Joanne Deppeler
Biographic Data
| ID | 107845 |
|---|---|
| NAME | Joanne Deppeler |
| GIVEN NAMES | Joanne |
| FAMILY NAME | Deppeler |
| SIGNATURE | DEPPELER J |
| AFFILIATIONS | Monash University |
| ORCID | 0000-0001-5606-3287 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 31 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 4 |
Innovation and risk in an innovative learning environment
Across many international contexts, the design and construction of architecturally different school buildings has become a key strategy in providing innovative learning environments designed to prepare students for work and life in the 21st century. Despite the global popularity of this strategy, research has highlighted persistent challenges associated with the transition to, and occupation of innovative learning environments. We explore the nex…
International studies of school design – Lessons for Europe on innovation and risk
This editorial sets out the context and agenda for this special issue of European Educational Research Journal, which brings together four accounts of research from diverse international contexts in relation to schools that are being designed and promoted as innovative learning environments (ILEs). The overall purpose is to advance what is known about innovation and the challenges and risks involved for those engaged in the design and occupation …
Mapping from proximity traces to socio‐spatial behaviours and student progression at the school
Identifying students facing difficulties and providing them with timely support is one of the educator's key responsibilities. Yet, this task is becoming increasingly challenging as the complexity of physical learning spaces grows, along with the emergence of novel educational technologies and classroom designs. There has been substantial research and development work focused on identifying student social behaviours in digital platforms (eg, the …
Transmission of Sars-CoV-2 in a primary school setting with and without public health measures using real-world contact data
Background: Stringent public health measures have been shown to influence the transmission of SARS-CoV-2 within school environments. We investigated the potential transmission of SARS-CoV-2 in a primary school setting with and without public health measures, using fine-grained physical positioning traces captured before the COVID-19 pandemic. Methods: Approximately 172.63 million position data from 98 students and six teachers from an open-plan p…
‘Eighteen just makes you a person with certain privileges’
How the transition to adulthood is understood by youths can be influenced by social context and cultural background/s. Employing a voice-centred relational methodology approach, underpinned by a framework of identity and belonging, this paper reports on one aspect of a larger qualitative study designed to better understand the transition to adulthood as experienced by Australian Sudanese and South Sudanese youths. The findings of this study sugge…
Changing educational paradigms
Australian Educators’ Perceptions and Attitudes Towards a Trauma-Responsive School-Wide Approach
Perspectives on Negative Media Representations of Sudanese and South Sudanese Youths in Australia
Negative media representations of refugee and migrant communities can have a significant impact on members of these communities’ overall lived experiences, causing issues regarding socio-political belonging and socio-economic security. In Australia, this has become a pertinent issue for young people from Australia’s Sudanese and South Sudanese communities. In recent times, young Sudanese and South Sudanese Australians have been the subject of per…
It helps if you are a loud person”
Students with vision impairment who attend mainstream secondary schools in Australia may not experience education as an inclusive and positive experience. This study of one senior secondary student with vision impairment provides a rare opportunity to give voice and provide understandings of the experience from the perspective of the student. The research question that drove this study was: What is the experience of mainstream schooling for a stu…
Can I really teach without my magic cane ?’ Teachers’ responses to the banning of corporal punishment
This paper reports on how teachers are responding to students' inappropriate behaviours in public primary schools in Bangladesh. Data in this study were collected after the adoption of a recent government policy that has abolished corporal punishment in primary schools. Semi-structured, one-on-one interviews were conducted with 22 teachers from six public primary schools in one district in Bangladesh. Thematic analysis technique was used to analy…
Variables affecting teachers’ intentions to include students with disabilities in regular primary schools in Bangladesh
This paper presents an overview of a study conducted to examine the influence of teacher attitudes, teacher efficacy and perceived school support on teachers’ intentions to include students with disabilities in government primary schools in a region of Bangladesh. All of the variables were conceptualized within the Theory of Planned Behaviour. The participants in the study were 1387 in-service teachers drawn from government primary schools locate…
Validating the British Index for Inclusion for the Australian context
This paper presents a summary of outcomes from the first stage of a 3‐year project funded through the Australian Research Council Strategic Partnership Industry Research Training (ARC‐SPIRT) scheme and the Catholic Education Office in Victoria. This longitudinal study, in Catholic primary and secondary schools, will investigate the effectiveness and sustainability of a whole‐school approach to improving inclusive practice, strengthening transitio…
Variables affecting teachers’ intentions to include students with disabilities in regular primary schools in Bangladesh
This paper presents an overview of a study conducted to examine the influence of teacher attitudes, teacher efficacy and perceived school support on teachers’ intentions to include students with disabilities in government primary schools in a region of Bangladesh. All of the variables were conceptualized within the Theory of Planned Behaviour. The participants in the study were 1387 in-service teachers drawn from government primary schools locate…
Perspectives on Negative Media Representations of Sudanese and South Sudanese Youths in Australia
Negative media representations of refugee and migrant communities can have a significant impact on members of these communities’ overall lived experiences, causing issues regarding socio-political belonging and socio-economic security. In Australia, this has become a pertinent issue for young people from Australia’s Sudanese and South Sudanese communities. In recent times, young Sudanese and South Sudanese Australians have been the subject of per…
Can I really teach without my magic cane ?’ Teachers’ responses to the banning of corporal punishment
This paper reports on how teachers are responding to students' inappropriate behaviours in public primary schools in Bangladesh. Data in this study were collected after the adoption of a recent government policy that has abolished corporal punishment in primary schools. Semi-structured, one-on-one interviews were conducted with 22 teachers from six public primary schools in one district in Bangladesh. Thematic analysis technique was used to analy…
Validating the British Index for Inclusion for the Australian context
This paper presents a summary of outcomes from the first stage of a 3‐year project funded through the Australian Research Council Strategic Partnership Industry Research Training (ARC‐SPIRT) scheme and the Catholic Education Office in Victoria. This longitudinal study, in Catholic primary and secondary schools, will investigate the effectiveness and sustainability of a whole‐school approach to improving inclusive practice, strengthening transitio…
It helps if you are a loud person”
Students with vision impairment who attend mainstream secondary schools in Australia may not experience education as an inclusive and positive experience. This study of one senior secondary student with vision impairment provides a rare opportunity to give voice and provide understandings of the experience from the perspective of the student. The research question that drove this study was: What is the experience of mainstream schooling for a stu…
Validating the British Index for Inclusion for the Australian context
This paper presents a summary of outcomes from the first stage of a 3‐year project funded through the Australian Research Council Strategic Partnership Industry Research Training (ARC‐SPIRT) scheme and the Catholic Education Office in Victoria. This longitudinal study, in Catholic primary and secondary schools, will investigate the effectiveness and sustainability of a whole‐school approach to improving inclusive practice, strengthening transitio…
Variables affecting teachers’ intentions to include students with disabilities in regular primary schools in Bangladesh
This paper presents an overview of a study conducted to examine the influence of teacher attitudes, teacher efficacy and perceived school support on teachers’ intentions to include students with disabilities in government primary schools in a region of Bangladesh. All of the variables were conceptualized within the Theory of Planned Behaviour. The participants in the study were 1387 in-service teachers drawn from government primary schools locate…
Can I really teach without my magic cane ?’ Teachers’ responses to the banning of corporal punishment
This paper reports on how teachers are responding to students' inappropriate behaviours in public primary schools in Bangladesh. Data in this study were collected after the adoption of a recent government policy that has abolished corporal punishment in primary schools. Semi-structured, one-on-one interviews were conducted with 22 teachers from six public primary schools in one district in Bangladesh. Thematic analysis technique was used to analy…
It helps if you are a loud person”
Students with vision impairment who attend mainstream secondary schools in Australia may not experience education as an inclusive and positive experience. This study of one senior secondary student with vision impairment provides a rare opportunity to give voice and provide understandings of the experience from the perspective of the student. The research question that drove this study was: What is the experience of mainstream schooling for a stu…
Perspectives on Negative Media Representations of Sudanese and South Sudanese Youths in Australia
Negative media representations of refugee and migrant communities can have a significant impact on members of these communities’ overall lived experiences, causing issues regarding socio-political belonging and socio-economic security. In Australia, this has become a pertinent issue for young people from Australia’s Sudanese and South Sudanese communities. In recent times, young Sudanese and South Sudanese Australians have been the subject of per…
Australian Educators’ Perceptions and Attitudes Towards a Trauma-Responsive School-Wide Approach
Innovation and risk in an innovative learning environment
Across many international contexts, the design and construction of architecturally different school buildings has become a key strategy in providing innovative learning environments designed to prepare students for work and life in the 21st century. Despite the global popularity of this strategy, research has highlighted persistent challenges associated with the transition to, and occupation of innovative learning environments. We explore the nex…
International studies of school design – Lessons for Europe on innovation and risk
This editorial sets out the context and agenda for this special issue of European Educational Research Journal, which brings together four accounts of research from diverse international contexts in relation to schools that are being designed and promoted as innovative learning environments (ILEs). The overall purpose is to advance what is known about innovation and the challenges and risks involved for those engaged in the design and occupation …
Mapping from proximity traces to socio‐spatial behaviours and student progression at the school
Identifying students facing difficulties and providing them with timely support is one of the educator's key responsibilities. Yet, this task is becoming increasingly challenging as the complexity of physical learning spaces grows, along with the emergence of novel educational technologies and classroom designs. There has been substantial research and development work focused on identifying student social behaviours in digital platforms (eg, the …
Transmission of Sars-CoV-2 in a primary school setting with and without public health measures using real-world contact data
Background: Stringent public health measures have been shown to influence the transmission of SARS-CoV-2 within school environments. We investigated the potential transmission of SARS-CoV-2 in a primary school setting with and without public health measures, using fine-grained physical positioning traces captured before the COVID-19 pandemic. Methods: Approximately 172.63 million position data from 98 students and six teachers from an open-plan p…
‘Eighteen just makes you a person with certain privileges’
How the transition to adulthood is understood by youths can be influenced by social context and cultural background/s. Employing a voice-centred relational methodology approach, underpinned by a framework of identity and belonging, this paper reports on one aspect of a larger qualitative study designed to better understand the transition to adulthood as experienced by Australian Sudanese and South Sudanese youths. The findings of this study sugge…
Changing educational paradigms
Psychology (10 works) · Sociology (9 works) · Qualitative research (6 works) · Computer Science (5 works) · Political science (5 works) · Pedagogy (4 works) · Social Psychology (4 works) · Social Psychology (4 works) · Social science (4 works) · Educational Environments and Student Outcomes (3 works)