Anna Dabrowski
Biographic Data
| ID | 3942284 |
|---|---|
| NAME | Anna Dabrowski |
| GIVEN NAMES | Anna |
| FAMILY NAME | Dabrowski |
| SIGNATURE | DABROWSKI A |
| AFFILIATIONS | The University of Melbourne |
| ORCID | 0000-0003-0697-1353 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Building education system resilience in Samoa: Systems, policies, and practices that foster equitable learning
Introduction The COVID-19 crisis caused unprecedented levels of disruption to education systems worldwide. Government response strategies have varied across the Pacific region, however, experience from the measles lockdown prompted the Government of Samoa (GoS) to act quickly. While studies have been conducted by GoS on access to education during the COVID-19 pandemic, there has not been any studies to examine the systematic impact on learning ou…
“We are left to fend for ourselves”: Understanding why teachers struggle to support students’ mental health
Student mental health is linked to improved learning, and there has been significant international investment in policies, practices, and programs focused on preventing and responding to mental health conditions amongst young people. Accordingly, the number of mental health and wellbeing interventions now being implemented in education settings continues to grow, despite a lack of research on teacher readiness to implement such interventions. Num…
Examining the experiences of first-year students with low tertiary admission scores in Australian universities
The previous two decades have seen much improvement in the first-year experience of students attending university. Yet for a significant proportion of students, coping with university study remains challenging. This is particularly the case for those students entering university with low tertiary admission scores. Although the higher education sector is now alert to the challenges facing these students and aware of the need for augmented support,…
Evaluating for impact: What type of data can assist a health promoting school approach?
There is debate within the health promoting school (HPS) movement on whether schools should monitor health behaviour outcomes as part of an evaluation or rely more on process type measures, such as changes to school policies and the physical and social environment which yield information about (in)effective implementation. The debate is often framed around ideological considerations of the role of schools and there is little empirical work on how…
Examining the experiences of first-year students with low tertiary admission scores in Australian universities
The previous two decades have seen much improvement in the first-year experience of students attending university. Yet for a significant proportion of students, coping with university study remains challenging. This is particularly the case for those students entering university with low tertiary admission scores. Although the higher education sector is now alert to the challenges facing these students and aware of the need for augmented support,…
Evaluating for impact: What type of data can assist a health promoting school approach?
There is debate within the health promoting school (HPS) movement on whether schools should monitor health behaviour outcomes as part of an evaluation or rely more on process type measures, such as changes to school policies and the physical and social environment which yield information about (in)effective implementation. The debate is often framed around ideological considerations of the role of schools and there is little empirical work on how…
Examining the experiences of first-year students with low tertiary admission scores in Australian universities
The previous two decades have seen much improvement in the first-year experience of students attending university. Yet for a significant proportion of students, coping with university study remains challenging. This is particularly the case for those students entering university with low tertiary admission scores. Although the higher education sector is now alert to the challenges facing these students and aware of the need for augmented support,…
“We are left to fend for ourselves”: Understanding why teachers struggle to support students’ mental health
Student mental health is linked to improved learning, and there has been significant international investment in policies, practices, and programs focused on preventing and responding to mental health conditions amongst young people. Accordingly, the number of mental health and wellbeing interventions now being implemented in education settings continues to grow, despite a lack of research on teacher readiness to implement such interventions. Num…
Building education system resilience in Samoa: Systems, policies, and practices that foster equitable learning
Introduction The COVID-19 crisis caused unprecedented levels of disruption to education systems worldwide. Government response strategies have varied across the Pacific region, however, experience from the measles lockdown prompted the Government of Samoa (GoS) to act quickly. While studies have been conducted by GoS on access to education during the COVID-19 pandemic, there has not been any studies to examine the systematic impact on learning ou…
Psychology (3 works) · Computer Science (2 works) · Mathematics education (2 works) · Political science (2 works) · Resilience and Mental Health (2 works) · Applied Psychology (1 works) · Attrition (1 works) · Audit (1 works) · Benchmarking (1 works) · Business (1 works)