ORCID Profile
0000-0001-5640-0263
Current Organisations
The University of Newcastle
,
University of Sydney
,
University of New England
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Publisher: Springer Science and Business Media LLC
Date: 29-06-2018
Publisher: Wiley
Date: 08-2016
Publisher: Springer Science and Business Media LLC
Date: 02-05-2020
Publisher: Cambridge University Press (CUP)
Date: 13-05-2021
DOI: 10.1017/JSI.2021.4
Abstract: Student problem behaviour in schools is an issue for teachers, schools, and education jurisdictions. Problem behaviour also has an effect on families, the in idual student, and the community. It is one of the principal issues of discussion for teachers, preservice teachers, principals, and policymakers. The purpose of this study was to examine a model that supports schools in managing available resources to promote positive behaviour and address problem behaviour. Interviews were conducted with 12 primary and high school principals to investigate their experiences of working together in 6 local management groups (LMGs) for the management of student behaviour. The findings revealed that the LMG model supported effective collaborative leadership practices between the high school and primary school principals and encouraged collegial networks among primary and high school teachers through joint professional learning opportunities. The benefits of the LMG model highlighted some positive outcomes for principals, teachers, and students with problem behaviour within their local schools.
Publisher: Informa UK Limited
Date: 07-03-2021
Publisher: Wiley
Date: 15-04-2019
DOI: 10.1111/JAR.12604
Abstract: The aim of this study was to identify, extract, summarize and list the features of applied cognitive technology used to support employment-related outcomes for people with intellectual and developmental disabilities. Thematic analysis was employed on a published research base of 41 studies obtained through a larger scoping review of the literature on the same topic. The thematic analysis identified 109 technology features categorized into 14 main categories of features, which were grouped into three over-arching categories, Output, Input and General Features. The majority of the studies comprised "Output" features with "Audio" features being the most frequent category. Studies using more sophisticated technology incorporated a wider range of features and a larger number of references. Further investigation regarding the association of specific technology features with the enhancement of various cognitive functions will assist the decision making and technology selection process.
Publisher: Wiley
Date: 03-10-2021
Abstract: The capacity for all students to meaningfully access the curriculum is a central tenant of inclusion. Investigation into curriculum provision for students with severe intellectual disabilities or profound and multiple learning difficulties (S/PMLD) receives little consideration in the literature however, it has increasing relevance in designing and implementing standardised curriculums intended to be inclusive of all students. This scoping review aims to analyse the structures and elements of a standardised curriculum that best enables the authentic inclusion of students who have S/PMLD. The philosophical, design and practice considerations in constructing an inclusive curriculum structure for students with S/PMLD in a standardised educational system are discussed. Results are further explored to create a basis for discussion, provide guidance for policymakers and outline a future research platform.
Publisher: Edith Cowan University
Date: 08-2019
Publisher: Cambridge University Press (CUP)
Date: 07-2011
DOI: 10.1375/AJSE.35.1.61
Abstract: The special education teaching profession has experienced longstanding problems with shortages of qualified teaching staff and with high turnover rates of these staff. A variety of issues are related to these problems, including the nature of the support that early career special education teachers receive. In this case study research, the use of external mentoring support to two early career special education teachers in their first year of teaching was examined. This mentoring support was provided by an experienced special educator who did not work at the teachers' schools. The results suggest that external forms of mentoring support may offer important advantages over traditional, site-based forms of support.
No related grants have been discovered for Judith Foggett.