SJIDE recent publications

2020. Federation University Cross School Research Grants Women’s crafting: Lifelong learning, health and community. Annette Foley, A., McDonough, S., Weadon, H., Taylor, R., Edmonson, E. $6,000

2020. Federation University Cross School Research Grants. Invisible people. Cahir, F., Tout, D., Campbell, A., Weuffen, S., Burke, J., & Zentveld, E. $10,000

2020. School of Science, Engineering and Information Technology Research Grant Scheme. Research for Increasing Women’s Participation in STEM. Firmin, S., Oseni, T., Javidan, F., Lim, S & Goriss-Hunter, A. $5,000

2019-2020. DET, State Government of Victoria ($25,000).Will I stay or will I go … regional, rural, remote? Addressing teacher shortages through a framework for attracting, supporting and retaining graduate teachers. Burke, J., Brandenburg, R., Plunkett, M., Glowrey, C., Goriss-Hunter, A., McGraw, A., Echter, A., Wines, C., Schmidt, B., Davis, S.

2017-2019. Association of Graduates in Early Childhood Services (AGECS). Culture Change in Early Childhood Education Emmett, S. ($25,000).

2019 Emma and Tom’s THINK EQUAL Randomised Control Trial.  Emmett, S., Reeder, L., Schneider, K. ($25,000).

O’Connor, P. & White, K. (Eds.) (2021), Gender and Power in Higher Education in a Globalised World (Palgrave: Basingstoke).

Lemon, N., & McDonough, S. (2020). Building and Sustaining a Teaching Career: Strategies for Professional Experience, wellbeing and mindful practice. Cambridge University Press.

Daniel, R. (2019). English Language in India. Delhi: Gyan Publishing House.

Dyson, M., Plunkett, M., & McCluskey, K. (2018). Success in Professional Experience: Building Relationships in Educational Settings, (2^nd, ed.). Cambridge University Press.

Dyson, M., & Plunkett, M. (2018). Surviving, Thriving and Reviving in Adolescence: Research and Narratives from the School for Student Leadership. Springer Publishing.

Glowrey, C. (2018.) South of the Strzelecki Ranges: An environmental history of Corner Inlet. Anchor Books Australia.

Antoun, M., Plunkett, M., & Kronborg, L. (2022, in press) ). Gifted education in Lebanon: Time to rethink teaching the gifted. Roeper Review.

Alghamdi A. A., & Plunkett, M. (2021). The perceived impact of social networking sites and apps on the social capital of Saudi postgraduate students: A case study. Future Internet,13(1), 20. https://doi.org/10.3390/fi13010020

Alghamdi, A., & Plunkett, M. (2021). Using activity theory to understand the impact of social networking sites and apps use by Saudi postgraduate students, Behaviour & Information Technology. https://doi.org/10.1080/0144929X.2021.1874049

Burke, J. (2021). Learning, Teaching and Teacher Education in a Pandemic. Journal of the World Federation of Associations for Teacher Education, 4(1). 10-18.

Burke, J. (2021). Connecting teacher educators across the world in the wake of a pandemic. Journal of the World Federation of Associations for Teacher Education, 4(1). 120-135.

Christian, K., Johnstone, C., Larkins, J., & Wright, W. (2021). Why have eight researcher women in STEMM left academic research, and where did they go?, International Journal for Academic Development. https://doi.org/10.1080/1360144X.2021.1972304

Cooper, M. (2021). Learning in a global pandemic: Children’s art and creativity with family and friends. Journal of the World Federation of Associations for Teacher Education.4(1).

Goriss-Hunter, A., Sellings, P., & Echter, A. (2021). Information Communication Technology in schools: Students Exercise ‘Digital Agency’ to Engage with Learning Technology, Knowledge and Learning,1-16. https://doi.org/10.1007/s10758-021-09509-2

Goriss-Hunter, A., Sellings, P., Lenk, K., & Scash, M. (2021). A Fine Romance? Developing a Transformational School-University Partnership. Educational Practice and Theory 43(1), 57-76.

Goriss-Hunter, A., & White, K. (2021). Teamwork and regional universities: The benefits for women of a third space. Australian Universities' Review, 63(2).

Larsen, A., & Emmett, S. (2021). Social equity in higher education: a wicked problem exacerbated by multiple discourses. Widening Participation and Lifelong Learning, 23(1):191-200. DOI: 10.5456/WPLL.23.1.191

Lemon, N., & McDonough, S. (2021). If not now, then when? Wellbeing and wholeheartedness in education. The Educational Forum. https://doi.org/10.1080/00131725.2021.1912231

Levy, S., Briede, M., & Frost-Camilleri, L. (2021). Literacy and numeracy support in vocational education: Perceptions from engineering apprentices in Victoria. Issues in Educational Research, 31(3), 891-913.

Pantelich, M. (2021). A student-centred approach: The English Language Support Service for international students. Journal of Academic Language and Learning, 15(1), 72-84. https://journal.aall.org.au/index.php/jall/article/view/663

White, K., & Goriss-Hunter, A. (2021, Nov 8). Women and career progression in an Australian regional university. Frontiers in Sociology. https://doi.org/10.3389/fsoc.2021.742287

White, K. (2021). Oh yes, I am wise, but it’s wisdom born of pain. Review of Beating the Odds: A practical guide to navigating sexism in Australian universities by Marcia Devlin. Australian Universities Review, 63(2), 74-75.

White, K. (2021). Australian Political Biography and Biographers: Revisiting Australian Political Biography, Australian Journal of Biography and History, 5, 1-20.

Adamson, G. S., Rouse, E. & Emmett, S. (2020). Recalling childhood: Transformative learning  about the value of play through active participation. Journal of Early Childhood Teacher Education.

Antoun, M., Kronborg, L., & Plunkett, M. (2020). Investigating Lebanese primary school teachers’ perceptions of gifted and highly able students. Gifted and Talented International, 35(1).

Jin, A., Foley, A. & Cooley D. (2020). Participant Chinese teacher and student perceptions of an international teaching practicum with Australian pre-service teachers. Intercultural Education, 31(1),1-16. https://doi.org/10.1080/14675986.2020.1783796

Weuffen, S., Andrews, T., & Roberts, K. (2020). Promoting quality learning and teaching pedagogy: Examining how an academic induction program (AIP) fosters continuous professional development for academic teachers in universities. Australian Journal of Adult Learning, 60(2), 245-267

Aktaruzzaman, M., & Plunkett, M. (2017). Institutional and Community Perceptions of Distance Education in Bangladesh: Preparing for the 21st Century. Turkish Online Journal of Distance Education, 18(4), 20-34.

Algamdi, A. A., & Plunkett, M. (2018). Perceptions of Saudi male and female postgraduate students regarding the impact of social networking sites and apps on their academic life: A study of Umm Al-Qura University, Makkah. International Journal of Emerging Technologies in Learning, 13(5), 19-40.

Burke, J., & Claughton, A. (2019). Playing with or next to? The nuanced and complex play of children with impairment. International Journal of Inclusive Education, 23(10), 1065-1080, DOI: 10.1080/13603116.2019.1626498

Burke, J., Redford, M., Coker, H., & McDonough, S. (2017). Developing international partnerships for teacher education through digital platforms: possibilities for transformational partnership. Journal of the World Federation of Associations of Teacher Education. 1(4).

Glowrey, C. (2018). Soldier settlement at Yanakie: The making of a model post-war rural community. Victorian Historical Journal, 89(1), 89-112.

Goriss-Hunter, A, Echter, A, Firmin, S, and Oseni, T. (2018). “Undoing” Gender: How the SEIT Women’s group works across university and community lines to promote inclusive STEM. Studies in Adult Education, 24(3), 3-9. The Ljubljana University Press.

Kronborg, L., Plunkett, M., Gamble, N., & Kaman, Y. (2018). Control and resilience: The importance of an internal focus to maintain resilience in academically able students. Gifted and Talented International, 32(1), 59-74. https://doi.org/10.1080/15332276.2018.1435378

Sellings, P., Felstead, K., & Goriss-Hunter, A. (2018). Developing pre-service teachers: The impact of an embedded framework in literacy and numeracy. Australian Journal of Teacher Education, 43(4), 1-16.

Burke, J. (2022, in press). Equity and inclusive education in Australia – A work in progress. In A. Hodgkinson, & Z. Williams-Brown, (Eds.). Key issues in SEND and inclusion: International Perspectives across six  continents. Routledge.

Burke, J., Goriss-Hunter, A., & Emmett, S. (2022, in press). In S. Weuffen., J. Burke., M. Plunkett., A. Goriss-Hunter., & S. Emmett. Challenging mainstream discourses in diverse education communities: Working towards a sustainable global future. Springer.

Burke, J., & Stafford, L. (equal authors). (2022, in press). Through the eyes of disabled children: Recognising children’s agency in their play in inclusive play spaces. In A. Beckett., & A. Callus, (Eds.), Routledge Handbook on Children’s Rights and Disability. Routledge.

Elvey, M., & Burke, J. (2022, in press). Implementing inclusive pedagogies: What regular primary classroom teachers know and do. In S. Weuffen., J. Burke., M. Plunkett., A. Goriss-Hunter., & S. Emmett. Challenging mainstream discourses in diverse education communities: Working towards a sustainable global future. Springer.

Goriss-Hunter, A., Burke, J., Plunkett, M., Emmett, S., & Weuffen, S. (2022, in press). Setting the scene. In S. Weuffen., J. Burke., M. Plunkett., A. Goriss-Hunter., & S. Emmett. Challenging mainstream discourses in diverse education communities: Working towards a sustainable global future. Springer.

Goriss-Hunter, A., Burke, J., & Sellings, P. (2022, in press). ‘We’re in it for the long haul’: Connection, generation, and transformation through a school-university partnership. In O. Bradbury & D. Acquaro, (Eds.). School-University Partnerships - Innovation in Initial Teacher Education. Springer Nature.

McDonough, S., & Lemon, N. (2022, in press). Stepping into a shared vulnerability: Creating and promoting a space for self-care and wellbeing in higher education. In N. Lemon (Ed.), Creating a place for self-care and wellbeing in higher education. Routledge.

Plunkett, A. Goriss-Hunter, & S. Emmett, (Eds.). Challenging mainstream discourses in diverse education communities: Working towards a sustainable global future. Springer.

Rana, A., & Daniel, R. (2022, in press). Insights into the education system in India and the current impact of COVID-19 on child rights. In S. Weuffen, J. Burke, M.

Weuffen, S., Burke, J., Plunkett, M., Goriss-Hunter, A., & Emmett, S. (2022, in press). Working towards a sustainable, inclusive, and diverse global education future? In S. Weuffen., J. Burke., M. Plunkett., A. Goriss-Hunter., & S. Emmett. Challenging mainstream discourses in diverse education communities: Working towards a sustainable global future. Springer.

Bonisch-Brednich, B. & White, K. (2021). Whatever happened to gender equality in our universities?  in P. O’Connor & K. White. (Eds.) Gender and Power in Higher Education in a Globalised World. Palgrave.

Goriss-Hunter, A. (2021). Bad Mothers Club. In A. L. Frey (Ed.). Who’s laughing now: Feminist Perspectives on Humour and Laughter. Demeter Press.

Goriss-Hunter, A. (2021). Patchwork Girl: fractured maternal monsters. In A. Palko & L. Baran (Eds). Monstrous Mothers: Troubling Tropes. Demeter Press.

Lowe K., Moodie N., Weuffen S. (2021). Refusing Reconciliation in Indigenous Curriculum. In: Green B., Roberts P., Brennan M. (Eds.). Curriculum Challenges and Opportunities in a Changing World. Curriculum Studies Worldwide. Palgrave Macmillan. https://doi.org/10.1007/978-3-030-61667-0_5

O’Connor, P. & White, K.  (2021). Gender Equality in Higher Education: The slow pace of change. In P. O’Connor & K. White, (Eds.). Gender and Power in Higher Education in a Globalised World. Palgrave.

O’Connor, P. &  White, K.  (2021). Legitimating discourses and resistance: Challenges to gender equality. In P. O’Connor and K. White (Eds.) Gender and Power in Higher Education in a Globalised World. Palgrave.

Burke, J., Sellings, P., & Nelson, N. (2020). Pre-service teacher perceptions of LANTITE: Complexity theory in action? In J. Fox, C. Alexander & T. Aspland, Teacher Education in Globalised Times: Local Responses in Action. Springer Nature.

Lowe, K., Moodie, N., & Weuffen, S. (2020, In-press). Refusing reconciliation in Indigenous curriculum. In B. Green, P. Roberts, & M.Brennan,  (Eds.) Curriculum challenges and opportunities in a changing world: Transnational perspectives in curriculum inquiry. Palgrave Macmillan.

McDonough, S. & McGraw, A. (2020). Thinking dispositions for teaching: Enabling and supporting resilience in context. In C. F. Mansfield, (Ed). Cultivating teacher resilience. Springer.

McDonough. S., Papatrainaou, L., Strangeways, A., Mansfield, C., & Beutel, D. (2020). Navigating changing times: Exploring teacher educator experiences of resilience. In C. Mansfield, (Ed.) Cultivating teacher resilience: International approaches, applications, and impact. Springer.

Emmett, S., Glowrey, C. & Johnson, N. (2019). Transforming futures for Koorie pre-schoolers in Gippsland through community-educative partnerships. In S. Plowright, M. Green & N. Johnson (Eds.), Educational researchers and the regional university: Agents of regional-global transformation. Springer.

Felstead, K. (2019). A turning point in the complex lives of young mothers. In J. Minaker, D. Byrd, & A. O’Reilly, (Eds.). Feminist perspectives on young mothers, and young mothering (pp. 119 – 133). Demeter Press.

Glowrey, C. & Plowright, S. (2019). Reflecting on a nascent South Gippsland birth-year 6 oral language partnership. In S. Plowright, M. Green & N. Johnson (Eds.), Educational researchers and the regional university: Agents of regional-global transformation. Springer.

Plunkett, M., & Dyson, M. (2019). ‘Broadening horizons’: Raising youth aspirations through a Gippsland school/industry/university partnership, in M. Green, S. Plowright, & N. F. Johnson, (Eds.) (pp. 93-114), Educational Researchers and the Regional University - Agents of Regional-Global Transformation. Singapore: Springer.

Plunkett, M., & Kronborg, L. (2019). Teaching gifted education to pre-service teachers: Lessons learned. In S. R. Smith (Ed.), International Handbook of Giftedness and Talent Development in the Asia-Pacific. Springer International Handbooks of Education. Springer. https://doi.org/10.1007/978-981-13-3021-6_67-1

Dyson, M., & Plunkett, M. (2018). A narrative account of the research journey. In M. Dyson & M. Plunkett (Eds.), Surviving, Thriving and Reviving in Adolescence: Research and Narratives from the School for Student Leadership, (pp. 27 – 42). Springer.

Dyson, M., & Plunkett, M. (2018). Choice theory, relationships and community. In M. Dyson & M. Plunkett (Eds.), Surviving, Thriving and Reviving in Adolescence: Research and Narratives from the School for Student Leadership, (pp. 43 – 67). Springer.

Dyson, M., & Plunkett, M. (2018). Concluding summary. In M. Dyson & M. Plunkett (Eds.), Surviving, Thriving and Reviving in Adolescence: Research and Narratives from the School for Student Leadership, (pp. 203 – 205). Springer.

Dyson, M., & Plunkett, M. (2018). The journey begins. In M. Dyson & M. Plunkett (Eds.), Surviving, Thriving and Reviving in Adolescence: Research and Narratives from the School for Student Leadership, (pp. 1– 5). Springer.

Dyson, M., & Plunkett, M. (2018). The student perspective. In M. Dyson & M. Plunkett (Eds.), Surviving, Thriving and Reviving in Adolescence: Research and Narratives from the School for Student Leadership, (pp. 69 – 90). Springer.

Plunkett, M. (2018). Gifted students in rural and remote settings. In J. Jolly and J. Jarvis (Eds.), (pp. 171-192), Exploring Gifted Education: Australian and New Zealand Perspectives. Routledge.

Plunkett, M., & Dyson, M. (2018). The teacher perspective. In M. Dyson & M. Plunkett (Eds.) Surviving, Thriving and Reviving in Adolescence: Research and Narratives from the School for Student Leadership, (pp. 91 – 105). Springer.

Plunkett, M., & Dyson, M. (2018). The parent perspective, In M. Dyson & M. Plunkett (Eds.), Surviving, Thriving and Reviving in Adolescence: Research and Narratives from the School for Student Leadership, (pp. 107 – 125). Singapore: Springer.

Plunkett, M., Dyson, M., & Holcombe, W. (2018). Experimenting with place: The China project. In M. Dyson & M. Plunkett (Eds.), Surviving, Thriving and Reviving in Adolescence: Research and Narratives from the School for Student Leadership, (pp. 173 – 201). Springer.

Reeves, M., Dyson, M., & Plunkett, M. (2018).  A chronological history of the school. In M. Dyson & M. Plunkett (Eds.), Surviving, Thriving and Reviving in Adolescence: Research and Narratives from the School for Student Leadership, (pp. 7 – 25). Springer.

Fletcher, A., Plunkett, M., Glowrey, C., Levy, S. & Green, M. (2020). Possible Me: Inspiring Learning with the World of Work Experiences (A review of the literature) for Dept of Jobs, Precincts and Regions, Victoria (Latrobe Valley Authority).

Glowrey, C. (2020). 'Tarra Bobby (1834–1874)', Australian Dictionary of Biography, National Centre of Biography, Australian National University, http://adb.anu.edu.au/biography/tarra-bobby-29711/text36783, published online

McDonough, S. (in press). Endings and beginnings: Reflections on crafting and mothering. Textile.

Plunkett, M., Glowrey, C., Burke, J., & Cooke, L., (2020). Will I stay or will I go … regional, rural, remote? Addressing teacher shortages through a framework for attracting, supporting and retaining graduate teachers. Report for Department of Education and Training, Vic.

Reeder, L. & Emmett, S. (2020).  A qualitative evaluation of the Think Equal Early Childhood Program in Australia. Research Report for Think Equal International.

Burke, J., Smith, J., Chew, R., Mehana, M., Echter, A., & Job, K. (2019). The Pizzicato Effect in the City of Hume. Federation University Australia.

Coyle, J., Freire, K., Wood, D., Wilding, C., Taylor, D., Ganguly, R., Burke, J., Downing, L., & Siliézar, L. (2018). The influence of disability, socioeconomic status and regionality on higher education access and participation. Research report.

Coyle, J., Freire, K., Wood, D., Wilding, C., Taylor, D., Ganguly, R., Burke, J., Downing, L., & Siliézar, L. (2018). The influence of disability, socioeconomic status and regionality on higher education access and participation: Practical advice for stakeholders working with students with disability. Research Report.

Faisal, N., Chadhar, M., Goriss-Hunter, A. & Stranieri, A. (2021). Rethinking IS Graduates Work-readiness: Employers’ perspectives. Digital Innovation and Entrepreneurship Virtual Conference, Twenty-Seventh Americas Conference on Information Systems (AMCIS), Montreal, August 9-13, 2021. https://amcis2021.aisconferences.org/

Faisal, N., Chadhar, M., Goriss-Hunter, A. & Stranieri, A. (2021). An Exploratory Study on the Employers’ Perceptions of ICT Graduate work-readiness. Information Systems for the Future, Pacific Asia Conference on Information Systems (PACIS), Dubai, July 12-14, 2021. https://www.pacis2021.org/

Brandenburg, R., Fletcher, A., Goriss-Hunter, A., Holcombe, W., Van der Smee, C., Schneider, K., & Griffiths, K. (2021). More than marking and moderation: A Self-Study of Teacher Educator learning through engaging with Graduate Teacher Performance Assessment. Strong Foundations, Future Innovations, Australian Teacher Education Association (ATEA), Queensland University of Technology (QUT), Brisbane, July 7-9, 2021. https://atea.edu.au/2021-atea-conference/ https://atea.edu.au/2021-atea-conference/

Burke, J. (2021, November 15). Global teacher education: WFATE in the post-pandemic world. WFATE Online Conference 12-15 November, 2021.

Burke, J. (2021, July 16). Slipping backwards? Human rights and inclusion in contemporary Australian Education. SJIDE Online Conventicle 2021.

Burke, J., Brandenburg, R., Glowrey, C., Plunkett, M., & Goriss-Hunter, A. (2021, July 8). Where do I see myself in 20 years? The career aspirations of beginning teachers from a regional university. ATEA Conference 2021.

Claughton, A., Robertson, D., Weuffen, S., & Nice, K. (2021, July 16). Parents who teach: Exploring a unique perspective of advocacy and expertise. SJIDE Online Conventicle 2021.

Claughton, A., Robertson, D., Weuffen, S., & Nice, K. (2021, November 30). Parents who teach: Exploring a unique perspective of advocacy and expertise. AARE Online Conference 28 November -2 December 2021.

Claughton, A. (2021, July 8). Examining teacher actions to enable engagement in play based learning for children with impairments. ATEA Conference 2021.

Claughton, A. (2021, Nov 14). Honouring intentionality: Teacher actions that enable engagement in play-based learning for children with impairments WFATE Online Conference12-15 November 2021.

Claughton, A. (2021, July). Can we do that? Exploring opportunities for nature play for children with impairments.  Disability Studies Conference.

Claughton, A. (2021, July). Agency, play, disability, and belonging – an exploration of negotiation in play-based learning (oral presentation). In symposium: A. Claughton, A. Li, & E. Christina (2021) Unravelling voice to exploring agency and belonging through play and learning. Disability Studies conference.

Claughton, A. (2021, November). Agency, play, disability, and belonging – an exploration of negotiation in play-based learning (oral presentation). In symposium: A. Claughton, A. Li, & E. Christina (2021) Unravelling voice to exploring agency and belonging through play and learning. NZARE Online Conference.

Cooper, M. (2021, Nov 14). Celebrating Creativity, Learning, and Diversity in Global Settings. WFATE Online Conference, 12 15 November 2021.

Elvey, M., & Burke, J. (2021, Nov 13). Implementing inclusive pedagogies: what regular primary classroom teachers know and do. WFATE Online Conference 12-15 November 2021.

Emmett, S., & Watson, A. (2021).  Vulnerability in the early childhood years: How early childhood educators embrace inclusive practices. YFAT.

Glowrey, C., Green, M., Levy, S., Fletcher, A., McLachlan, C., Plunkett, M. (2021,):  Possible Me? Disrupting ideas about future work for middle years primary  students in the transitioning region of Latrobe Valley, Victoria. AARE. 28 November -2 December 2021.

Goriss-Hunter, A., & White, K. (2021). The effects of flexible work options on women’s career progression. Conference: Gender, Work & Organization, 11th Biennial International Interdisciplinary Conference, 30th June - 2nd July 2021, Transforming Contexts, Transforming Selves: Gender in New Times, University of Kent, Canterbury, UK.

Goriss-Hunter, A., Claughton, A., Sellings, P., Walker, A., Robertson, D., Griffiths, K. & Oxworth, C. (2021, Nov 13). What we’re taking through the portal: how our experiences of remote teaching as parent-educators during COVID-19 impacted our practice. World Federation of Associations of Teacher Education (WFATE) Biennial Conference, 12-15 November 2021.

Goriss-Hunter, A., & White, K. (2021). Exploring the challenges for women working at a regional Australian university. Australian Association for Research in Education (AARE). AARE Conference 2021: Reimaging Education Research, 28^th November – 2^nd December 2021.

Holcombe, W., & Meredith, G., (2021). International Stuttering Awareness Committee Conference.

Larsen, A., & Emmett, S. (2021, July 16). Social equity, multiple discourses and COVID-19. SJIDE Online Conventicle 2021.

Lemon, N., & McDonough, S. (2021, July). “I feel like I was able to adapt quite well…better than I expected”: Teacher resilience during the covid pivot to flexible learning. Paper presented at the Australian Teacher Education Association Conference.

Meredith, G. (2021, July 16). A glimpse into the multi-dimensionality of stuttering (Video presentation). SJIDE Online Conventicle 2021.

Rana, A., & Daniel, R. (2021, July 16). Impact of COVID-19 on children in education in India. SJIDE Online Conventicle 2021.

Skene, G. (2021, July 16). “Having the Conversation” with teachers with impairments in professional roles. SJIDE Online Conventicle 2021.

Watson, A & Emmett, S. (2021, Nov 12). Vulnerability in the early childhood years: How early childhood educators embrace inclusive practices.  WFATE Online Conference, 12-15 November 2021.

Allen, P. & Barrow, M. (2020, Feb 11).Outcomes of English program for TAFE students from China. Federation University Partner Forum, Mt Helen.

Burke, J. (2020, Nov 23).How to support professional learning for teacher educators around the world. Teacher education around the world - Pacific Event. ATEE, WFATE, CATE, TEFANZ and ATE.

Burke, J., Chew, R., Echter, A., Mehana M., & Smith, J. (2020, Sept 16). “The violin makes my brain feel happy”: Children’s perceptions of learning to play a musical instrument in a community-based music program. School of Arts Research Symposium, Federation University Australia.

Burke, J., Mehana, M., & Smith, J. (2020, Nov 24), “The barrier has to be jumped out with this music”: Collaborative Creation in a Metropolitan Community Music Program. TASA 2020 Virtual Event. The Australian Sociological Association (TASA).

Burke, J., & Stafford, L. (2020). Through the eyes of children with impairments: recognising children’s agency in their play in inclusive playspaces. Webinar for contributors to “The Routledge International Handbook of Children’s Rights and Disability”. University of Leeds, UK/ University of Malta, Malta.

Burke, J., & Stafford, L. (2020). See it my way: What children with impairments tell us about their experiences of play in inclusive community playspaces. SJIDE Virtual Conventicle 2020. Federation University Australia.

Claughton, A. (2020). Play-based learning for children with impairments: Examining teacher actions and responses that enable learning through play. SJIDE Virtual Conventicle 2020. Federation University Australia.

Cooper, M. (2020). Reflections on diversity, inclusion and education for all: After a visit to a remote school in Madhya Pradesh, India. SJIDE Virtual Conventicle 2020. Federation University Australia.

Emmett, S. (2020, Nov).  Thinking Equal in Early Childhood Education:  Evidence based impactful learning in the early years. Early Learning Association Australia.

Emmett, S. & Reeder, L. (2020, November). Learning compassion at the time it matters the most – Analysis of the Think Equal early childhood randomised control trial. National Inaugural Compassion Research Forum.

Glowrey, C. (2020, Feb 26). Gippsland Regional History, Gippsland Community Leadership Program, Loch.

Glowrey, C., & Green, M. (2020). A possible me: Illuminating work and education experiences and possibilities to regional middle years students. SJIDE Virtual Conventicle 2020, Federation University Australia.

Holcombe, W., & Plunkett, M. (2020). The Bridges and Barriers Model of Support. SJIDE Virtual Conventicle 2020. Federation University Australia.

Oxworth, C. (2020). When nothing is something: Gendered perceptions of work and worth by African girls (Video presentation). SJIDE Virtual Conventicle 2020, Federation University Australia.

Pantelich, M. & Barrow, M. (2020, July 24). Exploring how (tertiary) international students are experiencing their learning in the current COVID-19 environment. Presentation for PeCALE Symposium, online.

Selkrig. M., Keamy, K., McDonough, S., Brandenburg, R., & Belton, A. (July, 2020). Arts-informed research online: Working with digital data to see inside the field of Teacher Education.  ATEA Conference.

Weuffen, S. (2020). Flipping the lens on including Indigenous perspectives in Australian curricula: A critical re-thinking of positionality and initial teacher education programs. SJIDE Virtual Conventicle 2020. Federation University Australia.

Hall, M., & Robertson, D. (2019). Undergraduate experiences of inclusive physical activity through work-integrated learning – A supervisor’s perspective. Paper presented at the 21st WACE World Conference, Cincinnati, Ohio.

Burke, J. (2019, July). Selection into Initial Teacher Education in Victoria: The dangers of homogenising the teaching profession. ATEA National conference, Sippy Downs, QLD.

Faisal, N., Chadhar, M., Goriss-Hunter, A. & Stranieri, A. (2019). Are ERP Simulation Games Assisting Students to be Job-Ready? An Australian University’s Perspective. Australasian Conference on Information Systems, December, Fremantle, WA.

Felstead, K. (2019, December). Young mothers and the ‘cloak of invisibility’: Learning from the margins. Presentation to AARE Conference, Brisbane.

Felstead, K. (2019, October). Collaborative partnerships with very young mothers in early childhood contexts. Presentation to Early Childhood Conference, Mt Helen.

Felstead, K. (2019, July). Young mothers and the ‘cloak of invisibility’: Learning from the margins. Presentation to the SJIDE Conventicle, Mt Helen.

Frost-Camilleri, L., Levy, S. & Briede, M. (2019, July). Apprentices’ perceptions of their supported acquisition of multi-literacies. NCVER Conference, TAFE SA, Adelaide.

Burke, J., Smith, J., Chew, R., Mehana, M., Echter, A., & Job, K. (2019, July). “The violin makes my brain feel happy”: Children’s perceptions of learning to play a musical instrument in a community-based music program. SJIDE Conventicle, Federation University Australia.

Claughton, A. (2019, July). An educator’s journey: Learning through play. SJIDE Conventicle, Federation University Australia.

Emmett, S. Reeder, L. and Schneider, K. (2019, December). ‘Think Equal’ in Early Childhood: An Australian randomised control trial to assess the impact of a targeted personal, social and emotional program. Presentation to AARE Conference, Brisbane.

Emmett, S., Reeder, L., & Schneider, K. (2019, July). ‘Think Equal’ in Early Childhood: An Australian randomised control trial to assess the impact of a targeted personal, social and emotional program. SJIDE Conventicle, Federation University Australia.

Glowrey, C. (2019, July). Rural education: Curriculum as a catalyst for community regeneration and engagement in secondary schools. SJIDE Conventicle, Federation University Australia.

Goriss-Hunter, A. (2019). Girls, gamers and design-your-own-adventures: Exploring secondary students and teachers’ lived experience of digital pedagogies. WE2ST Conventicle, Federation University, Australia.

Goriss-Hunter, A., & Archer, V. (2019, July). Diverse Practices: Analysing narratives of academics’ identifications and pedagogies. SJIDE Conventicle, Federation University Australia.

Goriss-Hunter, A., Echter, A., Javidan, F., Burke, W., Meade, A., Oseni, T., & Firmin, S. (2019, July). What makes them stay? Exploring teaching approaches and initiatives that may encourage women’s engagement in STEM within Higher Education. SJIDE Conventicle, Federation University Australia.

Levy, S. & Briede, M. (2019, November). Addressing the characteristics and self-perceptions of regional enabling students: Supporting equity and success. EPHEA & NAEEA Conference, University of Wollongong.

Pantelich, M. (2019, November). A student-centred approach: the English Language Support Service for international students. Conference paper presented at AALL, The University of Notre Dame, Fremantle, Australia.

Pantelich, M. (2019, May). A student-centred approach: the English Language Support Service for international students in Higher Education. Workshop presented at TasTESOL, Sacred Heart College, Hobart, Australia.

Plunkett, M., & Holcombe, W. (2019, July). Building confidence in regional pre-service teachers for teaching gifted students. Paper presented at 23^rd Biennial World Conference. World Council for Gifted and Talented Children, Nashville, Tennessee.

Plunkett, M., & Kronborg, L. (2019, July). Preparing future teachers to understand and appropriately respond to gifted students in their classrooms: Results from a longitudinal case study. Paper presented at 23^rd Biennial World Conference. World Council for Gifted and Talented Children, Nashville, Tennessee.

Skene, G. (2019, July). The application of the ‘Three-Dimensional Space Approach’ to a study with teachers with impairments. SJIDE Conventicle, Federation University Australia.

Burke, J., & Goriss-Hunter, A. (2018, July). Responding to student diversity by teaching for inclusion. Transformative Teacher Education in Local and Global Contexts, 5^th Biennial WFATE Conference, Melbourne.

Emmett, S., Glowrey, C. & Johnson, N.  (2018, September). Transforming Futures: Gippsland Early Childhood Services and Victoria’s Marrung Aboriginal Education Plan 2016-2026. Webinar Presentation, Churchill.

Goriss-Hunter, A. & Burke, J. (2018, July). Mobilizing a lens of inclusivity within Initial Teacher Education. Teacher Education IN and For Uncertain Times, 2018 ATEA and TEFANZ Conference, Melbourne.

Levy, S., Briede, M. & Frost-Camilleri, L. (2018, November). Apprentices’ perceptions of their supported acquisition of literacy and numeracy skills. OctoberVET, Ballarat. https://federation.edu.au/schools/school-of-education/research/research-groups/rave-researching-adult-and-vocational-education/vet-events

Mehana, M. (2018, July). Global inclusive education in early childhood: Too little, too late? Paper presented at the meeting of the World Federation of Associations for Teacher Education (WFATE) Fifth Biennial Conference, Melbourne, Australia.

Plunkett, M., & Kronborg, L. (2018, July). How can teacher education courses prepare graduates to understand and appropriately respond to gifted students in their classrooms? Results from a longitudinal case study. Workshop presented at World Federation of Associations of Teacher Education (WFATE) 2018 Conference, Melbourne.

Plunkett, M., & MacGregor, L. (2018, July). Pre-service teachers’ perceptions of the value of completing an extended practicum in their final year. Paper presented at ATEA/TEFANZ Conference, Melbourne.

Emmett, S. & Schmidt Neven, R. (2017). Respectful Relationships and Responsive Engagement: An interactive conversation. Association of Graduates in Early Childhood Studies. University of Melbourne. Melbourne. Australia.

Holcombe, G., & Meredith, G. (2021). Well, I do declare! The power of assertiveness. International Stuttering Awareness. http://isad.isastutter.org/isad-2021/papers-presented-by/stories-and-experiences-with-stuttering-by-pws/well-i-do-declare-the-power-of-assertiveness-wendy-holcombe-grant-meredith/

McDonough, S., & Lemon, N. (Aug 6, 2021). If not now, then when? Making time for wholeheartedness and wellbeing. Kappa Delta Pi.

Selkrig, M., Keamy, K., McDonough, S., Belton, A., & Brandenburg, R. (June 2,  2021). Are teacher educators really doing a bad job? EduResearch Matters. https://www.aare.edu.au/blog/?p=9569

Burke, J. (2021, Nov 15). Global teacher education: WFATE in the post-pandemic world. (Keynote address) Sixth Biennial Conference of the World Federation of Associations for Teacher Education. (15 November 2021).

Goriss-Hunter, A. Invited speaker on university panel discussion held by the Gender Studies’ Department, Rutger’s University, New Jersey, USA in honor of Women's History Month, March, 2021. Title: Who’s Laughing Now? Feminist Perspectives on Humor and Laughter.

Schneider, K. (April 6, 2021). Theories of play. Keynote address at Monash University Early Childhood Educators Professional Development Day, Clayton, Victoria.

Schneider, K. (April 6, 2021). Aesthetically beautiful play spaces. Presented at Monash University Early Childhood Educators Professional Development Day, Clayton, Victoria.

White, K. 24 November 2021. Convening international webinar to launch the latest book of the Women in Higher Education Management Network.

Plunkett, M. (2020, Sept 12). Enhancing Resiliency in Gifted Children During Difficult Times: It Takes a Village and More. Gifted 2020: Maintaining Wellbeing. AAEGT Conference, (online). [KEYNOTE SPEAKER]

Schneider, K. & Swinkels, K. (2020, Feb 21). Mathematics in play and everyday. Presentation to Monash University Early Childhood Educators Professional Development Day, Clayton, Victoria.

Emmett, S (2019).  THINK EQUAL: Equity in Early Childhood Contexts, 2019 Mindful Futures Network Conference, Melbourne.

Glowrey, C. (2019).  Uncovering our coastal history at Cape Liptrap, Tarwin Landcare Group, Guest speaker, Honey Tree Hill.

Glowrey, C. (2019). Prom Country History, Prom Country Festival, Guest Speaker, Foster.

Glowrey, C. (2019). Corner Inlet history, Gippsland Community Leadership Program, Guest Speaker, Port Welshpool.

Pantelich, M. (2019, September). It’s better to live in the country than in the city. Discuss. Invited member of panel presentation. English Australia Conference, Melbourne, Australia, 19-20 September.

Emmett, S. (2018, 5 July). Culture Change in Early Childhood Education Settings: How can we make a difference? Keynote address to the Association of Graduates in Early Childhood Education Leadership for Change Symposium, Melbourne.

Burke, J. (2018). Creating inclusive learning environments where students of all abilities can thrive. School Planning, Design and Construction Conference, Melbourne.