Professional experience is viewed as integral to shaping philosophy and acquiring skills in the a... more Professional experience is viewed as integral to shaping philosophy and acquiring skills in the area of classroom teaching. Classrooms are complex places, with educators implementing differentiated strategies to cater for student diversity. Pre-service teachers who observe these lessons often miss the intuitive practices, as there is much to absorb during a typical observation session. Equipping them with a checklist enhances this experience, giving them intentional guidelines with regard to observation. The current study, utilized a qualitative approach, to gain an understanding of specific dynamics that impact on a pre-service teacher's professional experience. The intersection of data and the literature led to the creation of a checklist for use by beginning and pre-service teachers. The checklist may be used by teacher educators as an instrument to assist with the preparation of teachers, as it could help with honing in on key elements of observation of classroom practice and differentiated strategies.
The purpose of this study is to address the lack of research into the challenges and issues recou... more The purpose of this study is to address the lack of research into the challenges and issues recoupled parents face when raising their step/biological children with autism spectrum disorder (ASD) together in a stepfamily environment. Data shows clinicians, community support services, and policy makers are recognising that stepfamilies are the fastest growing family form to date and hypothesising stepfamilies will become the norm as the most prominent family form in most western countries. Ongoing research recognises the importance of understanding parents' experiences and perspectives of having a child with ASD, and resourcing and managing their child's everyday needs, behaviour and necessary treatments. Research exploring the parents' journey of supporting a child with ASD will benefit families and other relevant formal and informal supports involved with that child. Stepfamilies are distinctly different to the nuclear family in design, origin and function. The researcher, through a smallscale qualitative case study, interviewed two recoupled parents to gain insights from their own personal and stepfamily experiences. This study has substantiated the existing research and highlighted other specific challenges and issues recoupled parents of children with ASD face. The researcher uses the term step/biological children throughout this article in recognition that the child/children is/are connected to one parent as a blood child and the stepparent through the biological parents' choice in re-partnering. The outcome of this research indicates the need for recoupled parents to have a forum to express their subjective experiences in raising children with ASD. The interviewees articulated the need for further understanding from professional and informal supports when working with children and parents in a stepfamily form.
Through the use of a case study, this paper explores the provision of educational and support ser... more Through the use of a case study, this paper explores the provision of educational and support services to a group of marginalized young parents in Melbourne, Australia. Teenage parents present as a vulnerable population, and are at risk of becoming socially, economically and culturally disadvantaged. However, young parent support programs, such as the program under study in this project, act as rafts, providing a much-needed lifeline to student participants. These programs engage young parents back into education, after withdrawal due to pregnancy, and increase their likelihood of a life without social disadvantage. Utilizing one site from the young parents' program, this study examined the educational and support provision to young parents, through a strengths-based, social justice lens. The study yielded the RAFT framework, which may be used to better position young parents to tackle the challenges of their dual roles. Targeting educational providers, teachers and community organizations, the projects attempts to reduce social distance and barriers for the participants.
Inclusive education requires restructuring educational provision so that mainstream schools are a... more Inclusive education requires restructuring educational provision so that mainstream schools are able to provide for the needs of all students in their communities. To help realise this goal, initial teacher education programmes need to better prepare new graduates for teaching students with complex special education needs, including students with intellectual disability. Concerns about the capacity of current school-based placements to prepare new teachers for inclusive classrooms have led some teacher education institutions to develop supplementary fieldwork experiences. The current study involved an investigation into such an experience and looked at the benefits to pre-service teachers (PSTs) of tutoring a young adult with intellectual disability. The findings indicate that PSTs learned effective strategies for differentiating a programme of work and, in their first year of study, were developing a teacher identity. The importance of aligning experiences with coursework units is highlighted and the need for valid assessments of how well initial teacher education programmes are preparing beginning teachers for inclusion, and what these assessments may look like, is discussed.
Flexible learning spaces are common in schools in Victoria, Australia, as is the practice of incl... more Flexible learning spaces are common in schools in Victoria, Australia, as is the practice of inclusive education. More research is required into teachers’ perceptions about these flexible learning spaces and effective pedagogical approaches to supporting all students in these classrooms. Teacher education institutions also need to ensure pre-service teachers are prepared to teach in these spaces. A qualitative design was used, and interviews were conducted with seven educators to gain insights into their experiences and thoughts on teaching in the flexible learning space. Three main themes emerged: collaboration and relationships, the pedagogical implications and the actual physical space. The findings of this study will be useful for both teacher educators and educational planners, as we move into the next decade of learning and teaching.
BackgroundTo work effectively, doctors need to look after themselves. They often delay seeking me... more BackgroundTo work effectively, doctors need to look after themselves. They often delay seeking medical care for a range of reasons. Once they do, there is evidence that treating doctors can struggle to provide optimal care.AimTo examine existing literature on what is currently known about experiences for treating doctors, in particular general practitioners, when their patient is also a doctor.Design & settingScoping reviewMethodUsing the JBI methodological framework for scoping reviews, five databases (MEDLINE, PsycINFO, CINAHL, Google Scholar and Scopus) were searched from start date until December 31, 2022. Qualitative and quantitative studies reporting the treating doctor’s experience, guidelines for treating doctors, expert opinion articles and editorials were included. Grey literature was considered, searching the first ten pages of two Google searches.ResultsForty-eight articles from eight countries met inclusion criteria, of which 12 were research studies. Four areas of focu...
The purpose of this study is to address the lack of research into the challenges and issues recou... more The purpose of this study is to address the lack of research into the challenges and issues recoupled parents face when raising their step/biological children with autism spectrum disorder (ASD) together in a stepfamily environment. Data shows clinicians, community support services, and policy makers are recognising that stepfamilies are the fastest growing family form to date and hypothesising stepfamilies will become the norm as the most prominent family form in most western countries. Ongoing research recognises the importance of understanding parents’ experiences and perspectives of having a child with ASD, and resourcing and managing their child’s everyday needs, behaviour and necessary treatments. Research exploring the parents’ journey of supporting a child with ASD will benefit families and other relevant formal and informal supports involved with that child. Stepfamilies are distinctly different to the nuclear family in design, origin and function. The researcher, through a...
Each presenter retains copyright on the full-text paper. Repository users should follow legal and... more Each presenter retains copyright on the full-text paper. Repository users should follow legal and ethical practices in their use of repository material; permission to reuse material must be sought from the presenter, who owns copyright. Users should be aware of the .
Through the use of a case study, this paper explores the provision of educational and support ser... more Through the use of a case study, this paper explores the provision of educational and support services to a group of marginalized young parents in Melbourne, Australia. Teenage parents present as a vulnerable population, and are at risk of becoming socially, economically and culturally disadvantaged. However, young parent support programs, such as the program under study in this project, act as rafts, providing a much-needed lifeline to student participants. These programs engage young parents back into education, after withdrawal due to pregnancy, and increase their likelihood of a life without social disadvantage. Utilizing one site from the young parents’ program, this study examined the educational and support provision to young parents, through a strengths-based, social justice lens. The study yielded the RAFT framework, which may be used to better position young parents to tackle the challenges of their dual roles. Targeting educational providers, teachers and community organi...
Each presenter retains copyright on the full-text paper. Repository users should follow legal and... more Each presenter retains copyright on the full-text paper. Repository users should follow legal and ethical practices in their use of repository material; permission to reuse material must be sought from the presenter, who owns copyright. Users should be aware of the .
In response to concerns about the capacity of current school-based placements to prepare new teac... more In response to concerns about the capacity of current school-based placements to prepare new teachers for inclusive classrooms, teacher education institutions are developing additional fieldwork programmes. We describe an innovative fieldwork programme that resulted from a partnership between the Faculty of Education at Monash University and Wallara (a disability-service provider), and we present findings from an investigation into the pedagogical decisions pre-service teachers made in this programme when tutoring young adults with intellectual disabilities. The findings suggest that well-structured fieldwork programmes that take place on campus can provide valuable opportunities for preparing new teachers for inclusive classrooms.
Inclusive education requires restructuring educational provision so that mainstream schools are a... more Inclusive education requires restructuring educational provision so that mainstream schools are able to provide for the needs of all students in their communities. To help realise this goal, initial teacher education programmes need to better prepare new graduates for teaching students with complex special education needs, including students with intellectual disability. Concerns about the capacity of current school-based placements to prepare new teachers for inclusive classrooms have led some teacher education institutions to develop supplementary fieldwork experiences. The current study involved an investigation into such an experience and looked at the benefits to pre-service teachers (PSTs) of tutoring a young adult with intellectual disability. The findings indicate that PSTs learned effective strategies for differentiating a programme of work and, in their first year of study, were developing a teacher identity. The importance of aligning experiences with coursework units is highlighted and the need for valid assessments of how well initial teacher education programmes are preparing beginning teachers for inclusion, and what these assessments may look like, is discussed.
Re-imagining Professional Experience in Initial Teacher Education, 2018
In response to concerns about the capacity of current school-based placements to prepare new teac... more In response to concerns about the capacity of current school-based placements to prepare new teachers for inclusive classrooms, teacher education institutions are developing additional fieldwork programmes. We describe an innovative fieldwork programme that resulted from a partnership between the Faculty of Education at Monash University and Wallara (a disability-service provider), and we present findings from an investigation into the pedagogical decisions pre-service teachers made in this programme when tutoring young adults with intellectual disabilities. The findings suggest that well-structured fieldwork programmes that take place on campus can provide valuable opportunities for preparing new teachers for inclusive classrooms.
International Journal of Inclusive Education, 2018
The self-efficacy beliefs of teachers often influence their readiness, motivation and ability to ... more The self-efficacy beliefs of teachers often influence their readiness, motivation and ability to adopt inclusive teaching practices in their classrooms. This study drew on the responses of 158 educators employed at secondary schools throughout Victoria, Australia, in order to quantify and explain their beliefs regarding their efficaciousness in relation to inclusive education. Research sometimes reflects the view that secondary school teachers are somewhat resistant to implement inclusive practices, however, the data gleaned from this study pointed to specific demographic variables which impact on self-efficacy beliefs in the current context.
Abstract The paper examined whether in-service teachers from Australia to Italy differ in terms o... more Abstract The paper examined whether in-service teachers from Australia to Italy differ in terms of their attitudes, concerns, efficacy beliefs and intentions to include learners with disabilities in their classrooms. An attempt was also made to determine predictors of the participants’ intentions to include learners with disabilities in their classrooms. Participants for the study consisted of 153 Australian and 156 Italian in-service teachers. Results revealed that Italian teachers had significantly more positive attitudes, lower degree of concerns and higher level of intentions to implement inclusion in their classrooms. In both countries, attitudes and efficacy emerged as significant predictors of participants’ intentions to include learners with disabilities in regular classrooms. Reasons that could explain differences in the teachers’ beliefs from the two countries are explained using historical-cultural and legal frameworks prevalent in Australia and Italy. Implications of the findings for policy-makers, university teachers and researchers are presented that may have relevance in guiding the implementation of inclusive education in Australia, Italy and beyond.
Professional experience is viewed as integral to shaping philosophy and acquiring skills in the a... more Professional experience is viewed as integral to shaping philosophy and acquiring skills in the area of classroom teaching. Classrooms are complex places, with educators implementing differentiated strategies to cater for student diversity. Pre-service teachers who observe these lessons often miss the intuitive practices, as there is much to absorb during a typical observation session. Equipping them with a checklist enhances this experience, giving them intentional guidelines with regard to observation. The current study, utilized a qualitative approach, to gain an understanding of specific dynamics that impact on a pre-service teacher's professional experience. The intersection of data and the literature led to the creation of a checklist for use by beginning and pre-service teachers. The checklist may be used by teacher educators as an instrument to assist with the preparation of teachers, as it could help with honing in on key elements of observation of classroom practice and differentiated strategies.
The purpose of this study is to address the lack of research into the challenges and issues recou... more The purpose of this study is to address the lack of research into the challenges and issues recoupled parents face when raising their step/biological children with autism spectrum disorder (ASD) together in a stepfamily environment. Data shows clinicians, community support services, and policy makers are recognising that stepfamilies are the fastest growing family form to date and hypothesising stepfamilies will become the norm as the most prominent family form in most western countries. Ongoing research recognises the importance of understanding parents' experiences and perspectives of having a child with ASD, and resourcing and managing their child's everyday needs, behaviour and necessary treatments. Research exploring the parents' journey of supporting a child with ASD will benefit families and other relevant formal and informal supports involved with that child. Stepfamilies are distinctly different to the nuclear family in design, origin and function. The researcher, through a smallscale qualitative case study, interviewed two recoupled parents to gain insights from their own personal and stepfamily experiences. This study has substantiated the existing research and highlighted other specific challenges and issues recoupled parents of children with ASD face. The researcher uses the term step/biological children throughout this article in recognition that the child/children is/are connected to one parent as a blood child and the stepparent through the biological parents' choice in re-partnering. The outcome of this research indicates the need for recoupled parents to have a forum to express their subjective experiences in raising children with ASD. The interviewees articulated the need for further understanding from professional and informal supports when working with children and parents in a stepfamily form.
Through the use of a case study, this paper explores the provision of educational and support ser... more Through the use of a case study, this paper explores the provision of educational and support services to a group of marginalized young parents in Melbourne, Australia. Teenage parents present as a vulnerable population, and are at risk of becoming socially, economically and culturally disadvantaged. However, young parent support programs, such as the program under study in this project, act as rafts, providing a much-needed lifeline to student participants. These programs engage young parents back into education, after withdrawal due to pregnancy, and increase their likelihood of a life without social disadvantage. Utilizing one site from the young parents' program, this study examined the educational and support provision to young parents, through a strengths-based, social justice lens. The study yielded the RAFT framework, which may be used to better position young parents to tackle the challenges of their dual roles. Targeting educational providers, teachers and community organizations, the projects attempts to reduce social distance and barriers for the participants.
Inclusive education requires restructuring educational provision so that mainstream schools are a... more Inclusive education requires restructuring educational provision so that mainstream schools are able to provide for the needs of all students in their communities. To help realise this goal, initial teacher education programmes need to better prepare new graduates for teaching students with complex special education needs, including students with intellectual disability. Concerns about the capacity of current school-based placements to prepare new teachers for inclusive classrooms have led some teacher education institutions to develop supplementary fieldwork experiences. The current study involved an investigation into such an experience and looked at the benefits to pre-service teachers (PSTs) of tutoring a young adult with intellectual disability. The findings indicate that PSTs learned effective strategies for differentiating a programme of work and, in their first year of study, were developing a teacher identity. The importance of aligning experiences with coursework units is highlighted and the need for valid assessments of how well initial teacher education programmes are preparing beginning teachers for inclusion, and what these assessments may look like, is discussed.
Flexible learning spaces are common in schools in Victoria, Australia, as is the practice of incl... more Flexible learning spaces are common in schools in Victoria, Australia, as is the practice of inclusive education. More research is required into teachers’ perceptions about these flexible learning spaces and effective pedagogical approaches to supporting all students in these classrooms. Teacher education institutions also need to ensure pre-service teachers are prepared to teach in these spaces. A qualitative design was used, and interviews were conducted with seven educators to gain insights into their experiences and thoughts on teaching in the flexible learning space. Three main themes emerged: collaboration and relationships, the pedagogical implications and the actual physical space. The findings of this study will be useful for both teacher educators and educational planners, as we move into the next decade of learning and teaching.
BackgroundTo work effectively, doctors need to look after themselves. They often delay seeking me... more BackgroundTo work effectively, doctors need to look after themselves. They often delay seeking medical care for a range of reasons. Once they do, there is evidence that treating doctors can struggle to provide optimal care.AimTo examine existing literature on what is currently known about experiences for treating doctors, in particular general practitioners, when their patient is also a doctor.Design & settingScoping reviewMethodUsing the JBI methodological framework for scoping reviews, five databases (MEDLINE, PsycINFO, CINAHL, Google Scholar and Scopus) were searched from start date until December 31, 2022. Qualitative and quantitative studies reporting the treating doctor’s experience, guidelines for treating doctors, expert opinion articles and editorials were included. Grey literature was considered, searching the first ten pages of two Google searches.ResultsForty-eight articles from eight countries met inclusion criteria, of which 12 were research studies. Four areas of focu...
The purpose of this study is to address the lack of research into the challenges and issues recou... more The purpose of this study is to address the lack of research into the challenges and issues recoupled parents face when raising their step/biological children with autism spectrum disorder (ASD) together in a stepfamily environment. Data shows clinicians, community support services, and policy makers are recognising that stepfamilies are the fastest growing family form to date and hypothesising stepfamilies will become the norm as the most prominent family form in most western countries. Ongoing research recognises the importance of understanding parents’ experiences and perspectives of having a child with ASD, and resourcing and managing their child’s everyday needs, behaviour and necessary treatments. Research exploring the parents’ journey of supporting a child with ASD will benefit families and other relevant formal and informal supports involved with that child. Stepfamilies are distinctly different to the nuclear family in design, origin and function. The researcher, through a...
Each presenter retains copyright on the full-text paper. Repository users should follow legal and... more Each presenter retains copyright on the full-text paper. Repository users should follow legal and ethical practices in their use of repository material; permission to reuse material must be sought from the presenter, who owns copyright. Users should be aware of the .
Through the use of a case study, this paper explores the provision of educational and support ser... more Through the use of a case study, this paper explores the provision of educational and support services to a group of marginalized young parents in Melbourne, Australia. Teenage parents present as a vulnerable population, and are at risk of becoming socially, economically and culturally disadvantaged. However, young parent support programs, such as the program under study in this project, act as rafts, providing a much-needed lifeline to student participants. These programs engage young parents back into education, after withdrawal due to pregnancy, and increase their likelihood of a life without social disadvantage. Utilizing one site from the young parents’ program, this study examined the educational and support provision to young parents, through a strengths-based, social justice lens. The study yielded the RAFT framework, which may be used to better position young parents to tackle the challenges of their dual roles. Targeting educational providers, teachers and community organi...
Each presenter retains copyright on the full-text paper. Repository users should follow legal and... more Each presenter retains copyright on the full-text paper. Repository users should follow legal and ethical practices in their use of repository material; permission to reuse material must be sought from the presenter, who owns copyright. Users should be aware of the .
In response to concerns about the capacity of current school-based placements to prepare new teac... more In response to concerns about the capacity of current school-based placements to prepare new teachers for inclusive classrooms, teacher education institutions are developing additional fieldwork programmes. We describe an innovative fieldwork programme that resulted from a partnership between the Faculty of Education at Monash University and Wallara (a disability-service provider), and we present findings from an investigation into the pedagogical decisions pre-service teachers made in this programme when tutoring young adults with intellectual disabilities. The findings suggest that well-structured fieldwork programmes that take place on campus can provide valuable opportunities for preparing new teachers for inclusive classrooms.
Inclusive education requires restructuring educational provision so that mainstream schools are a... more Inclusive education requires restructuring educational provision so that mainstream schools are able to provide for the needs of all students in their communities. To help realise this goal, initial teacher education programmes need to better prepare new graduates for teaching students with complex special education needs, including students with intellectual disability. Concerns about the capacity of current school-based placements to prepare new teachers for inclusive classrooms have led some teacher education institutions to develop supplementary fieldwork experiences. The current study involved an investigation into such an experience and looked at the benefits to pre-service teachers (PSTs) of tutoring a young adult with intellectual disability. The findings indicate that PSTs learned effective strategies for differentiating a programme of work and, in their first year of study, were developing a teacher identity. The importance of aligning experiences with coursework units is highlighted and the need for valid assessments of how well initial teacher education programmes are preparing beginning teachers for inclusion, and what these assessments may look like, is discussed.
Re-imagining Professional Experience in Initial Teacher Education, 2018
In response to concerns about the capacity of current school-based placements to prepare new teac... more In response to concerns about the capacity of current school-based placements to prepare new teachers for inclusive classrooms, teacher education institutions are developing additional fieldwork programmes. We describe an innovative fieldwork programme that resulted from a partnership between the Faculty of Education at Monash University and Wallara (a disability-service provider), and we present findings from an investigation into the pedagogical decisions pre-service teachers made in this programme when tutoring young adults with intellectual disabilities. The findings suggest that well-structured fieldwork programmes that take place on campus can provide valuable opportunities for preparing new teachers for inclusive classrooms.
International Journal of Inclusive Education, 2018
The self-efficacy beliefs of teachers often influence their readiness, motivation and ability to ... more The self-efficacy beliefs of teachers often influence their readiness, motivation and ability to adopt inclusive teaching practices in their classrooms. This study drew on the responses of 158 educators employed at secondary schools throughout Victoria, Australia, in order to quantify and explain their beliefs regarding their efficaciousness in relation to inclusive education. Research sometimes reflects the view that secondary school teachers are somewhat resistant to implement inclusive practices, however, the data gleaned from this study pointed to specific demographic variables which impact on self-efficacy beliefs in the current context.
Abstract The paper examined whether in-service teachers from Australia to Italy differ in terms o... more Abstract The paper examined whether in-service teachers from Australia to Italy differ in terms of their attitudes, concerns, efficacy beliefs and intentions to include learners with disabilities in their classrooms. An attempt was also made to determine predictors of the participants’ intentions to include learners with disabilities in their classrooms. Participants for the study consisted of 153 Australian and 156 Italian in-service teachers. Results revealed that Italian teachers had significantly more positive attitudes, lower degree of concerns and higher level of intentions to implement inclusion in their classrooms. In both countries, attitudes and efficacy emerged as significant predictors of participants’ intentions to include learners with disabilities in regular classrooms. Reasons that could explain differences in the teachers’ beliefs from the two countries are explained using historical-cultural and legal frameworks prevalent in Australia and Italy. Implications of the findings for policy-makers, university teachers and researchers are presented that may have relevance in guiding the implementation of inclusive education in Australia, Italy and beyond.
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