Loraine Mckay
Biographic Data
| ID | 3828047 |
|---|---|
| NAME | Loraine Mckay |
| GIVEN NAMES | Loraine |
| FAMILY NAME | Mckay |
| SIGNATURE | MCKAY L |
| AFFILIATIONS | Griffith University |
| ORCID | 0000-0003-2871-4606 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 13 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Using hope theory to understand changes from professional learning in inclusive education
Professional learning for quality teaching is a lifelong enterprise. Nevertheless, it entails a considerable cost with varying outcomes. Drawing on Snyder's hope theory and Pantic's teacher agency, this paper aims to present a model aimed at deepening our understanding of teachers' intentions and competencies in inclusive education. The model formulates a professional learning cycle tailored to address their unique needs. This study draws on data…
Initiating, enacting and sustaining partnerships to inform post-school pathways
Partnerships with local public sector agencies, enterprises and tertiary institutions offer a means to inform young people about post-school pathways into working life and occupations that schools alone cannot achieve. Informing about those pathways is an important, yet, complex educational goal for schooling. This is because much of schooling effort privileges and is directed towards higher education entry. Often advice provided to young people …
Evidence of transformative leadership for inclusive practice
Globally, school leaders express a need for ongoing professional learning to support teacher's knowledge and skills in inclusive education. This paper reports on interview data collected from four school leaders and 18 teachers who have various roles in Australian schools (four school sites) about their experiences of professional learning to operationalise inclusive schooling. Most of the teachers did not have leadership titles or designated lea…
Teacher emotions and emotional labour
Navigating a pathway of professional learning
Differentiated teaching practices of Australian mainstream classroom teachers
Using arts-based reflection to explore preservice teacher identity development and its reciprocity with resilience and well-being during the second year of university
Supporting intentional reflection through collage to explore self-care in identity work during initial teacher education
Do I Belong in the Profession? The Cost of Fitting In as a Preservice Teacher With a Passion for Social Justice
Preservice teachers enter university with a range of personally held beliefs related to inclusive education and themselves as educators. This article reports on one case study from a larger qualitative research project. The study examined a preservice teacher's perceptions of herself as an inclusive educator as she approached the final year of her undergraduate degree. Data included a metaphorical representation of being an inclusive educator, an…
Exploring how arts-based reflection can support teachers' resilience and well-being
Powering Up Students to Challenge Their Own Deficit Views
Intervention programs designed to improve literacy skills also produce unintended outcomes that sustain a deficit view around some students. The purpose of this study was to examine the perceptions about learning of a group of 12–14‐year‐old Australian students assigned to a reading intervention class. The article reports on data collected from students over a six‐month period through interviews, including illustrated responses, and classroom obs…
Beginning teachers and inclusive education
El presente documento presenta los resultados de la investigación, “De lo ideal, a lo real” una mirada de la educación inclusiva, desde la transformación en la práctica de una docente de apoyo pedagógico en una Escuela Normalista de Bogotá, que tuvo como objetivo desarrollar procesos de transformación en la práctica de una docente de apoyo pedagógico, para aportar a la educación inclusiva en la Escuela Normal Superior Distrital María Montessori. …
Beginning teachers and inclusive education
El presente documento presenta los resultados de la investigación, “De lo ideal, a lo real” una mirada de la educación inclusiva, desde la transformación en la práctica de una docente de apoyo pedagógico en una Escuela Normalista de Bogotá, que tuvo como objetivo desarrollar procesos de transformación en la práctica de una docente de apoyo pedagógico, para aportar a la educación inclusiva en la Escuela Normal Superior Distrital María Montessori. …
Exploring how arts-based reflection can support teachers' resilience and well-being
Evidence of transformative leadership for inclusive practice
Globally, school leaders express a need for ongoing professional learning to support teacher's knowledge and skills in inclusive education. This paper reports on interview data collected from four school leaders and 18 teachers who have various roles in Australian schools (four school sites) about their experiences of professional learning to operationalise inclusive schooling. Most of the teachers did not have leadership titles or designated lea…
Using arts-based reflection to explore preservice teacher identity development and its reciprocity with resilience and well-being during the second year of university
Supporting intentional reflection through collage to explore self-care in identity work during initial teacher education
Beginning teachers and inclusive education
El presente documento presenta los resultados de la investigación, “De lo ideal, a lo real” una mirada de la educación inclusiva, desde la transformación en la práctica de una docente de apoyo pedagógico en una Escuela Normalista de Bogotá, que tuvo como objetivo desarrollar procesos de transformación en la práctica de una docente de apoyo pedagógico, para aportar a la educación inclusiva en la Escuela Normal Superior Distrital María Montessori. …
Powering Up Students to Challenge Their Own Deficit Views
Intervention programs designed to improve literacy skills also produce unintended outcomes that sustain a deficit view around some students. The purpose of this study was to examine the perceptions about learning of a group of 12–14‐year‐old Australian students assigned to a reading intervention class. The article reports on data collected from students over a six‐month period through interviews, including illustrated responses, and classroom obs…
Exploring how arts-based reflection can support teachers' resilience and well-being
Supporting intentional reflection through collage to explore self-care in identity work during initial teacher education
Do I Belong in the Profession? The Cost of Fitting In as a Preservice Teacher With a Passion for Social Justice
Preservice teachers enter university with a range of personally held beliefs related to inclusive education and themselves as educators. This article reports on one case study from a larger qualitative research project. The study examined a preservice teacher's perceptions of herself as an inclusive educator as she approached the final year of her undergraduate degree. Data included a metaphorical representation of being an inclusive educator, an…
Differentiated teaching practices of Australian mainstream classroom teachers
Using arts-based reflection to explore preservice teacher identity development and its reciprocity with resilience and well-being during the second year of university
Navigating a pathway of professional learning
Teacher emotions and emotional labour
Initiating, enacting and sustaining partnerships to inform post-school pathways
Partnerships with local public sector agencies, enterprises and tertiary institutions offer a means to inform young people about post-school pathways into working life and occupations that schools alone cannot achieve. Informing about those pathways is an important, yet, complex educational goal for schooling. This is because much of schooling effort privileges and is directed towards higher education entry. Often advice provided to young people …
Evidence of transformative leadership for inclusive practice
Globally, school leaders express a need for ongoing professional learning to support teacher's knowledge and skills in inclusive education. This paper reports on interview data collected from four school leaders and 18 teachers who have various roles in Australian schools (four school sites) about their experiences of professional learning to operationalise inclusive schooling. Most of the teachers did not have leadership titles or designated lea…
Using hope theory to understand changes from professional learning in inclusive education
Professional learning for quality teaching is a lifelong enterprise. Nevertheless, it entails a considerable cost with varying outcomes. Drawing on Snyder's hope theory and Pantic's teacher agency, this paper aims to present a model aimed at deepening our understanding of teachers' intentions and competencies in inclusive education. The model formulates a professional learning cycle tailored to address their unique needs. This study draws on data…
Pedagogy (11 works) · Psychology (10 works) · Sociology (10 works) · Mathematics education (7 works) · Teacher Education and Leadership Studies (7 works) · Political science (5 works) · Social Psychology (5 works) · Qualitative research (4 works) · Social science (4 works) · Teacher education (4 works)