Fiona Boylan
Biographic Data
| ID | 4599991 |
|---|---|
| NAME | Fiona Boylan |
| GIVEN NAMES | Fiona |
| FAMILY NAME | Boylan |
| SIGNATURE | BOYLAN F |
| AFFILIATIONS | Edith Cowan University |
| ORCID | 0000-0003-2531-3559 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Co-Designing Health-Related Digital Tools with Children
An increased focus on research with rather than on or of participants provides challenges with the implementation of such research with children. This extends to participatory practices in which co-design is implemented towards developing a technology-based product or solving a problem particularly in the domain of health literacy. This systematic scoping review aimed to examine the practices of co-design with children to inform an interdisciplin…
Drawing on international pre-service teachers’ funds of knowledge to enhance professional experience
Following the COVID- 19 pandemic, international student enrolments in Australia's initial teacher education (ITE) programs have sharply increased. ITE courses are obligated to comprehensively support international students, particularly during professional experiences (PEx). These students often face challenges due to cultural and linguistic differences, and universities typically address these through intervention programs and workshops aimed at…
Supporting mid-career students’ psychological needs to improve motivation and retention in post-graduate courses
Currently Australia is experiencing an unprecedented teacher shortage. Increasing and retaining the number of mid-career Initial Teacher Education entrants has been identified as one strategy to combat the shortage. This study examines the psychological needs (autonomy, competence, and relatedness) innate to autonomous forms of motivation to support retention. While there is much research investigating how universities support students’ psycholog…
Co‐Designing a Children's Transition Charter for the Transition to School
This project sought to gather the voices of young children to investigate whether a co‐development process could be used to develop a transition to school charter with children and their teachers. Children's experiences of the transition to school can have far‐reaching effects on their continuing educational journey. Seven teachers from the early years of school and 52 children (3–5 years) participated in the project over a school year. Participa…
Transforming transitions to primary school
Transition to school experiences influence children’s wellbeing, development, and learning at the time of transition and future transitions. Effective transitions require schools to engage with children and families in ways that connect and empower them in the transition process. In this study children aged 3–6 years and their teachers used a Funds of Knowledge (FoK) and Funds of Identity (FoI) lens to reimagine transition practices for children …
No prominent works on this page.
Transforming transitions to primary school
Transition to school experiences influence children’s wellbeing, development, and learning at the time of transition and future transitions. Effective transitions require schools to engage with children and families in ways that connect and empower them in the transition process. In this study children aged 3–6 years and their teachers used a Funds of Knowledge (FoK) and Funds of Identity (FoI) lens to reimagine transition practices for children …
Co-Designing Health-Related Digital Tools with Children
An increased focus on research with rather than on or of participants provides challenges with the implementation of such research with children. This extends to participatory practices in which co-design is implemented towards developing a technology-based product or solving a problem particularly in the domain of health literacy. This systematic scoping review aimed to examine the practices of co-design with children to inform an interdisciplin…
Drawing on international pre-service teachers’ funds of knowledge to enhance professional experience
Following the COVID- 19 pandemic, international student enrolments in Australia's initial teacher education (ITE) programs have sharply increased. ITE courses are obligated to comprehensively support international students, particularly during professional experiences (PEx). These students often face challenges due to cultural and linguistic differences, and universities typically address these through intervention programs and workshops aimed at…
Supporting mid-career students’ psychological needs to improve motivation and retention in post-graduate courses
Currently Australia is experiencing an unprecedented teacher shortage. Increasing and retaining the number of mid-career Initial Teacher Education entrants has been identified as one strategy to combat the shortage. This study examines the psychological needs (autonomy, competence, and relatedness) innate to autonomous forms of motivation to support retention. While there is much research investigating how universities support students’ psycholog…
Co‐Designing a Children's Transition Charter for the Transition to School
This project sought to gather the voices of young children to investigate whether a co‐development process could be used to develop a transition to school charter with children and their teachers. Children's experiences of the transition to school can have far‐reaching effects on their continuing educational journey. Seven teachers from the early years of school and 52 children (3–5 years) participated in the project over a school year. Participa…
Psychology (4 works) · Medical education (3 works) · Medicine (3 works) · Pedagogy (3 works) · Early Childhood Education and Development (2 works) · Mathematics education (2 works) · Political science (2 works) · Sociology (2 works) · Teacher Education and Leadership Studies (2 works) · Autonomy (1 work)