Penny Van Bergen
Datos Biográficos
| ID | 1264240 |
|---|---|
| NOMBRE | Penny Van Bergen |
| NOMBRES | Penny |
| APELLIDO | Van Bergen |
| FIRMA | VAN BERGEN P |
| AFILIACIONES | Macquarie University |
| ORCID | 0000-0001-9542-812X |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 31 |
| TOTAL DE CITAS | 10 |
| TOTAL COMO AUTOR | 31 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2015 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
Kia Tīmata Pai (Best Start) Video Project
Educator-child interactions video-recorded and coded across ECE activity settings. • Conversation-eliciting talk over time favored ENRICH over control centers. • Children's talk during book-reading also favored ENRICH centers. • Findings highlight PD's potential to enhance educator and child language in ECE. This study investigates the impact of a professional development (PD) initiative, ENRICH, on educator and toddler language quality and quant…
Stakeholder alignment to government reform
High-quality Professional Experience (PEx) placements are central to the preparation of ‘classroom ready’ graduate teachers in Australia. However, there are frequent suggestions from the Australian Government that PEx is not as effective as it could be. Perennial PEx concerns raised in government reviews include: the need for strong partnerships between higher education providers and schools; the quality of ITE candidates and their suitability to…
‘Quality and consequence’
Performance indicators and other accountability measures are increasingly common in higher education internationally. Consistent with this trend, the Australian Federal Government’s Teacher Education Expert Panel (TEEP) recently recommended new reforms to strengthen the link between performance and funding of initial teacher education (ITE). Recommended reforms included (i) the measurement and publication of ITE performance on four categories of …
LGBTQ+ student, staff, and parent perceptions of Australian school climates
Lesbian, gay, bisexual, transgender/gender diverse, or queer (LGBTQ+) students, staff and parents can each perceive school as challenging environments. These challenges have typically been explored within three disparate bodies of research, however. Using a school climate lens, this study aimed to explore how LGBTQ+ student (n = 1926), staff (n = 198), and parent (n = 180) perceptions of school safety, interpersonal challenges and self-harm diffe…
The positioning of quality and expertise in initial teacher education
Teacher quality and teacher education improvement have been central discourses for at least two decades in global education. In Australia, despite the pervasive nature of these discussions, there is a lack of substantial evidence indicating the existence of a problem in this regard. Policies aimed at enhancing the ‘preparedness’ of teacher graduates and elevating the ‘quality’ of ITE programs have nonetheless emerged as prevalent solutions over t…
Exploring teacher–student relationships outside the positive/negative binary
Reflection to Resilience
We explored how emerging adults engaged in self-focused attention during stressors and whether specific forms of self-focus may enhance resilience capacities. We examined two forms: maladaptive ruminative thought and potentially adaptive non-ruminative self-reflection. Despite extensive research on rumination, the resilience-related role of non-ruminative self-reflection is less understood. Using reflexive thematic analysis, we analysed 44 interv…
Educators’ Responses to Gender and Emotion in Educator-Child Reminiscing Vignettes
Research Findings: Elaborative, emotion-rich reminiscing between parents and young children has important developmental benefits, and emerging research has extended this work to early childhood educators. This study investigated how educators’ self-reported preferred reminiscing style and emotional language differed according to children’s gender and emotion. Participants included 168 Australian early childhood educators, each of whom completed t…
Redshirting for Remediation or Advantage? Which Australian Families Delay Children's School Entry and Why
Redshirting, in which children are held back from entering school until their second year of eligibility, is increasingly common. Parents’ perceptions of school readiness may explain this trend but have not been investigated in relation to financial and other explanations. The aim of this study was to determine why parents choose to redshirt. Participants included 226 Australian parents whose preschool-age children were eligible to attend school …
Sharing memory and identity across generations
Transgender and Gender Diverse (TGD) students and online education in Australia
Which LGBTQ+ Inclusive School Strategies Support LGBTQ+ Student, Staff and Parent Perceptions of School Climate? A Latent Class Analysis
Lesbian, Gay, Bisexual, Transgender and Queer (LGBTQ+) students, LGBTQ+ staff and LGBTQ+ parents report schools can be unsafe and unwelcoming environments. Yet few studies have explored LGBTQ+ student, LGBTQ+ staff and LGBTQ+ parent perceptions of the school climate simultaneously or adopted person-centered perspectives. The present study sought to identify LGBTQ+ related strategies adopted by schools, and whether these were differentially relate…
Sharing memory and wisdom across generations
The role of memory in supporting adolescents' sense of place and past is not well understood, but older adults offer a wealth of life stories and wisdom that they can share with younger generations. This in-depth pilot study positioned Australian high school students as oral historians to interview older Australians about their lives. Oral historian training and materials were provided, and pre- and post-intervention measures of adolescents' sens…
Mnemicity
Episodic representations can be entertained either as “remembered” or “imagined”—as outcomes of experience or as simulations of such experience. Here, we argue that this feature is the product of a dedicated cognitive function: the metacognitive capacity to determine the mnemicity of mental event simulations. We argue that mnemicity attribution should be distinguished from other metacognitive operations (such as reality monitoring) and propose th…
Teacher burnout during Covid-19
Teachers face a range of exhausting job demands which contribute to burnout. These demands may be particularly acute during the COVID-19 pandemic, with lockdowns forcing rapid shifts to remote teaching. Yet during times of stress and upheaval, personal resources such as teaching self-efficacy and emotion regulation may protect teachers against burnout. Drawing on the Job Demands-Resources Model, this study aimed to examine the roles of self-effic…
“I miss seeing the kids!”
The COVID-19 pandemic has caused significant upheaval in schools in Australia and internationally. The aim of this study was to map Australian teachers’ positive and negative experiences during remote and online learning. Our study took place during the first COVID-19 wave, in the early stages of lockdown. Using an online instrument, we asked 210 primary and secondary teachers about changes in their teaching roles due to COVID-19. Responses were …
‘Lockdown’ learning designs – Parent preferences towards remote and online learning for their children during the Covid-19 pandemic
The widespread move to online schooling during the COVID-19 crisis meant that parents played a significant role in educating their children. However, there is a paucity of research relating to parents’ perceptions of online and remote learning designs. This study used multiple regression analyses and thematic analysis of parent survey responses during COVID-19 to examine which online tasks reduced parental stress and student difficulty, increased…
Online support seeking, co-rumination, and mental health in adolescent girls
These findings suggest that co-rumination reduces the benefits of seeking support from friends but is unrelated to online support seeking. The findings also confirm the problematic nature of online support seeking for adolescent girls' mental health, particularly in response to social stressors
Thriving Not Surviving
Introduction Internationally, research has shown Lesbian, Gay, Bisexual, Transgender/gender diverse, and Queer (LGBTQ+) people experience multifaceted challenges within school contexts. However, there is only a small emergent body of research on how LGBTQ+ community members might also experience positive, joyful, or euphoric experiences in these same spaces. Using euphoria and minority stress models, this article aims to consider whether schools …
Here’s looking at you
Positive, complicated, distant, and negative
INTRODUCTION: Researchers note a consistent decline in adolescents' motivation and participation in science. It is important to examine factors vital to students' motivation in science, such as teacher-student relationships (TSRs). Limited research in science has examined TSRs from a multidimensional or person-centered perspective. The present investigation adopts Ang's tripartite relational framework to examine three dimensions of TSRs: socio-em…
Intrapersonal and interpersonal psychosocial adjustment resources and achievement
Pedagogical constraints of physical literacy based on cognitive load theory
Digital support seeking in adolescent girls
While digital communication is almost universal amongst adolescents, we do not yet know why adolescent girls seek support electronically or how they perceive this support. The prevalence of adolescent girls’ informal digital support seeking was determined by a self-report questionnaire with 186 early and middle adolescent girls (Mage = 13.64 years), drawn from four socioeconomically advantaged schools in Australia. Digital support seeking from fr…
The Plight of the Male Teacher
In this article, four researchers from Australia and South Africa consider why it is important for primary schools to include both male and female teachers. The authors refute previous calls directed by public and political discourse, for male teachers to enhance boy’s educational outcomes or to act as role models or father figures. Instead, the authors present a theoretical framework that justifies calls for male teachers at four levels: the chi…
Thriving Not Surviving
Introduction Internationally, research has shown Lesbian, Gay, Bisexual, Transgender/gender diverse, and Queer (LGBTQ+) people experience multifaceted challenges within school contexts. However, there is only a small emergent body of research on how LGBTQ+ community members might also experience positive, joyful, or euphoric experiences in these same spaces. Using euphoria and minority stress models, this article aims to consider whether schools …
Sharing memory and wisdom across generations
The role of memory in supporting adolescents' sense of place and past is not well understood, but older adults offer a wealth of life stories and wisdom that they can share with younger generations. This in-depth pilot study positioned Australian high school students as oral historians to interview older Australians about their lives. Oral historian training and materials were provided, and pre- and post-intervention measures of adolescents' sens…
Caught between a rock and a hard place
Students with disruptive behaviour in the Australian state of New South Wales (NSW) are increasingly being educated in separate ‘behaviour’ schools. There is however surprisingly little research on how students view these settings, or indeed the mainstream schools from which they were excluded. To better understand excluded students’ current and past educational experiences, we interviewed 33 boys, aged between 9 and 16 years of age, who were enr…
The Plight of the Male Teacher
In this article, four researchers from Australia and South Africa consider why it is important for primary schools to include both male and female teachers. The authors refute previous calls directed by public and political discourse, for male teachers to enhance boy’s educational outcomes or to act as role models or father figures. Instead, the authors present a theoretical framework that justifies calls for male teachers at four levels: the chi…
Elementary teachers' emotional and relational expressions when speaking about disruptive and well behaved students
Who, when, why and to what end? Students at risk of negative student–teacher relationships and their outcomes
Caught between a rock and a hard place
Students with disruptive behaviour in the Australian state of New South Wales (NSW) are increasingly being educated in separate ‘behaviour’ schools. There is however surprisingly little research on how students view these settings, or indeed the mainstream schools from which they were excluded. To better understand excluded students’ current and past educational experiences, we interviewed 33 boys, aged between 9 and 16 years of age, who were enr…
To educate you to be smart’
This paper contributes to conversations about school, post-compulsory and further education policy by reporting findings from a three-year study with disaffected students who have been referred to special ‘behaviour’ schools. Contrary to popular opinion, our research finds that these ‘ignorant yobs’ do value education and know what it is for. They also have aspirations for a secure, productive and fulfilled life, although it may not involve unive…
Elementary teachers' emotional and relational expressions when speaking about disruptive and well behaved students
The Plight of the Male Teacher
In this article, four researchers from Australia and South Africa consider why it is important for primary schools to include both male and female teachers. The authors refute previous calls directed by public and political discourse, for male teachers to enhance boy’s educational outcomes or to act as role models or father figures. Instead, the authors present a theoretical framework that justifies calls for male teachers at four levels: the chi…
Reminiscing and future talk conversations between young children, their early childhood educators and mothers
Successful and Unsuccessful Collaborative Processes in Strangers and Couples Performing Prospective Memory Tasks
Prospective memory (PM) performance suffers when individuals collaborate, consistent with findings of “collaborative inhibition” in episodic recall. However, prior research indicates strong individual differences, such that some collaborative groups are more effective than others. To identify successful and unsuccessful collaborative processes, we examined dialogue of 20 stranger dyads and intimate couples who worked together to complete an inter…
Digital support seeking in adolescent girls
While digital communication is almost universal amongst adolescents, we do not yet know why adolescent girls seek support electronically or how they perceive this support. The prevalence of adolescent girls’ informal digital support seeking was determined by a self-report questionnaire with 186 early and middle adolescent girls (Mage = 13.64 years), drawn from four socioeconomically advantaged schools in Australia. Digital support seeking from fr…
Pedagogical constraints of physical literacy based on cognitive load theory
Here’s looking at you
Positive, complicated, distant, and negative
INTRODUCTION: Researchers note a consistent decline in adolescents' motivation and participation in science. It is important to examine factors vital to students' motivation in science, such as teacher-student relationships (TSRs). Limited research in science has examined TSRs from a multidimensional or person-centered perspective. The present investigation adopts Ang's tripartite relational framework to examine three dimensions of TSRs: socio-em…
Intrapersonal and interpersonal psychosocial adjustment resources and achievement
Mnemicity
Episodic representations can be entertained either as “remembered” or “imagined”—as outcomes of experience or as simulations of such experience. Here, we argue that this feature is the product of a dedicated cognitive function: the metacognitive capacity to determine the mnemicity of mental event simulations. We argue that mnemicity attribution should be distinguished from other metacognitive operations (such as reality monitoring) and propose th…
Teacher burnout during Covid-19
Teachers face a range of exhausting job demands which contribute to burnout. These demands may be particularly acute during the COVID-19 pandemic, with lockdowns forcing rapid shifts to remote teaching. Yet during times of stress and upheaval, personal resources such as teaching self-efficacy and emotion regulation may protect teachers against burnout. Drawing on the Job Demands-Resources Model, this study aimed to examine the roles of self-effic…
“I miss seeing the kids!”
The COVID-19 pandemic has caused significant upheaval in schools in Australia and internationally. The aim of this study was to map Australian teachers’ positive and negative experiences during remote and online learning. Our study took place during the first COVID-19 wave, in the early stages of lockdown. Using an online instrument, we asked 210 primary and secondary teachers about changes in their teaching roles due to COVID-19. Responses were …
‘Lockdown’ learning designs – Parent preferences towards remote and online learning for their children during the Covid-19 pandemic
The widespread move to online schooling during the COVID-19 crisis meant that parents played a significant role in educating their children. However, there is a paucity of research relating to parents’ perceptions of online and remote learning designs. This study used multiple regression analyses and thematic analysis of parent survey responses during COVID-19 to examine which online tasks reduced parental stress and student difficulty, increased…
Online support seeking, co-rumination, and mental health in adolescent girls
These findings suggest that co-rumination reduces the benefits of seeking support from friends but is unrelated to online support seeking. The findings also confirm the problematic nature of online support seeking for adolescent girls' mental health, particularly in response to social stressors
Thriving Not Surviving
Introduction Internationally, research has shown Lesbian, Gay, Bisexual, Transgender/gender diverse, and Queer (LGBTQ+) people experience multifaceted challenges within school contexts. However, there is only a small emergent body of research on how LGBTQ+ community members might also experience positive, joyful, or euphoric experiences in these same spaces. Using euphoria and minority stress models, this article aims to consider whether schools …
Sharing memory and wisdom across generations
The role of memory in supporting adolescents' sense of place and past is not well understood, but older adults offer a wealth of life stories and wisdom that they can share with younger generations. This in-depth pilot study positioned Australian high school students as oral historians to interview older Australians about their lives. Oral historian training and materials were provided, and pre- and post-intervention measures of adolescents' sens…
Stakeholder alignment to government reform
High-quality Professional Experience (PEx) placements are central to the preparation of ‘classroom ready’ graduate teachers in Australia. However, there are frequent suggestions from the Australian Government that PEx is not as effective as it could be. Perennial PEx concerns raised in government reviews include: the need for strong partnerships between higher education providers and schools; the quality of ITE candidates and their suitability to…
‘Quality and consequence’
Performance indicators and other accountability measures are increasingly common in higher education internationally. Consistent with this trend, the Australian Federal Government’s Teacher Education Expert Panel (TEEP) recently recommended new reforms to strengthen the link between performance and funding of initial teacher education (ITE). Recommended reforms included (i) the measurement and publication of ITE performance on four categories of …
LGBTQ+ student, staff, and parent perceptions of Australian school climates
Lesbian, gay, bisexual, transgender/gender diverse, or queer (LGBTQ+) students, staff and parents can each perceive school as challenging environments. These challenges have typically been explored within three disparate bodies of research, however. Using a school climate lens, this study aimed to explore how LGBTQ+ student (n = 1926), staff (n = 198), and parent (n = 180) perceptions of school safety, interpersonal challenges and self-harm diffe…
The positioning of quality and expertise in initial teacher education
Teacher quality and teacher education improvement have been central discourses for at least two decades in global education. In Australia, despite the pervasive nature of these discussions, there is a lack of substantial evidence indicating the existence of a problem in this regard. Policies aimed at enhancing the ‘preparedness’ of teacher graduates and elevating the ‘quality’ of ITE programs have nonetheless emerged as prevalent solutions over t…
Exploring teacher–student relationships outside the positive/negative binary
Reflection to Resilience
We explored how emerging adults engaged in self-focused attention during stressors and whether specific forms of self-focus may enhance resilience capacities. We examined two forms: maladaptive ruminative thought and potentially adaptive non-ruminative self-reflection. Despite extensive research on rumination, the resilience-related role of non-ruminative self-reflection is less understood. Using reflexive thematic analysis, we analysed 44 interv…
Psychology (25 obras) · Developmental psychology (14 obras) · Social Psychology (13 obras) · Sociology (10 obras) · Early Childhood Education and Development (9 obras) · Mathematics education (7 obras) · Political science (7 obras) · Computer Science (6 obras) · Medicine (6 obras) · Pedagogy (6 obras)