Browse by Socio-Economic Objective (ANZSRC 2020)

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Number of items at this level: 31.

Morris, Ashleigh and Hyslop, Bianca and Mitchell, Angela and Jannusch, Waneka and Cuffe, Bronwyn and Sidoti, Tracey and Fullerton, Suzannah and Jacovou, Suzanna and Rohde, Kim and Pujol, Leticia and Dillon, Kay and Maizon, Katlego and Stringer, Katherine and Nhung, Le Thi Phuong and Wilkinson, Susan and Grossman, Sabrina and Callaghan, Liam and Shaw, Deborah and Deans, Christina and Paolucci, Courtney and Steger, Crystal and Holmes, Susan and Magill-Connell, Dorani and Bartlett, Eden and Alder-Hughes, Gabrielle and Stirling, Karen and Robb, Hamish and Pearce, Julie and Symonds, Judith A. and Loxton, Heather and Entsch, Jennifer and Stansfield, Jillian and Holzworth, Haylee Alice and Jackson, Katelyn and Parish, Jaymie and Bilsen-Neville, Kylie and Marshall, Louise and Thompson, Lynele and Fogelis, Megan and Giaquinto, Nicole and Hunt, Megan and Elliot, Melissa and McConochie, Robyn and Thompson, Sue and Brushe, Amy (2022) Hearts and Minds: Mental Health Support for schools. University of Southern Queensland, Toowoomba, Australia.

Myer, Sarah ORCID: https://orcid.org/0000-0003-2972-7951 and Fossey, Uncle Wayne and Ward, Raelene ORCID: https://orcid.org/0000-0002-6248-7921 and Whiteside, Eliza J. ORCID: https://orcid.org/0000-0001-9710-7987 (2022) Embedding Authentic First Nations Content within Biomedical Science Curriculum. In: Australian Conference on Science and Mathematics Education (2022), 28 Sept - 30 Sept 2022, Perth, Australia.

Goodall, Emma and Brownlow, Charlotte and Fein, Erich C. ORCID: https://orcid.org/0000-0003-4119-0130 and Candeloro, Sarah (2022) Creating Inclusive Classrooms for Highly Dysregulated Students: What Can We Learn from Existing Literature? Education Sciences, 12 (8):504. pp. 1-11.

Desmarchelier, Renee (2022) Neoliberal influences on the goals of intercultural curriculum initiatives: teacher interactions with the Australian Curriculum. Intercultural Education. ISSN 1467-5986

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.

Goodall, Emma and Brownlow, Charlotte (2022) Interoception and Regulation. Teaching Skills of Body Awareness and Supporting Connection with Others. Jessica Kingsley Publishers, Croydon, United Kingdom. ISBN 9781787757288

Collier, Simone and Trimmer, Karen ORCID: https://orcid.org/0000-0001-6511-9043 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

Peel, Karen ORCID: https://orcid.org/0000-0003-1626-9525 and McLennan, Brad ORCID: https://orcid.org/0000-0002-1016-8275 and Danaher, Patrick ORCID: https://orcid.org/0000-0002-2289-7774 and Burnett, Elizabeth (2022) Occupational (In)visibility: The emerging role of the Remote Education Tutor as an educational conduit. The Australian Educational Researcher. pp. 1-30. ISSN 0311-6999

Cain, Melissa and Blackstock, Danika Rhiannon and Fanshawe, Melissa ORCID: https://orcid.org/0000-0001-7399-7663 and Sukhai, Mahadeo and Latour, Ainsley (2022) The role and place of mentorship for young people with blindness and low vision in educational contexts. International Journal of Mentoring and Coaching in Education. ISSN 2046-6854

Gavin, Tessa and Krishnamoorthy, Govind ORCID: https://orcid.org/0000-0003-1515-1103 and Ayre, Kay and Bryce, India ORCID: https://orcid.org/0000-0002-3616-8003 and Trimmer, Karen ORCID: https://orcid.org/0000-0001-6511-9043 (2022) Trauma-informed behavior support with youth in flexible learning and vocational education settings: Exploring the acceptability of an online trauma-informed education program. Preventing School Failure. pp. 1-8. ISSN 1045-988X

Collier, Simone and Bryce, India ORCID: https://orcid.org/0000-0002-3616-8003 and Trimmer, Karen ORCID: https://orcid.org/0000-0001-6511-9043 and Krishnamoorthy, Govind ORCID: https://orcid.org/0000-0003-1515-1103 (2022) Validating the barriers and enablers for teachers accessing professional development of trauma informed pedagogy. Social Sciences and Humanities Open, 6 (1):100332. pp. 1-7.

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: an interdisciplinary journal of special care practices, 34 (3). pp. 225-240. ISSN 0896-3746

Brownlow, Charlotte and Lawson, Wenn and Pillay, Yosheen ORCID: https://orcid.org/0000-0002-5428-952X 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, Switzerland, pp. 127-141. ISBN 9783030488444

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.

This list was generated on Sun Dec 4 14:59:55 2022 AEST.