassed by foetal alcohol spectrum disorder (FASD) are profound, affecting all areas of social, behavioural and cognitive functioning. Given the strong evidence for a core deficit in executive functioning, underpinned by impaired self‐regulation skills, there has been a growing focus on the development of interventions that enhance or support the development of executive functions (EFs). The primary objective of this review is to synthesise the evidence for structured psychological interventions that explicitly aim to improve EF in children. The review also sought to ascertain if the effectiveness of interventions were influenced by characteristics of the intervention, participants or type of EF targeted by the intervention. Sixteen databases, 18 grey literature search locations and 9 trial registries were systematically searched to locate eligible studies (up to December 2020). These searches were supplemented with reference harvesting, forward citation searching, hand searches of topic‐relevant journals and contact with experts. Studies were included in the review if they reported on an impact evaluation of a psychological intervention aiming to improve EF in children 3–16 years who either had confirmed prenatal alcohol exposure or a formal diagnosis falling under the umbrella term of FASDs. Eligible study designs included randomised controlled trials (RCTs) and quasi‐experimental designs with either no treatment, wait list control or an alternative treatment as a comparison condition. Single‐group pre‐post designs were also included. Standard methodological procedures expected by the C bell Collaboration were used at all stages of this review. Standardised mean differences (SMDs) were used to estimate intervention effects, which were combined with random effects meta‐analysis (data permitting). Risk of bias was assessed using the Cochrane Risk of Bias Tool (RoB2) and Cochrane Risk of Bias in Non‐Randomised Studies‐Interventions tool (ROBINS‐I). The systematic search identified 3820 unique records. After title/abstract and full‐text screening, 11 eligible studies (reported in 21 eligible documents) were deemed eligible, with a combined 253 participants. Of the 11 studies, 6 were RCTs, 1 was a quasi‐experiment and 4 were single‐group pre‐post intervention designs. All studies were rated as having an overall high or serious risk of bias, with some variation across domains for RCTs. For RCT and quasi‐experimental studies, the overall effect of EF interventions on direct and indirect measures of EF generally favoured the experimental condition, but was not statistically significant. There was no difference between intervention and comparison groups on direct measures of auditory attention ( k = 3 SMD = 0.06, 95% confidence interval [CI] = −1.06, 1.18), visual attention ( k = 2 SMD = 0.90, 95% CI = −1.41, 3.21), cognitive flexibility ( k = 2 SMD = 0.23, 95% CI = −0.40, 0.86), attentional inhibition ( k = 2 SMD = 0.04, 95% CI = −0.58, 0.65), response inhibition ( k = 3 SMD = 0.47, 95% CI = −0.04, 0.99), or verbal working memory ( k = 1 d = 0.6827 95% CI = −0.0196, 1.385). Significant heterogeneity was found across studies on measures of auditory attention and visual attention, but not for measures of cognitive flexibility, attentional inhibition or response inhibition. Available data prohibited further exploration of heterogeneity. There was no statistical difference between intervention and comparison groups on indirect measures of global executive functioning ( k = 2 SMD = 0.21, 95% CI = −0.40, 0.82), behavioural regulation ( k = 2 SMD = 0.18, 95% CI = −0.43, 0.79), or emotional control ( k = 3 SMD = 0.01, 95% CI = −0.33, 0.36). Effect sizes were positive and not significant for meta‐cognition ( k = 1 SMD = 0.23, 95% CI = −0.72, 1.19), shifting ( k = 2 SMD = 0.04, 95% CI = −0.35, 0.43), initiation ( k = 1 SMD = 0.04, 95% CI = −0.40, 0.49), monitoring ( k = 1 SMD = 0.25, 95% CI = −0.20, 0.70) and organisation of materials ( k = 1 SMD = 0.25, 95% CI = −0.19, 0.70). Effect sizes were negative and not statistically different for effortful control ( k = 1 SMD = −0.53, 95% CI = −1.50, 0.45), inhibition ( k = 2 SMD = −0.08, 95% CI = −0.47, 0.31), working memory ( k = 1 SMD = 0.00, 95% CI = −0.45, 0.44), and planning and organisation ( k = 1 SMD = −0.10, 95% CI = −0.55, 0.34). No statistically significant heterogeneity was found for any of the syntheses of indirect measures of EF. Based on pre‐post single‐group designs, there was evidence for small to medium sized improvements in EF based on direct measures (cognitive flexibility, verbal working memory and visual working memory) and indirect measures (behavioural regulation, shifting, inhibition and meta‐cognition). However, these results must be interpreted with caution due to high risk of bias. This review found limited and uncertain evidence for the effectiveness of interventions for improving executive functioning in children with FASD across 8 direct and 13 indirect measures of EF. The findings are limited by the small number of high‐quality studies that could be synthesised by meta‐analysis and the very small s le sizes for the included studies.
The Abstracts of the 6th National Conference of the APS College of Clinical Neuropsychologists 12th-15th October 2000 Kirkton Park, Hunter Valley, NSW
Publisher: Informa UK Limited
Date: 12-2000
Performers and postulates: the role of evolving socio-historical contexts in shaping new teacher professional identities
Publisher: Informa UK Limited
Date: 14-05-2014
Lived experiences of the diagnostic assessment process for fetal alcohol spectrum disorder: A systematic review of qualitative evidence
Publisher: Wiley
Date: 12-05-2023
DOI: 10.1111/ACER.15097
Abstract: Early assessment and diagnosis of FASD are crucial in providing therapeutic interventions that aim to enhance meaningful participation and quality of life for in iduals and their families, while reducing psychosocial difficulties that may arise during adolescence and adulthood. In iduals with lived experience of FASD have expertise based on their own lives and family needs. Their insights into the assessment and diagnostic process are valuable for improving service delivery and informing the provision of meaningful, person‐ and family‐centered care. To date, reviews have focused broadly on the experiences of living with FASD. The aim of this systematic review is to synthesize qualitative evidence on the lived experiences of the diagnostic assessment process for FASD. Six electronic databases, including PubMed, the Cochrane Library, CINAH, EMBASE, PsycINFO, and Web of Science Core Collection were searched from inception until February 2021, and updated in December 2022. A manual search of reference lists of included studies identified additional studies for inclusion. The quality of included studies was assessed using the Critical Appraisal Skills Program Checklist for Qualitative Studies. Data from included studies were synthesized using a thematic analysis approach. GRADE‐CERQual was used to assess confidence in the review findings. Ten studies met the selection criteria for inclusion in the review. Thematic analysis identified 10 first‐level themes relating to four over‐arching topics: (1) pre‐assessment concerns and challenges, (2) the diagnostic assessment process, (3) receipt of the diagnosis, and (4) post‐assessment adaptations and needs. GRADE‐CERQual confidence ratings for each of the review themes were moderate to high. The findings from this review have implications for referral pathways, client‐centered assessment processes, and post‐diagnostic recommendations and support.
Insights to Process and Practice in Rural Education: Rural Education in the Context of Rapid (Urban) Development
Publisher: Springer Singapore
Date: 2021
Knowledge Beyond the Metropole: Curriculum, Rurality and the Global South
Publisher: Springer International Publishing
Date: 2021
Education for rural Australia
Publisher: Routledge
Date: 19-09-2014
An investigation of the utility of the Australian Guide to the Diagnosis of Fetal Alcohol Spectrum Disorder in young children
Publisher: Wiley
Date: 21-02-2023
DOI: 10.1111/ACER.15012
Abstract: Early diagnosis of children with fetal alcohol spectrum disorder (FASD) assists in implementing critical early support. The challenge lies in having a diagnostic process that enables valid and reliable assessment of domains of functioning in young children, with the added complexity that many children will also have co‐occurring exposure to childhood adversity that is likely to impact these domains. The aim of this study was to test a diagnostic assessment of FASD in young children using the Australian Guide to the Diagnosis of FASD. Ninety‐four children (aged 3 to 7 years) with confirmed or suspected prenatal alcohol exposure were referred to two specialist FASD clinics for assessment in Queensland, Australia. There was a significant risk profile with 68.1% ( n = 64) children having had contact with child protection services, and most children living in kinship ( n = 22, 27.7%) or foster ( n = 36, 40.4%) care. Forty‐one percent of the children were Indigenous Australians. The majority (64.9%, n = 61) of children met criteria for FASD, 30.9% were classified as “At Risk” for FASD ( n = 29), and 4.3% received no FASD diagnosis ( n = 4). Only 4 (4%) children were rated as severe for the brain domain. Over 60% of children ( n = 58) had two or more comorbid diagnoses. Sensitivity analyses indicated that the removal of comorbid diagnoses in the Attention, Affect Regulation, or Adaptive Functioning domains resulted in a change in 7 of 47 cases (15%) to an “At Risk” designation. These results highlight the complexity of presentation and the extent of impairment in the s le. The use of comorbid diagnoses to substantiate a “severe” designation in specific neurodevelopmental domains raises the question of whether there were false‐positive diagnoses. The complexity of determining causal relationships between exposure to PAE and early life adversity on developmental outcomes continues to be a challenge in this young population.
No time to think: policy, pedagogy and professional learning
Publisher: Informa UK Limited
Date: 28-05-2016
Conflicting messages: sustainability and education for rural-regional sustainability
Publisher: Informa UK Limited
Date: 02-01-2016
Between-school inequalities in access to STEM curricula in a marketized education system: The case of Australia
Publisher: SAGE Publications
Date: 03-12-2021
DOI: 10.31124/ADVANCE.17099393.V1
Abstract: We used descriptive statistics and a logistic regression to examine between-school inequalities in science and math curricular offerings in Year 12 (final year) in all schools in one Australian state (Victoria). Dataset contains variables about school contexts: school enrolment size, school socioeconomic composition, school sector, and school location.
History, Space and Schooling Among Indigenous Australians
Publisher: Springer International Publishing
Date: 2023
The Abstracts of the Pre-conference Meeting of the APS College of Clinical Neuropsychologists
Publisher: Informa UK Limited
Date: 12-2012
The spatial implications of academic achievement in Year 12: Rethinking discourses of disadvantage in rural locations
Publisher: SAGE Publications
Date: 28-03-2023
DOI: 10.1177/00049441231155708
Abstract: Rurality is an identified point of disadvantage in measures such as the Index of Community Socio-Educational Advantage (ICSEA) and school resourcing models. However, socioeconomic disadvantage is commonly used as an explanation for lower average student achievement in rural locations. Thus, policies are often directed towards reducing disadvantage associated with socioeconomic status, and rurality is overlooked. This research tests the validity of these assumptions using a matched study approach. We examine data on New South Wales (NSW) students, schools and courses to investigate how the English and Mathematics achievement levels of students in their final year of secondary school are associated with family and school characteristics across locations. The findings show that socioeconomic variation does not fully account for differences in achievement in rural locations. Instead, rurality appears to mediate other effects on student achievement in a complex interplay of factors contributing to lower average results. This highlights the need to consider the specificities of rurality in schooling, particularly the role of rural knowledges and perspectives in schooling and student achievement.
People, Places, and Communities in an Urban Century: Broadening Rural Education Research
Publisher: Springer Singapore
Date: 2021
Engaging rurality in Australian education research: addressing the field
Publisher: Springer Science and Business Media LLC
Date: 12-11-2022
DOI: 10.1007/S13384-022-00587-4
Abstract: In this paper, we examine engagement with ‘the rural context’ in Australian education research, focussing on the implications of the signifier ‘rural’—in terms of its inclusion or absence. A review of Australian research literature in rural education indicates that the term ‘rural’ and its synonyms are more often used to denote assumptions of a generalised and predetermined ‘context’ for research than to think about its meaning. We present our findings here and discuss the implications of the signifier ‘rural’ in the Australian research literature to argue that while educational policy-makers must attempt to think differently about the 'problem of the rural’, the field itself also needs to more fully develop the capacity to do this.
Correction to: Dividing practices: Senior English and social inequality in New South Wales
Publisher: Springer Science and Business Media LLC
Date: 31-10-2022
Researching Rural Places
Publisher: SAGE Publications
Date: 23-10-2013
Abstract: This paper explores some of the political and methodological challenges involved in researching rural education. It begins by outlining the situation in Australia regarding the relationship between social justice and rural education. It first describes the disadvantages experienced by many rural communities and presents an analysis of rural educational achievement in Australia. The paper then argues the limitations of traditional and established notions of social justice and, in this context, presents Soja’s proposal that spatiality is a third way of understanding the world. The paper is organized and informed by the principle that what matters, first and foremost, is the nature of the research problem, with decisions about methodology following, and shaped accordingly.
School equity, marketisation and access to the Australian senior secondary curriculum
Publisher: Informa UK Limited
Date: 04-05-2021
Erasing Rurality: On the Need to Disaggregate Statistical Data
Publisher: Springer Singapore
Date: 2021
Transnational Curriculum Inquiry in a Changing World
Publisher: Springer International Publishing
Date: 2021
Knowledge, Justice, and Equity
Publisher: IGI Global
Date: 10-09-2021
DOI: 10.4018/978-1-7998-7379-2.CH009
Abstract: This chapter explores how systemic differences across schools in Australia contribute to equality or inequality in Indigenous students' learning opportunities, specifically access to the school curriculum needed to progress to university. Equitable access to the academic curriculum is particularly important for Indigenous students because they are impacted by a range of issues affecting school completion, achievement, and university participation. This research focuses on one aspect of the key transition from school to university, examining whether Indigenous students experience a greater range of challenges in gaining the prerequisite requirements for university study than other students of similar circumstances. In exploring these issues, the authors adopt a position of curricular and epistemic justice, arguing that “doing justice” with power-marginalized learners involves changing the basis for thinking about the nature of knowledge and how knowledge is valued.
Teacher Education for a Rural-Ready Teaching Force: Swings, Roundabouts, and Slippery Slides?
Publisher: Edith Cowan University
Date: 03-2022
DOI: 10.14221/AJTE.2022V47N3.6
Abstract: The preparation of teachers for rural schools has been a significant focus of research for many decades. In this paper we update previous reports of the extent of Initial Teacher Education courses that prepare teachers for rural schools in Australia. We found that despite significant and continued calls for rural teacher education, there are still very few rural-teaching units offered in teacher education courses, and there are no courses at all that seek this as an explicit outcome. As the Australian Professional Standards for Teaching claim the importance of teachers understanding students and their contexts, we argue that effective teacher education must not only focus on understanding rurality, and developing awareness of the affordances of place, but must also address the pedagogical requirements for present day rural teaching. We argue that the lack of teacher preparation for locational, geographic forms of social difference works to produce and sustain educational disadvantage when these intersect with economic and cultural difference. On this basis we call for government to address this major failing in the provision of education for Australian children through policy change to teaching standards.
Responding to fetal alcohol spectrum disorder in Australia
Publisher: Wiley
Date: 10-2018
DOI: 10.1111/JPC.14152
Abstract: Fetal alcohol spectrum disorder (FASD) is a significant public health issue in Australia that is poorly diagnosed, chronic and costly. FASD is a diffuse acquired brain injury secondary to prenatal alcohol exposure. The prevalence rate of FASD among the general population in Australia is currently unknown however, an Australian study in a selected high-risk population reported some of the highest rates of FASD in the world. A common misconception among clinicians is that a child must have 'the face' of FASD to have the disorder. This is incorrect. The three sentinel facial features only occur in the minority of in iduals with FASD. FASD should be considered as a 'whole body' disorder as increased susceptibility to chronic health problems suggests suboptimal in utero environments places the in idual at risk of later disease. Clinicians are reluctant to consider FASD as a possible diagnosis because of the concern of inducing stigma however, this concern is neither supported by the evidence nor patient stories. The Australian Guide to the Diagnosis of FASD is now available to assist health professionals in providing timely and accurate diagnoses, which can lead to improved outcomes via evidence-based intervention and is an important first step in future prevention.
PROTOCOL: Interventions for improving executive functions in children with Fetal Alcohol Spectrum Disorder: Systematic review and meta-analysis
Publisher: Wiley
Date: 06-2019
DOI: 10.1002/CL2.1009
Ruraling Education Research
Publisher: Springer Singapore
Date: 2021
Safety and efficacy of pioglitazone for the delay of cognitive impairment in people at risk of Alzheimer's disease (TOMMORROW): a prognostic biomarker study and a phase 3, randomised, double-blind, placebo-controlled trial
Publisher: Elsevier BV
Date: 07-2021
Community perspectives and the politics of water in rural Australia: Rural-regional sustainability education in the Murray Darling Basin
Publisher: The Society for the Provision of Education in Rural Australia (SPERA)
Date: 18-08-2017
Abstract: Sustainability is a central challenge facing the future viability of Murray-Darling Basin (MDB) communities in rural Australia. Faced with environmental uncertainty and its associated community impacts, sustainability has at once been positioned as the path to a prosperous future and a flash point of community conflict. Key to these tensions has been different perspectives on sustainability adopted by various community members and the difficulty of working towards a shared understanding of the term. Drawing upon the first phase of a two-year project exploring education and sustainability in the Murray-Darling Basin, Australia, the paper examines different community understandings of sustainability. The differences observed reflect debates about community in rural areas, as well as sustainability in the research literature. We then consider the role of education in collaborative community dialogue about rural-regional sustainability in contexts where sustainability education plays out against broader conflicts over the natural resource of water and its pivotal role in Australia’s economic wealth and social wellbeing.
Rural Places and Planning: Stories from the Global Countryside
Publisher: Informa UK Limited
Date: 02-01-2023
Opportunities and conditions to learn (OCL): A conceptual framework
Publisher: Springer Science and Business Media LLC
Date: 12-04-2023
DOI: 10.1007/S11125-023-09637-W
Abstract: “Opportunity to learn” has evolved into an umbrella phrase for describing a large range of settings, resources, structures, and processes. The aim of this study is to develop a conceptual framework that can accommodate a wide range of opportunities to learn, not just those provided by teachers in classrooms. An inclusive framework can bring together erse studies about opportunity to learn, increasing synergies and uncovering interconnections, and making more visible marginalized forms of learning. It can also be used as a framework for holding governments, education authorities, and policy makers accountable for providing equitable opportunities and conditions to learn. This article presents a three-dimensional conceptual framework of opportunities and conditions to learn (OCL) that captures (a) notions of what opportunities exist and where those opportunities exist and opportunities offered by whom, as well as (b) a spate of conditions that can shape those opportunities.
Related Organisations
Related Funding Activities
Discovery Early Career Researcher Award - Grant ID: DE200100953
Start Date: 2020
End Date: 09-2024
Amount: $413,013.00
Funder: Australian Research Council
View Funded ActivityDiscovery Projects - Grant ID: DP210101426
Start Date: 07-2021
End Date: 06-2024
Amount: $467,340.00
Funder: Australian Research Council
View Funded Activity