Tess Boyle
Biographic Data
| ID | 5848496 |
|---|---|
| NAME | Tess Boyle |
| GIVEN NAMES | Tess |
| FAMILY NAME | Boyle |
| SIGNATURE | BOYLE T |
| AFFILIATIONS | Southern Cross University |
| ORCID | 0000-0001-7724-3527 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Reflections on coaching and mentoring in the transition to school space
The learning and development of educators in schools can take many forms. This paper is a critical reflection about the coaching and mentoring practices of the authors, set within the context of a state-wide transition to school initiative in Queensland, Australia. The paper describes the context of the initiative, the role of the authors, critical participatory action research methodology adopted, some of the tasks used, and emerging evidence of…
Acknowledging, negotiating, and reporting ‘uncomfortable truths’ in action research
Critical action research is a praxis-oriented professional learning practice. Such practice requires a move beyond viewing action research as simply a technical or practical method for teacher development; instead, it strives for critical and participatory research. When action research is reduced to a technicist process for professional learning, there is a tendency for valorising reported findings, so seemingly ‘celebratory’ stories emerge. Yet…
Promoting students’ safety and wellbeing
Although ‘child safety’ is now a national policy priority in Australia, there is little research exploring the practices in schools that contribute to children and young people’s felt sense of safety and wellbeing. Drawing on a mixed-method Australian Research Council (ARC) Discovery project, this article presents findings from interviews with school staff ( N = 10), leaders ( N = 5) and nine focus groups with students ( N = 58), in primary and s…
Ethical Practice in Disability Services
In recent years there has been increased focus on supporting the safety and wellbeing of children and young people with disability. This paper reports on a study that asked children and young people with disability and adults who work with them about practices that support their wellbeing and safety, including barriers and enablers to ethical practice. We used the theory of practice architectures to unpack the practices. Findings point to a range…
Coaching practices
Two worlds, one site
This paper presents an account of a cross-sectorial study investigating whether shared understandings of practices might enhance continuity during transitions to school. Applying an ontological lens to cross-sectorial leading practices, the paper sheds light on the contextualised realities of transitions to school as a site specific lived experience. The paper begins with an overview of the ways transitions to school practices are understood, inc…
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Two worlds, one site
This paper presents an account of a cross-sectorial study investigating whether shared understandings of practices might enhance continuity during transitions to school. Applying an ontological lens to cross-sectorial leading practices, the paper sheds light on the contextualised realities of transitions to school as a site specific lived experience. The paper begins with an overview of the ways transitions to school practices are understood, inc…
Coaching practices
Ethical Practice in Disability Services
In recent years there has been increased focus on supporting the safety and wellbeing of children and young people with disability. This paper reports on a study that asked children and young people with disability and adults who work with them about practices that support their wellbeing and safety, including barriers and enablers to ethical practice. We used the theory of practice architectures to unpack the practices. Findings point to a range…
Acknowledging, negotiating, and reporting ‘uncomfortable truths’ in action research
Critical action research is a praxis-oriented professional learning practice. Such practice requires a move beyond viewing action research as simply a technical or practical method for teacher development; instead, it strives for critical and participatory research. When action research is reduced to a technicist process for professional learning, there is a tendency for valorising reported findings, so seemingly ‘celebratory’ stories emerge. Yet…
Promoting students’ safety and wellbeing
Although ‘child safety’ is now a national policy priority in Australia, there is little research exploring the practices in schools that contribute to children and young people’s felt sense of safety and wellbeing. Drawing on a mixed-method Australian Research Council (ARC) Discovery project, this article presents findings from interviews with school staff ( N = 10), leaders ( N = 5) and nine focus groups with students ( N = 58), in primary and s…
Reflections on coaching and mentoring in the transition to school space
The learning and development of educators in schools can take many forms. This paper is a critical reflection about the coaching and mentoring practices of the authors, set within the context of a state-wide transition to school initiative in Queensland, Australia. The paper describes the context of the initiative, the role of the authors, critical participatory action research methodology adopted, some of the tasks used, and emerging evidence of…
Pedagogy (5 works) · Psychology (5 works) · Sociology (5 works) · Political science (4 works) · Best practice (3 works) · Public relations (3 works) · Coaching (2 works) · Collaborative Teaching and Inclusion (2 works) · Education Systems and Policy (2 works) · Focus group (2 works)