Keely Harper‐Hill
Biographic Data
| ID | 6154563 |
|---|---|
| NAME | Keely Harper‐Hill |
| GIVEN NAMES | Keely |
| FAMILY NAME | Harper‐Hill |
| SIGNATURE | HILL K H |
| AFFILIATIONS | Queensland University of Technology |
| ORCID | 0000-0002-4945-4367 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Using hope theory to understand changes from professional learning in inclusive education
Professional learning for quality teaching is a lifelong enterprise. Nevertheless, it entails a considerable cost with varying outcomes. Drawing on Snyder's hope theory and Pantic's teacher agency, this paper aims to present a model aimed at deepening our understanding of teachers' intentions and competencies in inclusive education. The model formulates a professional learning cycle tailored to address their unique needs. This study draws on data…
Evidence of transformative leadership for inclusive practice
Globally, school leaders express a need for ongoing professional learning to support teacher's knowledge and skills in inclusive education. This paper reports on interview data collected from four school leaders and 18 teachers who have various roles in Australian schools (four school sites) about their experiences of professional learning to operationalise inclusive schooling. Most of the teachers did not have leadership titles or designated lea…
Teacher engagement in professional learning
Certain characteristics of teacher professional learning opportunities are known to promote engagement by teachers; however, the successful translation of new knowledge into inclusive teaching practice remains challenging. A greater understanding of teacher motivation for engagement with professional learning opportunities may assist in understanding why particular opportunities result in changes in teacher practices. Within the co-design process…
What Universal Design for Learning principles, guidelines, and checkpoints are evident in educators’ descriptions of their practice when supporting students on the autism spectrum
Evidence of transformative leadership for inclusive practice
Globally, school leaders express a need for ongoing professional learning to support teacher's knowledge and skills in inclusive education. This paper reports on interview data collected from four school leaders and 18 teachers who have various roles in Australian schools (four school sites) about their experiences of professional learning to operationalise inclusive schooling. Most of the teachers did not have leadership titles or designated lea…
What Universal Design for Learning principles, guidelines, and checkpoints are evident in educators’ descriptions of their practice when supporting students on the autism spectrum
Teacher engagement in professional learning
Certain characteristics of teacher professional learning opportunities are known to promote engagement by teachers; however, the successful translation of new knowledge into inclusive teaching practice remains challenging. A greater understanding of teacher motivation for engagement with professional learning opportunities may assist in understanding why particular opportunities result in changes in teacher practices. Within the co-design process…
Evidence of transformative leadership for inclusive practice
Globally, school leaders express a need for ongoing professional learning to support teacher's knowledge and skills in inclusive education. This paper reports on interview data collected from four school leaders and 18 teachers who have various roles in Australian schools (four school sites) about their experiences of professional learning to operationalise inclusive schooling. Most of the teachers did not have leadership titles or designated lea…
Using hope theory to understand changes from professional learning in inclusive education
Professional learning for quality teaching is a lifelong enterprise. Nevertheless, it entails a considerable cost with varying outcomes. Drawing on Snyder's hope theory and Pantic's teacher agency, this paper aims to present a model aimed at deepening our understanding of teachers' intentions and competencies in inclusive education. The model formulates a professional learning cycle tailored to address their unique needs. This study draws on data…
Pedagogy (4 works) · Psychology (4 works) · Mathematics education (3 works) · Sociology (3 works) · Political science (2 works) · Professional development (2 works) · Adult and Continuing Education Topics (1 work) · Autism (1 work) · Autism spectrum disorder (1 work) · Autism Spectrum Disorder Research (1 work)