Lynn Sheridan
Biographic Data
| ID | 4218007 |
|---|---|
| NAME | Lynn Sheridan |
| GIVEN NAMES | Lynn |
| FAMILY NAME | Sheridan |
| SIGNATURE | SHERIDAN L |
| AFFILIATIONS | University of Wollongong |
| ORCID | 0000-0002-3179-9711 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Teachers’ job engagement: The personal and job resources that matter
This study examines the associations of teachers’ personal and job resources (occupational commitment, self-efficacy, collective efficacy, resilience & adaptability) to job engagement. To determine the relationships between constructs, we surveyed 170 Australian teachers during a period of disruption—COVID-19 pandemic. The Job Demands-Resource (JD-R) model provided a theoretical lens for examining teachers’ job-related characteristics (job demand…
Learning ecologies and collaborative reflective practices in higher education
Despite widespread recognition of the value of reflection in initial teacher education, the empirical literature on reflective practice outcomes is mixed, with little consensus. The purpose of this study was to explore preservice teachers’ collaborative reflective experiences and to establish consensus on the role of reflection in a sociology of education course. In an Australian university, 51 Master of Education preservice teachers participated…
Adult learners in a pre-university mathematics course: A scoping review
Pre-university mathematics enabling courses can potentially change adult learners’ perceptions and beliefs around mathematics, enhance self-efficacy, personal confidence, motivation, and enable achievements that support future study and career goals. Enabling courses, however, often require highly individualised curricula and approaches that can be complex to deliver. To explore the factors that engage adult learners and effective approaches to e…
Inclusive course design for online education: Investigating mature-age, international and rural/remote students’ perspectives of online learning
Teachers' engagement and occupational commitment in a centralised education system
This study examined the relationship between teachers’ personal and collective resources and their occupational commitment and engagement in a centralised system. Guided by the Job Demands-Resources theory, we distributed an online survey through our networks. Structural equation modelling using responses from 779 Filipino teachers revealed that collective efficacy was positively linked to personal resources, while adaptability was associated wit…
Teachers’ emotional labour: The Joys, Demands, and Constraints
A systematic literature review of attitudes, intentions and behaviours of teaching academics pertaining to AI and generative AI (GenAI) in higher education: An analysis of GenAI adoption using the UTA…
The rapid advancement of artificial intelligence (AI) has outpaced existing research and regulatory frameworks in higher education, leading to varied institutional responses. Although some educators and institutions have embraced AI and generative AI (GenAI), other individuals remain cautious. This systematic literature review explored teaching academics' attitudes, perceptions and intentions towards AI and GenAI, identifying perceived benefits a…
Artistry in teaching: A systematic literature review of the research spanning 50 years (1972–2022)
Artistry is the personalisation and creativity essential to good teaching. A systematic literature review examined empirical work in classroom contexts over 50 years. The review found 30 studies from SCOPUS, Web of Science, and ERIC databases that examined artistry in teaching regarding aesthetical dimensions, how artistry improves a teacher's skills and thinking, and illuminates artistry's importance. Six themes emerged: artistry is defined diff…
Australian and New Zealand Nurses: Social and Emotional Attributes and Work Engagement
The COVID-19 pandemic presented significant job engagement challenges for the nursing workforce with increased pressures and workplace changes. Nursing staff shortages have increased nurse anxiety, burnout, fear, low morale and intentions to leave the profession. Nursing care is inherently stressful and at times complex, with stress often due to work inconsistencies, a lack of role clarity, workloads and time pressures. This study explores nurses…
Early career teachers’ adaptability and resilience in the socio-relational context of Australian schools
Important non-academic attributes in Australian initial teacher education
Universities and teacher professional learning in the new policy context of teacher accreditation
All teachers in Australia must now achieve and maintain certification through mandatory accreditation processes that include specified professional learning hours. While key policies that outline teacher professional learning in Australia and New South Wales make no specific reference to a role for universities, this discussion paper proposes that the new teacher accreditation landscape provides opportunities for universities to work collaborativ…
The power of feedback and reflection: Testing an online scenario-based learning intervention for student teachers
The development and testing of an online scenario-based learning activity to prepare preservice teachers for teaching placements
Newly Qualified Social Workers’ Readiness for Practice in Scotland
Little is known about newly qualified social worker (NQSW) experiences of education, employment and training in Scotland. This article reports on findings from a national online survey (n = 205) conducted with NQSWs during their first year of employment. The study presented here was commissioned by the Scottish Social Service Council (SSSC) as part of a wider strategic review of social work education. This study used a mixed-methods design, and t…
Newly Qualified Social Workers’ Readiness for Practice in Scotland
Little is known about newly qualified social worker (NQSW) experiences of education, employment and training in Scotland. This article reports on findings from a national online survey (n = 205) conducted with NQSWs during their first year of employment. The study presented here was commissioned by the Scottish Social Service Council (SSSC) as part of a wider strategic review of social work education. This study used a mixed-methods design, and t…
Universities and teacher professional learning in the new policy context of teacher accreditation
All teachers in Australia must now achieve and maintain certification through mandatory accreditation processes that include specified professional learning hours. While key policies that outline teacher professional learning in Australia and New South Wales make no specific reference to a role for universities, this discussion paper proposes that the new teacher accreditation landscape provides opportunities for universities to work collaborativ…
The power of feedback and reflection: Testing an online scenario-based learning intervention for student teachers
The development and testing of an online scenario-based learning activity to prepare preservice teachers for teaching placements
Early career teachers’ adaptability and resilience in the socio-relational context of Australian schools
Important non-academic attributes in Australian initial teacher education
Australian and New Zealand Nurses: Social and Emotional Attributes and Work Engagement
The COVID-19 pandemic presented significant job engagement challenges for the nursing workforce with increased pressures and workplace changes. Nursing staff shortages have increased nurse anxiety, burnout, fear, low morale and intentions to leave the profession. Nursing care is inherently stressful and at times complex, with stress often due to work inconsistencies, a lack of role clarity, workloads and time pressures. This study explores nurses…
A systematic literature review of attitudes, intentions and behaviours of teaching academics pertaining to AI and generative AI (GenAI) in higher education: An analysis of GenAI adoption using the UTA…
The rapid advancement of artificial intelligence (AI) has outpaced existing research and regulatory frameworks in higher education, leading to varied institutional responses. Although some educators and institutions have embraced AI and generative AI (GenAI), other individuals remain cautious. This systematic literature review explored teaching academics' attitudes, perceptions and intentions towards AI and GenAI, identifying perceived benefits a…
Artistry in teaching: A systematic literature review of the research spanning 50 years (1972–2022)
Artistry is the personalisation and creativity essential to good teaching. A systematic literature review examined empirical work in classroom contexts over 50 years. The review found 30 studies from SCOPUS, Web of Science, and ERIC databases that examined artistry in teaching regarding aesthetical dimensions, how artistry improves a teacher's skills and thinking, and illuminates artistry's importance. Six themes emerged: artistry is defined diff…
Teachers’ job engagement: The personal and job resources that matter
This study examines the associations of teachers’ personal and job resources (occupational commitment, self-efficacy, collective efficacy, resilience & adaptability) to job engagement. To determine the relationships between constructs, we surveyed 170 Australian teachers during a period of disruption—COVID-19 pandemic. The Job Demands-Resource (JD-R) model provided a theoretical lens for examining teachers’ job-related characteristics (job demand…
Learning ecologies and collaborative reflective practices in higher education
Despite widespread recognition of the value of reflection in initial teacher education, the empirical literature on reflective practice outcomes is mixed, with little consensus. The purpose of this study was to explore preservice teachers’ collaborative reflective experiences and to establish consensus on the role of reflection in a sociology of education course. In an Australian university, 51 Master of Education preservice teachers participated…
Adult learners in a pre-university mathematics course: A scoping review
Pre-university mathematics enabling courses can potentially change adult learners’ perceptions and beliefs around mathematics, enhance self-efficacy, personal confidence, motivation, and enable achievements that support future study and career goals. Enabling courses, however, often require highly individualised curricula and approaches that can be complex to deliver. To explore the factors that engage adult learners and effective approaches to e…
Inclusive course design for online education: Investigating mature-age, international and rural/remote students’ perspectives of online learning
Teachers' engagement and occupational commitment in a centralised education system
This study examined the relationship between teachers’ personal and collective resources and their occupational commitment and engagement in a centralised system. Guided by the Job Demands-Resources theory, we distributed an online survey through our networks. Structural equation modelling using responses from 779 Filipino teachers revealed that collective efficacy was positively linked to personal resources, while adaptability was associated wit…
Teachers’ emotional labour: The Joys, Demands, and Constraints
Psychology (12 works) · Sociology (8 works) · Mathematics education (7 works) · Pedagogy (7 works) · Political science (7 works) · Medicine (5 works) · Engineering (4 works) · Teacher Education and Leadership Studies (4 works) · Computer Science (3 works) · Early Childhood Education and Development (3 works)