Pearl Subban
Biographic Data
| ID | 283772 |
|---|---|
| NAME | Pearl Subban |
| GIVEN NAMES | Pearl |
| FAMILY NAME | Subban |
| SIGNATURE | SUBBAN P |
| AFFILIATIONS | Monash University |
| ORCID | 0000-0002-2904-976X |
| VERIFIED | Yes |
| TOTAL WORKS | 25 |
| TOTAL CITATIONS | 55 |
| AUTHOR COUNT | 25 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
‘School is no longer a lone wolf effort’: Leadership strategies for inclusive, community-based school cultures
Based on the premise that the successful implementation of inclusion is largely dependent on the educators’ commitment to inclusive ideals, this study sought to examine the ways principals promote an inclusive vision and foster the development of associated practices in their school community. The study employed an exploratory qualitative research design, collecting data through semi-structured interviews and focus groups with 12 principals of hi…
Teachers’ intentions to teach in inclusive classrooms in China: Does an inclusive school climate make a difference?
Guided by the Theory of Planned Behaviour (TPB), this study investigated how the inclusive school climate, teachers’ attitudes, and self-efficacy are related to their intentions to teach in inclusive classrooms. It also examined the impact of teachers’ demographic characteristics on these belief constructs. Data were collected from 1,418 in-service teachers in China. Structural equation modelling demonstrated that the inclusive school climate pos…
Development and validation of the pre‐service teacher perceived sources of self‐efficacy for differentiated instruction scale
Teachers are increasingly expected to differentiate instruction to address the diverse learning needs of students. Developing strong sources of self‐efficacy that support differentiated instruction during initial teacher education is therefore important. Relatively little is known about pre‐service teachers' perceived sources of self‐efficacy for differentiated instruction, and no scale has been developed for this population. The aim of this stud…
Examining factors influencing in-service teachers’ perceptions of inclusive school climate in China
How the implementation of inclusive education shapes students’ civic intelligence
We're all in it together”: School principals' perspectives about the collective efficacy of their staff for inclusive education practices
Stories of inspiration and agency: Messages from culturally diverse, gifted young adults living in low SES circumstances to the next generation
We were taught how to think about ourselves – as less than – and we accepted it”. Reflections on racial injustice in South Africa
This autoethnography examines how internalised racism shaped my self-perception growing up under apartheid-era South Africa. Drawing on personal memories during the turbulence of Nelson Mandela’s imprisonment and release, I explore how apartheid’s racial logics extended beyond formal segregation to produce internalised hierarchies within communities of colour. Through narrative and critical reflection, this paper interrogates how apartheid-era la…
Exploring Giftedness and the Gifted Learner in Education and Beyond: An Autoethnographic Study with Critical Friends
The concept of giftedness is complex, contested and evolving and may be thus frustratingly challenging to apply in practice. One area of emerging research is understanding the personal experiences of those who identify as gifted in order to better represent the myriad culturally diverse conceptions of giftedness that evolve over a lifetime. In this article, I employ an autoethnographic approach to explore aspects of my adult identity as an atypic…
Inviting Methodological Reworlding: Toward a Pluriversal Future
This conceptual paper, co-authored by two academics of color, confronts the enduring coloniality embedded in academic research methodologies. Written both as critique and as method, it refuses the constraints of Western epistemological traditions that privilege objectivity, linearity, and disembodied knowledge. Instead, it enacts a methodological rupture-centering lived experience, relationality, and epistemic sovereignty. The paper identifies mu…
What does the village need to raise a child with additional needs? Thoughts on creating a framework to support collective inclusion
In this paper, a group of nine international scholars reflect on the collective responsibilities of stakeholders within inclusive educational settings. This reflection was prompted by the need to identify specific elements which would support intentional, collective responsibility to support authentic inclusion for all students. In order to engender this collectivist mindset, mirroring the metaphor of the nurturing village, the group conducted a …
Art‐based research to explore children's lived experiences of dysgraphia
Children have the right to voice views on matters that impact their lives, including writing disability. In this study, five children diagnosed with dysgraphia used art‐based research to depict their experiences of dysgraphia. The children described the impossibility of transferring ideas from head to paper and the difficult emotions associated with writing. The results highlighted a symbiosis between writing and identity, with dysgraphia adverse…
I Used to Have a lot of Bitterness and Anger Towards Those Who Were Handed Things'. Examining the Need for a More Culturally Responsive Framework for Research With Vulnerable Gifted Populations
This article introduces a culturally inclusive research methodology distinct from other qualitative methodologies in its emphasis on multiple rounds of iterative data collection, member checking and co-construction of research language, design and analysis. It describes the co-design of a culturally inclusive conceptual model, data collection process and data analysis approach as an inside researcher. Culturally inclusive nuance is critical where…
Gifted, disadvantaged, unseen: A scoping study of giftedness, disadvantage and cultural difference in young adult learners
Gifted young people from disadvantaged backgrounds are often overlooked for gifted programs due to their relatively lower financial, social and cultural capital. One promising area of research is the reflexive analysis of the enablers and barriers for these students once they have successfully progressed to university. This scoping review examines current research into factors that hinder or enable gifted students from disadvantaged backgrounds t…
Preparing preservice teachers for working with students with intellectual disability: Evaluating the impact of supplementary fieldwork experiences
In this paper, the utility of instruments for evaluating how well preservice teachers are being prepared for teaching students with intellectual disability in inclusive classrooms are explored. This included an investigation using an instrument to assess the attitudes of first-year preservice teachers (PSTs) toward individuals with intellectual disability (n = 96) and to measure changes in PSTs’ attitudes after participating in a supplementary fi…
Under the sword of Damocles: Exploring the well-being of university academics during a crisis
Prompted by the wide-spread impact of the global pandemic on the higher education sector in Australia, this study explores the wellbeing and mental health of university academics who were caught in this altering landscape. This mixed-methods study has three objectives. Firstly, the study involved the design and development of an instrument to measure the wellbeing of university teachers. Secondly, the new instrument was administered to a randomly…
Examining Parental Perception of Inclusive Education Climate
Parental perspectives about the inclusion of their child with a disability has received limited attention in the literature. Considering parental voice plays an important role in determining the quality of inclusive education, the lack of reliable and valid tools to investigate parental experiences has significantly limited research in this area. One of the key objectives of this study was to build the evidence base in the field by testing the ps…
Creating a R.A.F.T to engage teenage parents back into education: A case study
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 p…
Teacher self-efficacy and inclusive education practices: Rethinking teachers’ engagement with inclusive practices
This paper examined the relationship between 41 primary teachers' self-efficacy and inclusive education practices across New South Wales, Australia. Thematic analysis was employed to examine and probe the qualitative data. Findings reveal that while teachers with high and low efficacy had similar conceptual understanding about inclusive education, their teaching practices differed. Informing teachers about what inclusive education is may only hav…
Factors influencing teacher self-efficacy for inclusive education: A systematic literature review
University teachers’ well-being during a pandemic: The experiences of five academics
The global pandemic of 2020 has changed the ways that university academics do their work and manage their time, including teaching, engaging with graduate students, conducting research, and working with colleagues. The mode of delivery of higher education has substantially moved to the digital, and workspaces have shifted to home. Having to work from home has placed unique demands on academics, including adapting to working entirely on ascreen an…
A systematic review of pre-service teachers’ self-efficacy beliefs for differentiated instruction
I can because I think I can: An investigation into Victorian secondary school teacher’s self-efficacy beliefs regarding the inclusion of students with disabilities
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 ar…
My attitude, my responsibility‘ Investigating the attitudes and intentions of pre-service teachers toward inclusive education between teacher preparation cohorts in Melbourne and Pretoria
This study explored the attitudes and intentions of pre-service teachers towards inclusive education, across two teacher preparation institutions in Australia and South Africa. There were multiple aims to the study: among these was a need to explore the impact of contextual factors on pre-service teacher attitudes towards inclusive education, and to investigate factors that may impact on their intention to include students with additional learnin…
I don't have time to be this busy.’ Exploring the concerns of secondary school teachers towards inclusive education
The trend towards inclusion in mainstream Australian schools has seen the numbers of students with disabilities educated in regular schools grow significantly. This trend has been supported by legislation such as the Disability Discrimination Act and the Education Standards. For inclusion to be successful, a number of factors are vital and teacher support for the programme is crucial. While there is research in the area of teachers’ concerns at t…
Factors influencing teacher self-efficacy for inclusive education: A systematic literature review
Teacher self-efficacy and inclusive education practices: Rethinking teachers’ engagement with inclusive practices
This paper examined the relationship between 41 primary teachers' self-efficacy and inclusive education practices across New South Wales, Australia. Thematic analysis was employed to examine and probe the qualitative data. Findings reveal that while teachers with high and low efficacy had similar conceptual understanding about inclusive education, their teaching practices differed. Informing teachers about what inclusive education is may only hav…
My attitude, my responsibility‘ Investigating the attitudes and intentions of pre-service teachers toward inclusive education between teacher preparation cohorts in Melbourne and Pretoria
This study explored the attitudes and intentions of pre-service teachers towards inclusive education, across two teacher preparation institutions in Australia and South Africa. There were multiple aims to the study: among these was a need to explore the impact of contextual factors on pre-service teacher attitudes towards inclusive education, and to investigate factors that may impact on their intention to include students with additional learnin…
I can because I think I can: An investigation into Victorian secondary school teacher’s self-efficacy beliefs regarding the inclusion of students with disabilities
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 ar…
I don't have time to be this busy.’ Exploring the concerns of secondary school teachers towards inclusive education
The trend towards inclusion in mainstream Australian schools has seen the numbers of students with disabilities educated in regular schools grow significantly. This trend has been supported by legislation such as the Disability Discrimination Act and the Education Standards. For inclusion to be successful, a number of factors are vital and teacher support for the programme is crucial. While there is research in the area of teachers’ concerns at t…
I don't have time to be this busy.’ Exploring the concerns of secondary school teachers towards inclusive education
The trend towards inclusion in mainstream Australian schools has seen the numbers of students with disabilities educated in regular schools grow significantly. This trend has been supported by legislation such as the Disability Discrimination Act and the Education Standards. For inclusion to be successful, a number of factors are vital and teacher support for the programme is crucial. While there is research in the area of teachers’ concerns at t…
My attitude, my responsibility‘ Investigating the attitudes and intentions of pre-service teachers toward inclusive education between teacher preparation cohorts in Melbourne and Pretoria
This study explored the attitudes and intentions of pre-service teachers towards inclusive education, across two teacher preparation institutions in Australia and South Africa. There were multiple aims to the study: among these was a need to explore the impact of contextual factors on pre-service teacher attitudes towards inclusive education, and to investigate factors that may impact on their intention to include students with additional learnin…
I can because I think I can: An investigation into Victorian secondary school teacher’s self-efficacy beliefs regarding the inclusion of students with disabilities
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 ar…
A systematic review of pre-service teachers’ self-efficacy beliefs for differentiated instruction
Under the sword of Damocles: Exploring the well-being of university academics during a crisis
Prompted by the wide-spread impact of the global pandemic on the higher education sector in Australia, this study explores the wellbeing and mental health of university academics who were caught in this altering landscape. This mixed-methods study has three objectives. Firstly, the study involved the design and development of an instrument to measure the wellbeing of university teachers. Secondly, the new instrument was administered to a randomly…
Examining Parental Perception of Inclusive Education Climate
Parental perspectives about the inclusion of their child with a disability has received limited attention in the literature. Considering parental voice plays an important role in determining the quality of inclusive education, the lack of reliable and valid tools to investigate parental experiences has significantly limited research in this area. One of the key objectives of this study was to build the evidence base in the field by testing the ps…
Creating a R.A.F.T to engage teenage parents back into education: A case study
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 p…
Teacher self-efficacy and inclusive education practices: Rethinking teachers’ engagement with inclusive practices
This paper examined the relationship between 41 primary teachers' self-efficacy and inclusive education practices across New South Wales, Australia. Thematic analysis was employed to examine and probe the qualitative data. Findings reveal that while teachers with high and low efficacy had similar conceptual understanding about inclusive education, their teaching practices differed. Informing teachers about what inclusive education is may only hav…
Factors influencing teacher self-efficacy for inclusive education: A systematic literature review
University teachers’ well-being during a pandemic: The experiences of five academics
The global pandemic of 2020 has changed the ways that university academics do their work and manage their time, including teaching, engaging with graduate students, conducting research, and working with colleagues. The mode of delivery of higher education has substantially moved to the digital, and workspaces have shifted to home. Having to work from home has placed unique demands on academics, including adapting to working entirely on ascreen an…
Gifted, disadvantaged, unseen: A scoping study of giftedness, disadvantage and cultural difference in young adult learners
Gifted young people from disadvantaged backgrounds are often overlooked for gifted programs due to their relatively lower financial, social and cultural capital. One promising area of research is the reflexive analysis of the enablers and barriers for these students once they have successfully progressed to university. This scoping review examines current research into factors that hinder or enable gifted students from disadvantaged backgrounds t…
Preparing preservice teachers for working with students with intellectual disability: Evaluating the impact of supplementary fieldwork experiences
In this paper, the utility of instruments for evaluating how well preservice teachers are being prepared for teaching students with intellectual disability in inclusive classrooms are explored. This included an investigation using an instrument to assess the attitudes of first-year preservice teachers (PSTs) toward individuals with intellectual disability (n = 96) and to measure changes in PSTs’ attitudes after participating in a supplementary fi…
What does the village need to raise a child with additional needs? Thoughts on creating a framework to support collective inclusion
In this paper, a group of nine international scholars reflect on the collective responsibilities of stakeholders within inclusive educational settings. This reflection was prompted by the need to identify specific elements which would support intentional, collective responsibility to support authentic inclusion for all students. In order to engender this collectivist mindset, mirroring the metaphor of the nurturing village, the group conducted a …
Art‐based research to explore children's lived experiences of dysgraphia
Children have the right to voice views on matters that impact their lives, including writing disability. In this study, five children diagnosed with dysgraphia used art‐based research to depict their experiences of dysgraphia. The children described the impossibility of transferring ideas from head to paper and the difficult emotions associated with writing. The results highlighted a symbiosis between writing and identity, with dysgraphia adverse…
I Used to Have a lot of Bitterness and Anger Towards Those Who Were Handed Things'. Examining the Need for a More Culturally Responsive Framework for Research With Vulnerable Gifted Populations
This article introduces a culturally inclusive research methodology distinct from other qualitative methodologies in its emphasis on multiple rounds of iterative data collection, member checking and co-construction of research language, design and analysis. It describes the co-design of a culturally inclusive conceptual model, data collection process and data analysis approach as an inside researcher. Culturally inclusive nuance is critical where…
Stories of inspiration and agency: Messages from culturally diverse, gifted young adults living in low SES circumstances to the next generation
We were taught how to think about ourselves – as less than – and we accepted it”. Reflections on racial injustice in South Africa
This autoethnography examines how internalised racism shaped my self-perception growing up under apartheid-era South Africa. Drawing on personal memories during the turbulence of Nelson Mandela’s imprisonment and release, I explore how apartheid’s racial logics extended beyond formal segregation to produce internalised hierarchies within communities of colour. Through narrative and critical reflection, this paper interrogates how apartheid-era la…
Exploring Giftedness and the Gifted Learner in Education and Beyond: An Autoethnographic Study with Critical Friends
The concept of giftedness is complex, contested and evolving and may be thus frustratingly challenging to apply in practice. One area of emerging research is understanding the personal experiences of those who identify as gifted in order to better represent the myriad culturally diverse conceptions of giftedness that evolve over a lifetime. In this article, I employ an autoethnographic approach to explore aspects of my adult identity as an atypic…
Inviting Methodological Reworlding: Toward a Pluriversal Future
This conceptual paper, co-authored by two academics of color, confronts the enduring coloniality embedded in academic research methodologies. Written both as critique and as method, it refuses the constraints of Western epistemological traditions that privilege objectivity, linearity, and disembodied knowledge. Instead, it enacts a methodological rupture-centering lived experience, relationality, and epistemic sovereignty. The paper identifies mu…
‘School is no longer a lone wolf effort’: Leadership strategies for inclusive, community-based school cultures
Based on the premise that the successful implementation of inclusion is largely dependent on the educators’ commitment to inclusive ideals, this study sought to examine the ways principals promote an inclusive vision and foster the development of associated practices in their school community. The study employed an exploratory qualitative research design, collecting data through semi-structured interviews and focus groups with 12 principals of hi…
Teachers’ intentions to teach in inclusive classrooms in China: Does an inclusive school climate make a difference?
Guided by the Theory of Planned Behaviour (TPB), this study investigated how the inclusive school climate, teachers’ attitudes, and self-efficacy are related to their intentions to teach in inclusive classrooms. It also examined the impact of teachers’ demographic characteristics on these belief constructs. Data were collected from 1,418 in-service teachers in China. Structural equation modelling demonstrated that the inclusive school climate pos…
Development and validation of the pre‐service teacher perceived sources of self‐efficacy for differentiated instruction scale
Teachers are increasingly expected to differentiate instruction to address the diverse learning needs of students. Developing strong sources of self‐efficacy that support differentiated instruction during initial teacher education is therefore important. Relatively little is known about pre‐service teachers' perceived sources of self‐efficacy for differentiated instruction, and no scale has been developed for this population. The aim of this stud…
Examining factors influencing in-service teachers’ perceptions of inclusive school climate in China
How the implementation of inclusive education shapes students’ civic intelligence
We're all in it together”: School principals' perspectives about the collective efficacy of their staff for inclusive education practices
Psychology (15 works) · Pedagogy (10 works) · Social Psychology (10 works) · Teacher Education and Leadership Studies (10 works) · Collaborative Teaching and Inclusion (9 works) · Inclusion (mineral (9 works) · Social Psychology (9 works) · Sociology (7 works) · Medicine (6 works) · Political science (6 works)