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Tualaulelei, Eseta ORCID: https://orcid.org/0000-0001-8393-7015 and Halse, Christine
(2022)
Why interculturalism does not always translate into action: Insights from teachers in an Australian primary school.
The Australian Educational Researcher.
pp. 1-16.
ISSN 0311-6999
Schimke, Dayna and Krishnamoorthy, Govind ORCID: https://orcid.org/0000-0003-1515-1103 and Ayre, Kay and Berger, Emily and Rees, Bronwyn
(2022)
Multi-Tiered Culturally Responsive Behavior Support: A Qualitative Study of Trauma-Informed Education in an Australian Primary School.
Frontiers in Education, 7:866266.
pp. 1-11.
Cain, Melissa and Fanshawe, Melissa ORCID: https://orcid.org/0000-0001-7399-7663 and Goodwin, Polly
(2022)
Shining a light on disparities to access: the impacts of COVID-19 restrictions on learning for students with blindness and low vision in Australia, New Zealand and the Pacific.
In: Round Table on Information Access for People with Print Disabilities Conference: Inclusion and Access to Information in Our Changing World (2022), 16 May - 18 May 2022, Virtual conference.
Fanshawe, Melissa ORCID: https://orcid.org/0000-0001-7399-7663
(2022)
The process of implementing a disability specific curriculum for students with blindness and low vision throughout Australia.
In: Round Table on Information Access for People with Print Disabilities Conference: Inclusion and Access to Information in Our Changing World (2022), 16 May - 18 May 2022, Virtual conference.
Bellamy, Tessa and Krishnamoorthy, Govind ORCID: https://orcid.org/0000-0003-1515-1103 and Ayre, Kay and Berger, Emily and Machin, Tony
ORCID: https://orcid.org/0000-0002-0967-6934 and Rees, Bronwyn Elizabeth
(2022)
Trauma-Informed School Programming: A Partnership Approach to Culturally Responsive Behavior Support.
Sustainability, 14 (7):3997.
pp. 1-17.
Collier, Simone and Trimmer, Karen and Bryce, India ORCID: https://orcid.org/0000-0002-3616-8003 and Krishnamoorthy, Govind
ORCID: https://orcid.org/0000-0003-1515-1103
(2022)
Roadblocks and Enablers for Teacher Engagement in Professional Development Opportunities Aimed at Supporting Trauma-informed Classroom Pedagogical Practice.
Journal of Graduate Education Research, 3:10.
pp. 51-65.
Christopher, Vicki ORCID: https://orcid.org/0000-0002-8402-3714 and Turner, Michelle
ORCID: https://orcid.org/0000-0003-4605-9860 and Green, Nicole
ORCID: https://orcid.org/0000-0002-2117-3504
(2022)
Educator perceptions of early learning environments as places for privileging social justice in rural and remote communities.
Education Sciences, 12 (1):40.
Christopher, Vicki ORCID: https://orcid.org/0000-0002-8402-3714
(2022)
Reimagining young children's involvement in research: Framing an approach for capturing child voice.
In: ICSEI Virtual Congress 2022, 5 Jan - 6 Jan; 10 Jan - 11 Jan 2022, Virtual.
Corry, Benjamin J. and Burton, Lorelle J. and Fein, Erich C. ORCID: https://orcid.org/0000-0003-4119-0130
(2022)
Examining how flexi schools support the psychological wellbeing of marginalized youth: a longitudinal study.
International Journal of Adolescence and Youth, 27 (1).
pp. 193-206.
ISSN 0267-3843
Cain, Melissa and Fanshawe, Melissa ORCID: https://orcid.org/0000-0001-7399-7663 and Goodwin, Polly
(2021)
The Impacts of COVID-19 Restrictions on Learning for Students with Blindness and Low Vision In Australia and the Pacific.
Journal of the South Pacific Educators in Vision Impairment, 14 (1).
pp. 33-49.
Oliver, Mark (2021) Voices from QAGTC Members: a summary of the 2021 membership survey. Mindscape, 41 (2):6. pp. 17-20.
Krishnamoorthy, Govind ORCID: https://orcid.org/0000-0003-1515-1103 and Ayre, Kay
(2021)
Sustaining interdisciplinary work in trauma‑informed education.
The Australian Educational Researcher.
pp. 1-18.
ISSN 0311-6999
Chamlin, Tracey ORCID: https://orcid.org/0000-0001-7935-1708
(2021)
Early career teacher experience in teaching students with diverse learning needs in general education classes: A constructivist grounded theory study.
In: 2021 ATEA Conference: Strong Foundations, Future Innovations, 7 July – 9 July 2021, Brisbane, Australia.
Cain, Melissa and Fanshawe, Melissa ORCID: https://orcid.org/0000-0001-7399-7663
(2021)
From emotional crisis to empowerment: the journey of two mothers.
Infants and Young Children, 34 (3).
pp. 225-240.
ISSN 0896-3746
Brownlow, Charlotte and Lawson, Wenn and Pillay, Yosheen and Mahony, Joanne and Abawi, Ding (2021) 'Just Ask Me': The Importance of Respectful Relationships Within Schools. Frontiers in Psychology, 12:678264. pp. 1-8.
Cain, Melissa and Fanshawe, Melissa ORCID: https://orcid.org/0000-0001-7399-7663 and Sukhai, Mahadeo and Blackstock, Danika
(2021)
An Antipodean/Northern Lights Tale: The Role and Place of Mentorships for Young Adults with Blindness and Low Vision in Australia and Canada.
In: Vision Impairment Conference (VISCON 2021), 19 Aug - 20 Aug 2021, Virtual conference.
Fanshawe, Melissa ORCID: https://orcid.org/0000-0001-7399-7663
(2021)
Update on national accreditation of an expanded core curriculum in senior secondary.
In: Vision Impairment Conference (VISCON 2021), 19 Aug - 20 Aug 2021, Virtual conference.
Glasby, Karen ORCID: https://orcid.org/0000-0002-4783-5094
(2020)
Embracing the ethical possibilities of researching about autistic individuals' transition to post-school opportunities in South-West Queensland, Australia.
In:
Researching within the educational margins: strategies for communicating and articulating voices.
Palgrave Studies in Education Research Methods.
Palgrave Macmillan Ltd., Switzerland, pp. 127-141.
ISBN 978-3-030-48844-4
Chamlin, Tracey ORCID: https://orcid.org/0000-0001-7935-1708
(2019)
Theorising early career teacher experiences in teaching students with diverse learning needs in general education classes.
In: Annual International Australian Association for Research in Education Conference 2019 (AARE 2019), 4 Dec 2019, Brisbane, Australia.
Chamlin, Tracey ORCID: https://orcid.org/0000-0001-7935-1708
(2017)
Justifying methodology - Using constructivist grounded theory to understand the lived experiences of early career teachers teaching students with diverse learning needs.
In: 20th Research Symposium University of Southern Queensland Postgraduate and Early Career Researcher Group (PGECR 2017), 10 Nov 2017, Toowoomba, Australia.
Chamlin, Tracey ORCID: https://orcid.org/0000-0001-7935-1708
(2016)
How do teachers achieve a student-centred inclusive learning environment?
In: 2016 AASE and PASS Joint National Conference: Learner at the Centre, 9 June - 10 June 2016, Melbourne, Victoria.
Chamlin, Tracey ORCID: https://orcid.org/0000-0001-7935-1708
(2015)
How prepared are beginning teachers to teach students with disability in mainstream classrooms?
In: 15th Research Symposium University of Southern Queensland Postgraduate and Early Career Researcher Group (PGECR 2015), 5 Jun 2015, Springfield, Australia.