Lorraine Graham
Biographic Data
| ID | 5972027 |
|---|---|
| NAME | Lorraine Graham |
| GIVEN NAMES | Lorraine |
| FAMILY NAME | Graham |
| SIGNATURE | GRAHAM L |
| AFFILIATIONS | The University of Melbourne |
| ORCID | 0000-0002-6810-9569 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1993 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Explicit tier two vocabulary instruction for young deaf children
This study examined the effectiveness of the explicit, evidence-based vocabulary intervention, Text Talk, for deaf children attending mainstream spoken language education settings during the early years of school. The Text Talk program is designed to guide teachers’ Tier Two vocabulary instruction in the context of read-aloud storybooks. Participants included 20 children with moderate-to-profound hearing loss using spoken language to communicate,…
Inclusive learning spaces in Australian schools
Most Australian children with disability who attend school are enrolled in mainstream schools, yet insights into their spatial experiences of school environments are limited. This research explored the experiences of students with disability in various school settings, focusing on the physical enablers and barriers to their participation (C. Imms et al., 2017). Data were collected via 18 focus groups with stakeholder groups that included students…
Helping teacher education students’ understanding of self-regulated learning and how to promote self-regulated learning in the classroom
This research investigated the details and effects of a short online Professional Learning Program designed to develop teacher education students’ knowledge about how to promote self-regulated learning (SRL) in the classroom. The Program was based on a new framework for how teachers can promote SRL, the SRL Teacher Promotion Framework (SRL-TPF), which focused on the promotion of SRL strategies, students’ knowledge about learning, and students’ me…
School leaders’ attitudes to the implementation of inclusive education in Bhutan
An online questionnaire investigating the attitudes of Bhutanese school leaders towards inclusive education was conducted in 2016. The respondents were 20 school leaders, 16 males and 4 females, with an average age of 41 years, and teaching experience ranging from 8 to 32 years. Responses revealed that this group of school leaders had generally positive attitudes towards inclusive education; however, they were uncertain about including children w…
The levels of cognitive engagement of lesson tasks designed by teacher education students and their use of knowledge of self-regulated learning in explanations for task design
Using the ICAP framework (Chi & Wiley, 2014) we examined the level of cognitive engagement of lesson tasks designed by teacher education students (TES). Explanations for task design were examined for structural complexity and types of self-regulated learning (SRL) activity. Two thirds of the participants designed lesson tasks that would stimulate constructive engagement while the tasks of the remaining participants would be unlikely to stimulate …
Overcoming barriers to inclusion in education in India
To identify successful interventions supporting teachers and school leaders to achieve inclusive education in India, including clarifying the underpinning causal logic and identifying research gaps. Indian and Australian researchers collaborated to complete a scoping review that drew together the full range of evidence of successful educational interventions related to school leadership and teaching functions, including from grey literature sourc…
Rubrics and formative assessment in K-12 education
Bhutanese teachers’ attitudes towards inclusive education
Inclusive education is a relatively new educational concept in Bhutan. Teachers play a critical role in the successful implementation of educational change. Investigating teachers’ attitudes towards inclusion was conducted through an online survey. Respondents included 145 teachers (70 male and 75 female) from eight schools from across eight different districts in Bhutan, representing a return rate of 57%. Data were analysed using Rasch latent tr…
The nexus of knowledge and behavior for school-aged children
Health-related knowledge has been assumed to inform lifestyle choices for school-aged students. A ‘health-promoting school’ provides the conceptual framework for this intervention. A large boarding school developed, implemented and refined a Nutritional Symbol System for their dining hall. The effectiveness of this social marketing strategy and school-based Health Education Program was evaluated by interviewing students (n = 16) for nutritional k…
A Model of Poor Readers' Text-Based Inferencing
Philip H. Winne, Lorraine Graham, Leone Prock, A Model of Poor Readers' Text-Based Inferencing: Effects of Explanatory Feedback, Reading Research Quarterly, Vol. 28, No. 1 (Jan. - Feb. - Mar., 1993), pp. 52-66
Bhutanese teachers’ attitudes towards inclusive education
Inclusive education is a relatively new educational concept in Bhutan. Teachers play a critical role in the successful implementation of educational change. Investigating teachers’ attitudes towards inclusion was conducted through an online survey. Respondents included 145 teachers (70 male and 75 female) from eight schools from across eight different districts in Bhutan, representing a return rate of 57%. Data were analysed using Rasch latent tr…
A Model of Poor Readers' Text-Based Inferencing
Philip H. Winne, Lorraine Graham, Leone Prock, A Model of Poor Readers' Text-Based Inferencing: Effects of Explanatory Feedback, Reading Research Quarterly, Vol. 28, No. 1 (Jan. - Feb. - Mar., 1993), pp. 52-66
A Model of Poor Readers' Text-Based Inferencing
Philip H. Winne, Lorraine Graham, Leone Prock, A Model of Poor Readers' Text-Based Inferencing: Effects of Explanatory Feedback, Reading Research Quarterly, Vol. 28, No. 1 (Jan. - Feb. - Mar., 1993), pp. 52-66
The nexus of knowledge and behavior for school-aged children
Health-related knowledge has been assumed to inform lifestyle choices for school-aged students. A ‘health-promoting school’ provides the conceptual framework for this intervention. A large boarding school developed, implemented and refined a Nutritional Symbol System for their dining hall. The effectiveness of this social marketing strategy and school-based Health Education Program was evaluated by interviewing students (n = 16) for nutritional k…
Bhutanese teachers’ attitudes towards inclusive education
Inclusive education is a relatively new educational concept in Bhutan. Teachers play a critical role in the successful implementation of educational change. Investigating teachers’ attitudes towards inclusion was conducted through an online survey. Respondents included 145 teachers (70 male and 75 female) from eight schools from across eight different districts in Bhutan, representing a return rate of 57%. Data were analysed using Rasch latent tr…
Overcoming barriers to inclusion in education in India
To identify successful interventions supporting teachers and school leaders to achieve inclusive education in India, including clarifying the underpinning causal logic and identifying research gaps. Indian and Australian researchers collaborated to complete a scoping review that drew together the full range of evidence of successful educational interventions related to school leadership and teaching functions, including from grey literature sourc…
Rubrics and formative assessment in K-12 education
The levels of cognitive engagement of lesson tasks designed by teacher education students and their use of knowledge of self-regulated learning in explanations for task design
Using the ICAP framework (Chi & Wiley, 2014) we examined the level of cognitive engagement of lesson tasks designed by teacher education students (TES). Explanations for task design were examined for structural complexity and types of self-regulated learning (SRL) activity. Two thirds of the participants designed lesson tasks that would stimulate constructive engagement while the tasks of the remaining participants would be unlikely to stimulate …
Helping teacher education students’ understanding of self-regulated learning and how to promote self-regulated learning in the classroom
This research investigated the details and effects of a short online Professional Learning Program designed to develop teacher education students’ knowledge about how to promote self-regulated learning (SRL) in the classroom. The Program was based on a new framework for how teachers can promote SRL, the SRL Teacher Promotion Framework (SRL-TPF), which focused on the promotion of SRL strategies, students’ knowledge about learning, and students’ me…
School leaders’ attitudes to the implementation of inclusive education in Bhutan
An online questionnaire investigating the attitudes of Bhutanese school leaders towards inclusive education was conducted in 2016. The respondents were 20 school leaders, 16 males and 4 females, with an average age of 41 years, and teaching experience ranging from 8 to 32 years. Responses revealed that this group of school leaders had generally positive attitudes towards inclusive education; however, they were uncertain about including children w…
Explicit tier two vocabulary instruction for young deaf children
This study examined the effectiveness of the explicit, evidence-based vocabulary intervention, Text Talk, for deaf children attending mainstream spoken language education settings during the early years of school. The Text Talk program is designed to guide teachers’ Tier Two vocabulary instruction in the context of read-aloud storybooks. Participants included 20 children with moderate-to-profound hearing loss using spoken language to communicate,…
Inclusive learning spaces in Australian schools
Most Australian children with disability who attend school are enrolled in mainstream schools, yet insights into their spatial experiences of school environments are limited. This research explored the experiences of students with disability in various school settings, focusing on the physical enablers and barriers to their participation (C. Imms et al., 2017). Data were collected via 18 focus groups with stakeholder groups that included students…
Psychology (9 works) · Pedagogy (7 works) · Mathematics education (6 works) · Computer Science (4 works) · Medical education (4 works) · Medicine (4 works) · Collaborative Teaching and Inclusion (3 works) · Educational Strategies and Epistemologies (3 works) · Social Psychology (3 works) · Sociology (3 works)