Susan Irvine
Biographic Data
| ID | 240436 |
|---|---|
| NAME | Susan Irvine |
| GIVEN NAMES | Susan |
| FAMILY NAME | Irvine |
| SIGNATURE | IRVINE S |
| AFFILIATIONS | Queensland University of Technology |
| ORCID | 0000-0001-8760-9852 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 3 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Australia’s Ecec workforce pipeline
The significant shortfall of staff in the early childhood education and care (ECEC) workforce identifies an imperative not only to recruit educators but to support ongoing qualifications and career advancement of those within. Indeed, Shaping Our Future, Australia’s workforce strategy for 2022–2031 identifies qualifications and career development as key focus areas. Taking this imperative, we asked Who ? and How many ? within the Australian workf…
The quest for continuous quality improvement in Australian long day care services
The National Quality Framework (NQF) was intended to drive continuous improvement in education and care services in Australia. Ten years into implementation, the effectiveness of the NQF is demonstrated by steady improvements in quality as measured against the National Quality Standard (NQS). The process of assessing and rating services is a key element in the NQF, drawing together regulatory compliance and quality assurance. This paper draws on …
Engaging stakeholders to inform policy developments in early childhood education and outside school hours care
The application of engagement strategies to ensure democracy of decisions is increasingly valued and adopted by governments to ensure trust in the process and ownership of the outcome. This paper describes the approach and methods used to engage early childhood education and care (ECEC) and outside school hours care (OSHC) stakeholders in the contemporizing and updating of Australia’s national Approved Learning Frameworks (ALFs): Belonging, Being…
Structures and systems influencing quality improvement in Australian early childhood education and care centres
Do children have a right to do nothing? Exploring the place of passive leisure in Australian school age care
In 2021, the Australian Government commissioned a review and update of My Time Our Place, its curriculum framework for School-Age Care services for primary-age children. One update trialled was the introduction of passive leisure. Whilst children's passive use of leisure time is recognised as a right, it is often problematised and associated with negative health outcomes. This article explores a trial of passive leisure provision. It provides hop…
Alfredian Prologues and Epilogues
Mapping the leap
Introduction Australia’s National Quality Standard (NQS) outlines the criteria to assess the quality of early childhood services. A four-point rating scale: (i) Exceeding NQS; (ii) Meeting NQS; (iii) Working Toward NQS; and (iv) Significant Improvement Required is applied to services following a regular assessment and rating process. Settings rated as Working Toward are reassessed within 12 months. Most settings achieved a one-step improvement in…
Conceptualising the education and care workforce from the perspective of children and young people
Children are significant stakeholders within education and care settings. Their views can be invaluable in thinking about what matters to conceptualising, assessing and improving quality in Early Childhood Education and Care (ECEC) and Outside School Hours Care (OSHC) settings. As stakeholders, children’s views are rarely listened to by Australian policy makers to assess what constitutes quality and how the quality can be improved. In the process…
Protocol for a mixed-methods investigation of quality improvement in early childhood education and care in Australia
International recognition of the early years as a crucial foundational period has led to the design and implementation of quality rating and improvement systems (QRIS) that define, communicate, and monitor the components of quality in early childhood education and care (ECEC). The aim of these policies is to achieve effective quality assurance and improvement through a system-oriented approach to assessment and evaluation. Informed by ecological …
Educators reflecting on sleep and rest time dilemmas in Ecec
Record of the eighteenth conference of the International Society of Anglo-Saxonists, at the University of Hawai‘i at Mānoa, Honolulu, 31 July—4 August 2017
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
Lenses and Lessons
In contemporary Western research, collaboration is held in high esteem. This developing practice is chal¬lenging particularly for researchers who follow varying theoretical approaches. However although a challeng¬ing endeavour, when viewing the one data set with different lenses, there are various lessons that can be shared. A key aspect of this paper is involved researchers' different analytical perspectives in one data set to learn more about e…
Record of the sixteenth conference of the International Society of Anglo-Saxonists, at University College Dublin and Trinity College Dublin, 29 July–2 August 2013
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
The Old English Boethius: An Edition of the Old English Versions of Boethius's De Consolatione Philosophiae, Vol. 1
The Old English Boethius: An Edition of the Old English Versions of Boethius's De Consolatione Philosophiae, Vol. 2
Fragments of Boethius
‘These fragments I have shored against my ruins’: T. S. Eliot's metaphor in The Waste Land evokes the evanescent frailty of human existence and worldly endeavour with a poignancy that the Anglo-Saxons would surely have appreciated. Such a concept lies at the heart of Boethius's De consolatione Philosophiae , and perhaps prompted King Alfred to include this work amongst those which he considered most necessary for all men to know. Written in the e…
Do children have a right to do nothing? Exploring the place of passive leisure in Australian school age care
In 2021, the Australian Government commissioned a review and update of My Time Our Place, its curriculum framework for School-Age Care services for primary-age children. One update trialled was the introduction of passive leisure. Whilst children's passive use of leisure time is recognised as a right, it is often problematised and associated with negative health outcomes. This article explores a trial of passive leisure provision. It provides hop…
Fragments of Boethius
‘These fragments I have shored against my ruins’: T. S. Eliot's metaphor in The Waste Land evokes the evanescent frailty of human existence and worldly endeavour with a poignancy that the Anglo-Saxons would surely have appreciated. Such a concept lies at the heart of Boethius's De consolatione Philosophiae , and perhaps prompted King Alfred to include this work amongst those which he considered most necessary for all men to know. Written in the e…
The Old English Boethius: An Edition of the Old English Versions of Boethius's De Consolatione Philosophiae, Vol. 1
The Old English Boethius: An Edition of the Old English Versions of Boethius's De Consolatione Philosophiae, Vol. 2
Record of the sixteenth conference of the International Society of Anglo-Saxonists, at University College Dublin and Trinity College Dublin, 29 July–2 August 2013
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
Lenses and Lessons
In contemporary Western research, collaboration is held in high esteem. This developing practice is chal¬lenging particularly for researchers who follow varying theoretical approaches. However although a challeng¬ing endeavour, when viewing the one data set with different lenses, there are various lessons that can be shared. A key aspect of this paper is involved researchers' different analytical perspectives in one data set to learn more about e…
Record of the eighteenth conference of the International Society of Anglo-Saxonists, at the University of Hawai‘i at Mānoa, Honolulu, 31 July—4 August 2017
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
Educators reflecting on sleep and rest time dilemmas in Ecec
Alfredian Prologues and Epilogues
Mapping the leap
Introduction Australia’s National Quality Standard (NQS) outlines the criteria to assess the quality of early childhood services. A four-point rating scale: (i) Exceeding NQS; (ii) Meeting NQS; (iii) Working Toward NQS; and (iv) Significant Improvement Required is applied to services following a regular assessment and rating process. Settings rated as Working Toward are reassessed within 12 months. Most settings achieved a one-step improvement in…
Conceptualising the education and care workforce from the perspective of children and young people
Children are significant stakeholders within education and care settings. Their views can be invaluable in thinking about what matters to conceptualising, assessing and improving quality in Early Childhood Education and Care (ECEC) and Outside School Hours Care (OSHC) settings. As stakeholders, children’s views are rarely listened to by Australian policy makers to assess what constitutes quality and how the quality can be improved. In the process…
Protocol for a mixed-methods investigation of quality improvement in early childhood education and care in Australia
International recognition of the early years as a crucial foundational period has led to the design and implementation of quality rating and improvement systems (QRIS) that define, communicate, and monitor the components of quality in early childhood education and care (ECEC). The aim of these policies is to achieve effective quality assurance and improvement through a system-oriented approach to assessment and evaluation. Informed by ecological …
The quest for continuous quality improvement in Australian long day care services
The National Quality Framework (NQF) was intended to drive continuous improvement in education and care services in Australia. Ten years into implementation, the effectiveness of the NQF is demonstrated by steady improvements in quality as measured against the National Quality Standard (NQS). The process of assessing and rating services is a key element in the NQF, drawing together regulatory compliance and quality assurance. This paper draws on …
Engaging stakeholders to inform policy developments in early childhood education and outside school hours care
The application of engagement strategies to ensure democracy of decisions is increasingly valued and adopted by governments to ensure trust in the process and ownership of the outcome. This paper describes the approach and methods used to engage early childhood education and care (ECEC) and outside school hours care (OSHC) stakeholders in the contemporizing and updating of Australia’s national Approved Learning Frameworks (ALFs): Belonging, Being…
Structures and systems influencing quality improvement in Australian early childhood education and care centres
Do children have a right to do nothing? Exploring the place of passive leisure in Australian school age care
In 2021, the Australian Government commissioned a review and update of My Time Our Place, its curriculum framework for School-Age Care services for primary-age children. One update trialled was the introduction of passive leisure. Whilst children's passive use of leisure time is recognised as a right, it is often problematised and associated with negative health outcomes. This article explores a trial of passive leisure provision. It provides hop…
Australia’s Ecec workforce pipeline
The significant shortfall of staff in the early childhood education and care (ECEC) workforce identifies an imperative not only to recruit educators but to support ongoing qualifications and career advancement of those within. Indeed, Shaping Our Future, Australia’s workforce strategy for 2022–2031 identifies qualifications and career development as key focus areas. Taking this imperative, we asked Who ? and How many ? within the Australian workf…
Computer Science (8 works) · Early Childhood Education and Development (8 works) · Pedagogy (8 works) · Political science (8 works) · Psychology (8 works) · Medicine (6 works) · Business (5 works) · Early childhood education (5 works) · Education Systems and Policy (5 works) · History (5 works)