ORCID Profile
0000-0002-7224-2135
Current Organisations
Mayo Clinic Minnesota
,
Monash University
,
McGill University
,
Western University
,
University of Oxford
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Publisher: Informa UK Limited
Date: 28-09-2022
Publisher: SAGE Publications
Date: 04-03-2019
Abstract: Labour markets are characterized by uncertainty and youth transitions by change. This longitudinal study of three generations of Australian women from nine families suggests something more nuanced, featuring continuities and discontinuities threaded throughout the lives of daughters, mothers, grandmothers and aunts interviewed over three decades. Discussion focuses on the most recent generation of interviewees, following some of the threads of their testimonies back through previous generations of family to reveal similarities and some differences in their navigation of education and work. The findings suggest that the pathways of women today are more fluid but no more disrupted than previous generations, urging continued wider reflection on the concept of transition in youth studies and related relational, spatial and temporal dimensions of study and working life. Though problematic, the transitions metaphor still has meaning in the non-linear journeys of women as they navigate their ways from school to post-school life.
Publisher: IGI Global
Date: 10-2007
Abstract: This article examines some of the challenges faced by local government during the development and implementation of a relatively new area of e-democratic innovation in Australia: e-consultation. E-consultation is seen as a valuable way through which a two-way relationship can be developed and enhanced between citizens and elected representatives. It involves the use of information and communications technologies (ICTs), such as the Internet, to extend and/or enhance political democracy through access to information, and to facilitate participation in democratic communities, processes, and institutions. Drawing on a case study of the Darebin eForum in Victoria, Australia, this article focuses on the role of public servants as moderators of this local form of e-consultation. The discussion has three parts: online policy consultation is defined within the context of e-democracy some of the ways that e-consultation challenges the roles of the public service, elected representatives, and citizens are outlined and the author then argues for an e-consultation strategy that is situated within a continuum of citizen engagement that is ongoing, deliberative, educative, and inclusive.
Publisher: Springer Singapore
Date: 13-07-2019
Publisher: Informa UK Limited
Date: 16-03-2020
Publisher: Springer Singapore
Date: 13-07-2019
Publisher: Springer Singapore
Date: 13-07-2019
Publisher: Springer Singapore
Date: 13-07-2019
Publisher: Informa UK Limited
Date: 07-09-2023
Publisher: Routledge
Date: 11-05-2022
Publisher: Informa UK Limited
Date: 04-2010
Publisher: Springer Science and Business Media LLC
Date: 09-06-2021
DOI: 10.1057/S41599-021-00821-X
Abstract: Recent decades have seen widespread efforts to improve the generation and use of evidence across a number of sectors. Such efforts can be seen to raise important questions about how we understand not only the quality of evidence, but also the quality of its use. To date, though, there has been wide-ranging debate about the former, but very little dialogue about the latter. This paper focuses in on this question of how to conceptualise the quality of research evidence use. Drawing on a systematic review and narrative synthesis of 112 papers from health, social care, education and policy, it presents six initial principles for conceptualising quality use of research evidence. These concern taking account of: the role of practice-based expertise and evidence in context the sector-specific conditions that support evidence use how quality use develops and can be evaluated over time the salient stages of the research use process whether to focus on processes and/or outcomes of evidence use and the scale or level of the use within a system. It is hoped that this paper will act as a stimulus for future conceptual and empirical work on this important, but under-researched, topic of quality of use.
Publisher: Informa UK Limited
Date: 14-06-2022
Publisher: Informa UK Limited
Date: 18-02-2021
Publisher: Oxford University Press (OUP)
Date: 10-2006
Publisher: Routledge
Date: 29-04-2021
Publisher: Informa UK Limited
Date: 14-03-2019
Publisher: Bristol University Press
Date: 05-2019
DOI: 10.1332/174426418X15172393826277
Abstract: There are growing calls for improved understandings of the role of evidence within policy development. There is long-standing recognition of the role of narratives and narrative processes in public policy. The aim of this paper is to explore the potential of policy narratives as a way to make sense of evidence use in policy. Drawing on an exploratory study of evidence use by Australian education policymakers, we describe how policy narratives emerged as a recurring theme and repeated reference point. Building on these findings, we argue that policy narratives deserve greater attention and discussion within the field of evidence use.
Publisher: Springer Science and Business Media LLC
Date: 24-02-2023
DOI: 10.1007/S11092-023-09404-7
Abstract: There are growing expectations in Australia and internationally that school educators will engage with and use research to improve their practice. In order to support educators to respond to such expectations, there is a need to be able to accurately assess the levels of educators’ research engagement. At present, however, few psychometrically sound instruments are available. Drawing on two studies of Australian educators ( n = 1,311) and utilising Rasch analysis, supported by confirmatory factor analysis, this paper reports on the development of a brief eight-item scale that demonstrates validity and reliability and evidenced unidimensionality in the second study. The scale is intended as a quick, easy-to-use tool for educators to gain insights into their beliefs about the value of engaging with research, their actions around using research, and their confidence in finding, interpreting, and judging the quality of relevant research. Notwithstanding the need for further testing, this paper argues that the scale has the potential to be applicable to other educational contexts and to contribute to future research into educators’ research engagement and its assessment. The scale can also provide school and education system leaders, as well as evaluators and researchers, with data regarding educators’ research engagement over time, allowing for research use supports and resources to be better targeted.
Publisher: Informa UK Limited
Date: 28-07-2018
Publisher: Springer Science and Business Media LLC
Date: 11-08-2023
DOI: 10.1007/S10643-023-01552-1
Abstract: Research indicates an uneasy fit between curriculum frameworks and practice. In this paper, we explore the more subtle practices of context, providing insights into why teachers plan the way they do. Specifically, we examine the Australian early childhood education and care curriculum framework and local practices by analysing teacher planning templates and interviews. Using Bourdieusian tools of field and habitus, we investigate how early childhood teachers plan their programs by selectively adapting curriculum frameworks. Our case study approach uncovers a range of influences on teacher planning and how local practices reflect broader national agendas for young children.
Publisher: SAGE Publications
Date: 26-11-2019
Abstract: It is now generally accepted that the teaching of cultural understanding is central to international education, exemplified in globally directed curricula such as those of the International Baccalaureate. However, research in this area has tended to focus on student outcomes of cultural education, even though globalisation and the nature of modern society has heightened the need for teachers who have the expertise to teach cultural education in ways that are more contemporarily relevant. Studies of teacher capacity to meet the specific demands of cultural learnings have been under-researched, tending to be situated within discourses that do not reflect the complex cultural reality of 21 st century society. Using the context of a research study of Primary Years Programme teachers in International Baccalaureate schools, this paper argues that cultural education could be improved if teacher expertise is developed under the more inclusive paradigm of transculturalism.
Publisher: Informa UK Limited
Date: 09-03-2020
Publisher: SensePublishers
Date: 2015
Publisher: Springer Science and Business Media LLC
Date: 18-02-2021
Publisher: SAGE Publications Ltd
Date: 2007
Publisher: Informa UK Limited
Date: 11-03-2020
Publisher: Informa UK Limited
Date: 02-07-2020
Publisher: Routledge
Date: 08-11-2019
Publisher: SAGE Publications
Date: 02-2019
Abstract: During the course of applied research into the challenges of providing integrated government services to support children and young people (CYP) at risk, a school principal recounted an incident involving an attempted suicide by a pupil who had recently arrived at the school and had a documented history of mental health issues and previous attempts to take his own life however, this was not communicated to the school in part because of privacy concerns in sharing his case history. Critical information was not shared with staff at his new school that would have drawn attention to the young male’s suicidal tendency. Sometimes, the privacy of CYP is accorded more importance than their overall wellbeing however, deeper investigation reveals something more complex at play. This article first examines the macro-perspective of efforts by government policy to mitigate breaches of privacy through regulation of online access and the shaping of CYP’s digital practices. Second, it explores how schools and service providers at the meso-level face difficult challenges in sharing information about CYP. Third, this discussion draws on perspectives of privacy derived from CYP themselves at the micro-level in relation to considerations such as the giving and withholding of personal information online, its theft and legacy issues potentially arising from the disclosure of private information online that may impact the in idual’s ‘digital footprint’ later in life. Research suggests that a shift from risk to resilience is taking place that entails a potential move from deficit assumptions about youth ‘at-risk’ and ‘as risk’ to a more nuanced understanding of the privacy of CYP shaped by social ecologies of resilience. However, certain challenges persist in the sharing of information at the meso-level.
Publisher: Cambridge University Press (CUP)
Date: 12-2019
DOI: 10.1017/JIE.2017.41
Abstract: In 2016, data was collected from eighty-one Indigenous young people in Australia through surveys and focus groups, which provide insight into the experiences of citizenship and democracy by young Indigenous Australians. This paper examines the attitudes of these young Indigenous Australians in relation to conventional political, economic and cultural domains of citizenship. Discussion highlights young Indigenous Australians’ perceptions of their spheres of influence, as well as their perceptions of the barriers and enablers to influence their worlds. The findings are used to critically interrogate the concept of democratic citizenship through recent scholarly lenses including the following: affective and spatial dimensions of citizenship resilience and identity and daily acts of citizenship. Connection to the local community is important to many of the young Indigenous participants in this study. This sends a powerful message to educational practitioners and policy makers: The local is a key site in positively shaping the democratic citizenship of young people, with an opportunity for schools and educational activities in local settings to play a central role.
Publisher: SAGE Publications Ltd
Date: 2015
Publisher: Informa UK Limited
Date: 07-1991
Publisher: Informa UK Limited
Date: 03-04-2017
Publisher: Springer International Publishing
Date: 2018
Publisher: Informa UK Limited
Date: 11-06-2021
Publisher: Informa UK Limited
Date: 11-2018
Publisher: Palgrave Macmillan UK
Date: 19-11-2016
Publisher: Oxford University Press (OUP)
Date: 10-2012
DOI: 10.1093/BRAIN/AWS242
Publisher: SAGE Publications Ltd
Date: 2017
Publisher: Routledge
Date: 29-04-2021
Publisher: Springer Singapore
Date: 2021
Publisher: Informa UK Limited
Date: 03-09-2018
Publisher: Informa UK Limited
Date: 10-2021
Publisher: Informa UK Limited
Date: 19-08-2020
Publisher: Springer Science and Business Media LLC
Date: 22-11-2019
Publisher: Routledge
Date: 24-08-2023
Publisher: BRILL
Date: 19-11-2018
Publisher: Informa UK Limited
Date: 03-04-2022
Publisher: Routledge
Date: 27-11-2012
Publisher: Palgrave Macmillan UK
Date: 2016
Publisher: Springer Science and Business Media LLC
Date: 20-05-2023
DOI: 10.1007/S13384-023-00633-9
Abstract: A multitude of educational programs attempt to facilitate young people’s engagement with ideas and practices of active citizenship. For young Aboriginal and Torres Strait Islander or Indigenous people in Australia, such interventions are often subject to complex experiences of senses of belonging and non-belonging. This paper responds to calls from researchers to develop better understandings of young Indigenous people’s own senses and practices of belonging and to better understand the ways in which these perspectives and practices are spatially influenced at the level of local communities, ‘country’ and cultural groupings, and within larger state, national or transnational settings. Their testimonies illustrate the tensions that young Indigenous people must navigate in a settler colony that has never truly recognised Indigenous sovereignty but show that sovereignty remains intact. Focus groups were conducted with 58 young Indigenous people in Melbourne and regional Victoria who were participating in an Indigenous youth leadership program designed to foster formal and informal active citizenship practices, and to nurture a strong, affirming sense of Indigenous identity. The testimonies of these participants provide valuable insights into educational sites as spaces in which young people experience a spectrum of weak to strong senses of belonging. They also provide insights into the possibilities of engaging the challenges faced by many young Indigenous people in educational settings, challenges that include race discordance and exclusion, deficit discourses and gaps and distances in educational practice. They highlight the need to recognise the aspirations of young Indigenous people and the capacities of colonial education systems to meet them, and the imperative to celebrate young Indigenous identities in meaningful, non-tokenistic ways.
Publisher: Informa UK Limited
Date: 02-09-2021
Publisher: Informa UK Limited
Date: 06-01-2021
Publisher: Springer International Publishing
Date: 2018
Publisher: Routledge
Date: 27-11-2012
Publisher: Intellect
Date: 10-2018
Abstract: Young people are frequently constructed in education policy discourses as not only active but transformative citizens who are expected to produce social and/or political change. Young people may embrace the in idualized image of the active citizen while feeling the pressure of working within established structures and systems and of navigating the deficit discourses of youth that sometimes attend these. They may also acknowledge the role of key organizations and mentors in shaping their capacity to influence change, and yet still see themselves to some degree as lone hero actors, even as outsiders or rebels. This article draws on three Australian case studies to consider the role of NGOs and local government organizations in supporting young people’s capacity to influence change. It considers the importance of what we have called the social ecologies of influence, their relational and geographic dimensions, and how they enable young people’s resilience and efficacy as active citizens.
Publisher: Springer Nature Singapore
Date: 2023
Publisher: Informa UK Limited
Date: 10-08-2017
Publisher: Informa UK Limited
Date: 25-02-2022
Publisher: Informa UK Limited
Date: 08-08-2023
Publisher: BRILL
Date: 2015
Location: United Kingdom of Great Britain and Northern Ireland
No related grants have been discovered for Lucas Walsh.