Karen Moni
Biographic Data
| ID | 5997556 |
|---|---|
| NAME | Karen Moni |
| GIVEN NAMES | Karen |
| FAMILY NAME | Moni |
| SIGNATURE | MONI K |
| AFFILIATIONS | The University of Queensland |
| ORCID | 0000-0001-9035-9030 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 33 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Parent perceptions of a postsecondary education programme for adults with Down syndrome
Engaging clinical examiners with structured feedback to enhance assessment practices
INTRODUCTION: Examiners' professional judgements of student performance are pivotal to making high-stakes decisions to ensure graduating medical students are competent to practise. Clinicians play a key role in assessment in medical education. They are qualified in their clinical area but may require support to further develop their understanding of assessment practices. However, there are limited studies on providing examiners with structured fe…
Exploring the emotions of international students about their feedback experiences
Feedback is an essential aspect of enhancing learning. Most studies have used traditional research methods to capture students’ perceptions of effective feedback. Little attention has been paid to what emotions are triggered by feedback and when these emotions are elicited. This paper explored feedback using an electronic log (e-log) to capture multiple feedback events experienced by international students. These events were then explored in a se…
National disability insurance scheme: Is it creating an ordinary life for adults with intellectual disability
A key goal of the NDIS, the federally funding individualised funding scheme for people with a disability in Australia, is to facilitate an ordinary life for them in their communities. This study examined family perceptions of the contribution NDIS made to create an ordinary life for their adult member with intellectual disability. Semi-structured interviews were conducted with 20 families. The families found this to be a complex process in that w…
Parents’ views of an optimal school life: Using Social Role Valorization to explore differences in parental perspectives when children have intellectual disability
Children with disability continue to experience disadvantage in their school lives; thus, the question of what makes up an optimal school life, and whether this is different for children with disability, becomes critical. This paper reports on research into parental views about an optimal school life and the usefulness of Social Role Valorization theory as a framework for exploring this issue. Six focus group interviews were used to collect data …
Choosing a school: Parental decision-making when special schools are an option
Parental rights to choose a school are widely acknowledged. School choices for parents of children with disability have been discussed in the academic literature; however, the decision-making process itself is largely hidden. It is vital to understand parental decision-making around school choice more deeply, given the high regard with which this is viewed. Six focus groups were held in Queensland, Australia in 2013 to explore parental decision-m…
Teachers’ perceptions of and responses to student evaluation of teaching: Purposes and uses in clinical education
Student evaluation of teaching (SET) only becomes an effective tool for improving teaching and learning when the relevant stakeholders seriously consider and plan appropriate actions according to student feedback. It is common practice in medical education to provide clinical teachers with student feedback. However, there is limited evidence about how teachers in higher education, and medical education in particular, systematically apply student …
Unanticipated ethical issues in a participatory research project with individuals with intellectual disability
The conduct of a participatory research investigation into the everyday literacy of adults with intellectual disability within the context of a PhD thesis highlighted issues related to the ethics of participatory research and the need to revisit and reconsider ethical guidelines around working with individuals with intellectual disability. Tensions were identified between participatory research ideology and the reality of research experiences, wi…
Investigating the development of foreign language anxiety: An autobiographical approach
Foreign language anxiety (FLA) has been found to exist in tertiary students learning foreign languages in many countries; however, limited research has explored how it develops. This study investigated how anxiety developed in students of English as a foreign language (EFL), focusing on changes in their feelings about EFL learning as they learned, using an autobiographical approach. Participants were 49 undergraduates identified as anxious based …
Foreign Language Anxiety: Understanding Its Status and Insiders' Awareness and Attitudes
Foreign language anxiety (FLA) has been found to exist in all of the cultures where it has been studied, yet the literature provides limited empirical evidence to indicate whether foreign language students and teachers, as the direct stakeholders in the phenomenon, are aware of it. This study investigated the extent to which foreign language students and teachers are aware of the existence of the phenomenon of FLA and their attitudes towards it. …
English in primary education in Malaysia: Policies, outcomes and stakeholders’ lived experiences
This paper examines English language-in-education policy and planning (LEPP) in Malaysia from macro- and micro-language planning perspectives over the past 50 years. Specifically, it focuses on English language policies at the primary level and investigates their outcomes and consequences at different levels of education. The major focus of this paper is a case study that was conducted on samples of students, lecturers and administrators in a pub…
They’re a lot cleverer than I thought’: Challenging perceptions of disability support staff as they tutor in an adult literacy program
Being literate empowers individuals to be effective consumers, to be informed about lifestyle options, to read aesthetically for relaxation and enjoyment and to further their knowledge of people and places that can enable them to participate more fully in communities. However, there are limited literacy opportunities and programs specifically designed to meet the needs of individuals with intellectual disabilities across their lifespan. The aim o…
Code-Breaker: Developing Phonics With a Young Adult With an Intellectual Disability
The teaching and learning of phonics are core elements of a balanced literacy program for people with intellectual disabilities. Studies have shown that individuals who have limited phonic and decoding skills will be unlikely to progress in their reading ability beyond an emergent level and are more likely to experience difficulty in comprehension. The authors discuss the challenges of integrating contemporary understandings about literacy practi…
Modelling Professional Practice: A collaborative approach to developing criteria and standards-based assessment in pre-service teacher education courses
An important obligation of teacher educators is to provide a model of professional practice for our pre-service students, that is, to 'practise what we preach' in exemplary fashion. This paper describes how we have modelled key aspects of secondary school teaching practice for students in the University of Queensland's Bachelor of Education course, by working collaboratively to design and implement assessment programmes which are consistent both …
Choosing a school: Parental decision-making when special schools are an option
Parental rights to choose a school are widely acknowledged. School choices for parents of children with disability have been discussed in the academic literature; however, the decision-making process itself is largely hidden. It is vital to understand parental decision-making around school choice more deeply, given the high regard with which this is viewed. Six focus groups were held in Queensland, Australia in 2013 to explore parental decision-m…
English in primary education in Malaysia: Policies, outcomes and stakeholders’ lived experiences
This paper examines English language-in-education policy and planning (LEPP) in Malaysia from macro- and micro-language planning perspectives over the past 50 years. Specifically, it focuses on English language policies at the primary level and investigates their outcomes and consequences at different levels of education. The major focus of this paper is a case study that was conducted on samples of students, lecturers and administrators in a pub…
Foreign Language Anxiety: Understanding Its Status and Insiders' Awareness and Attitudes
Foreign language anxiety (FLA) has been found to exist in all of the cultures where it has been studied, yet the literature provides limited empirical evidence to indicate whether foreign language students and teachers, as the direct stakeholders in the phenomenon, are aware of it. This study investigated the extent to which foreign language students and teachers are aware of the existence of the phenomenon of FLA and their attitudes towards it. …
Unanticipated ethical issues in a participatory research project with individuals with intellectual disability
The conduct of a participatory research investigation into the everyday literacy of adults with intellectual disability within the context of a PhD thesis highlighted issues related to the ethics of participatory research and the need to revisit and reconsider ethical guidelines around working with individuals with intellectual disability. Tensions were identified between participatory research ideology and the reality of research experiences, wi…
National disability insurance scheme: Is it creating an ordinary life for adults with intellectual disability
A key goal of the NDIS, the federally funding individualised funding scheme for people with a disability in Australia, is to facilitate an ordinary life for them in their communities. This study examined family perceptions of the contribution NDIS made to create an ordinary life for their adult member with intellectual disability. Semi-structured interviews were conducted with 20 families. The families found this to be a complex process in that w…
Parents’ views of an optimal school life: Using Social Role Valorization to explore differences in parental perspectives when children have intellectual disability
Children with disability continue to experience disadvantage in their school lives; thus, the question of what makes up an optimal school life, and whether this is different for children with disability, becomes critical. This paper reports on research into parental views about an optimal school life and the usefulness of Social Role Valorization theory as a framework for exploring this issue. Six focus group interviews were used to collect data …
They’re a lot cleverer than I thought’: Challenging perceptions of disability support staff as they tutor in an adult literacy program
Being literate empowers individuals to be effective consumers, to be informed about lifestyle options, to read aesthetically for relaxation and enjoyment and to further their knowledge of people and places that can enable them to participate more fully in communities. However, there are limited literacy opportunities and programs specifically designed to meet the needs of individuals with intellectual disabilities across their lifespan. The aim o…
Modelling Professional Practice: A collaborative approach to developing criteria and standards-based assessment in pre-service teacher education courses
An important obligation of teacher educators is to provide a model of professional practice for our pre-service students, that is, to 'practise what we preach' in exemplary fashion. This paper describes how we have modelled key aspects of secondary school teaching practice for students in the University of Queensland's Bachelor of Education course, by working collaboratively to design and implement assessment programmes which are consistent both …
Code-Breaker: Developing Phonics With a Young Adult With an Intellectual Disability
The teaching and learning of phonics are core elements of a balanced literacy program for people with intellectual disabilities. Studies have shown that individuals who have limited phonic and decoding skills will be unlikely to progress in their reading ability beyond an emergent level and are more likely to experience difficulty in comprehension. The authors discuss the challenges of integrating contemporary understandings about literacy practi…
They’re a lot cleverer than I thought’: Challenging perceptions of disability support staff as they tutor in an adult literacy program
Being literate empowers individuals to be effective consumers, to be informed about lifestyle options, to read aesthetically for relaxation and enjoyment and to further their knowledge of people and places that can enable them to participate more fully in communities. However, there are limited literacy opportunities and programs specifically designed to meet the needs of individuals with intellectual disabilities across their lifespan. The aim o…
English in primary education in Malaysia: Policies, outcomes and stakeholders’ lived experiences
This paper examines English language-in-education policy and planning (LEPP) in Malaysia from macro- and micro-language planning perspectives over the past 50 years. Specifically, it focuses on English language policies at the primary level and investigates their outcomes and consequences at different levels of education. The major focus of this paper is a case study that was conducted on samples of students, lecturers and administrators in a pub…
Investigating the development of foreign language anxiety: An autobiographical approach
Foreign language anxiety (FLA) has been found to exist in tertiary students learning foreign languages in many countries; however, limited research has explored how it develops. This study investigated how anxiety developed in students of English as a foreign language (EFL), focusing on changes in their feelings about EFL learning as they learned, using an autobiographical approach. Participants were 49 undergraduates identified as anxious based …
Foreign Language Anxiety: Understanding Its Status and Insiders' Awareness and Attitudes
Foreign language anxiety (FLA) has been found to exist in all of the cultures where it has been studied, yet the literature provides limited empirical evidence to indicate whether foreign language students and teachers, as the direct stakeholders in the phenomenon, are aware of it. This study investigated the extent to which foreign language students and teachers are aware of the existence of the phenomenon of FLA and their attitudes towards it. …
Teachers’ perceptions of and responses to student evaluation of teaching: Purposes and uses in clinical education
Student evaluation of teaching (SET) only becomes an effective tool for improving teaching and learning when the relevant stakeholders seriously consider and plan appropriate actions according to student feedback. It is common practice in medical education to provide clinical teachers with student feedback. However, there is limited evidence about how teachers in higher education, and medical education in particular, systematically apply student …
Unanticipated ethical issues in a participatory research project with individuals with intellectual disability
The conduct of a participatory research investigation into the everyday literacy of adults with intellectual disability within the context of a PhD thesis highlighted issues related to the ethics of participatory research and the need to revisit and reconsider ethical guidelines around working with individuals with intellectual disability. Tensions were identified between participatory research ideology and the reality of research experiences, wi…
Choosing a school: Parental decision-making when special schools are an option
Parental rights to choose a school are widely acknowledged. School choices for parents of children with disability have been discussed in the academic literature; however, the decision-making process itself is largely hidden. It is vital to understand parental decision-making around school choice more deeply, given the high regard with which this is viewed. Six focus groups were held in Queensland, Australia in 2013 to explore parental decision-m…
Parents’ views of an optimal school life: Using Social Role Valorization to explore differences in parental perspectives when children have intellectual disability
Children with disability continue to experience disadvantage in their school lives; thus, the question of what makes up an optimal school life, and whether this is different for children with disability, becomes critical. This paper reports on research into parental views about an optimal school life and the usefulness of Social Role Valorization theory as a framework for exploring this issue. Six focus group interviews were used to collect data …
Exploring the emotions of international students about their feedback experiences
Feedback is an essential aspect of enhancing learning. Most studies have used traditional research methods to capture students’ perceptions of effective feedback. Little attention has been paid to what emotions are triggered by feedback and when these emotions are elicited. This paper explored feedback using an electronic log (e-log) to capture multiple feedback events experienced by international students. These events were then explored in a se…
National disability insurance scheme: Is it creating an ordinary life for adults with intellectual disability
A key goal of the NDIS, the federally funding individualised funding scheme for people with a disability in Australia, is to facilitate an ordinary life for them in their communities. This study examined family perceptions of the contribution NDIS made to create an ordinary life for their adult member with intellectual disability. Semi-structured interviews were conducted with 20 families. The families found this to be a complex process in that w…
Engaging clinical examiners with structured feedback to enhance assessment practices
INTRODUCTION: Examiners' professional judgements of student performance are pivotal to making high-stakes decisions to ensure graduating medical students are competent to practise. Clinicians play a key role in assessment in medical education. They are qualified in their clinical area but may require support to further develop their understanding of assessment practices. However, there are limited studies on providing examiners with structured fe…
Parent perceptions of a postsecondary education programme for adults with Down syndrome
Psychology (12 works) · Mathematics education (7 works) · Pedagogy (7 works) · Perception (6 works) · Computer Science (5 works) · Medicine (5 works) · Political science (5 works) · Developmental psychology (4 works) · Medical education (4 works) · Social Psychology (4 works)