Julie Nickerson
Dados Biográficos
| ID | 6457844 |
|---|---|
| NOME | Julie Nickerson |
| PRENOMES | Julie |
| SOBRENOME | Nickerson |
| ASSINATURA | NICKERSON J |
| AFILIAÇÕES | Queensland University of Technology |
| ORCID | 0000-0003-3759-4028 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 6 |
| TOTAL DE CITAÇÕES | 16 |
| TOTAL COMO AUTOR | 6 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2015 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2021 |
| ÍNDICE H | 2 |
Researching a whole school approach to school connectedness
This paper reports on a participatory action research project that investigated how a resource called the Index for Inclusion was used by a secondary school community to improve school connectedness at a whole school level. The researchers worked with the Australian case study school over one year to engage in review, development, and change. This paper reports on the procedure of working with the School Connectedness Committee through the five p…
What Universal Design for Learning principles, guidelines, and checkpoints are evident in educators’ descriptions of their practice when supporting students on the autism spectrum
Supporting students with disability in schools in Bhutan
Bhutanese educators are facing the challenge of implementing inclusive education for students with disability throughout their schooling system. Selected schools have started to implement inclusive policies and practices, and it is timely to investigate the progress of inclusive education in these schools. In this qualitative study, 14 Bhutanese principals responded to questions regarding inclusive practices in their schools. Responses were divid…
A case study of culturally informed disability-inclusive education policy development in the Solomon Islands
Inclusive education in general, and disability-inclusive education in particular, is a high-level priority for development work in aid-supported countries. This paper presents a bottom-up process of developing disability-inclusive education policy in one country – the Solomon Islands. It is well understood that the promotion of quality in disability-inclusive education requires a clearly stated policy; however, in many developing countries, there…
A case for rethinking inclusive education policy creation in developing countries
This article presents a critical analysis of the development and implementation of the 2014 inclusive educational policy in Samoa. While Samoan culture is traditionally founded on inclusive social practices, rather than reflecting these practices in their policy, Samoan policy developers have been under pressure to adopt or borrow policy from other countries. The findings of this intrinsic case study highlight the complexity of formulating inclus…
Testing Times for the Implementation of Curriculum Change
School curriculum change processes have traditionally been managed internally. However, in Queensland, Australia, as a response to the current high-stakes accountability regime, more and more principals are outsourcing this work to external change agents (ECAs). In 2009, one of the authors (a university lecturer and ECA) developed a curriculum change model (the Controlled Rapid Approach to Curriculum Change [CRACC]), specifically outlining the in…
A case for rethinking inclusive education policy creation in developing countries
This article presents a critical analysis of the development and implementation of the 2014 inclusive educational policy in Samoa. While Samoan culture is traditionally founded on inclusive social practices, rather than reflecting these practices in their policy, Samoan policy developers have been under pressure to adopt or borrow policy from other countries. The findings of this intrinsic case study highlight the complexity of formulating inclus…
A case study of culturally informed disability-inclusive education policy development in the Solomon Islands
Inclusive education in general, and disability-inclusive education in particular, is a high-level priority for development work in aid-supported countries. This paper presents a bottom-up process of developing disability-inclusive education policy in one country – the Solomon Islands. It is well understood that the promotion of quality in disability-inclusive education requires a clearly stated policy; however, in many developing countries, there…
Supporting students with disability in schools in Bhutan
Bhutanese educators are facing the challenge of implementing inclusive education for students with disability throughout their schooling system. Selected schools have started to implement inclusive policies and practices, and it is timely to investigate the progress of inclusive education in these schools. In this qualitative study, 14 Bhutanese principals responded to questions regarding inclusive practices in their schools. Responses were divid…
Testing Times for the Implementation of Curriculum Change
School curriculum change processes have traditionally been managed internally. However, in Queensland, Australia, as a response to the current high-stakes accountability regime, more and more principals are outsourcing this work to external change agents (ECAs). In 2009, one of the authors (a university lecturer and ECA) developed a curriculum change model (the Controlled Rapid Approach to Curriculum Change [CRACC]), specifically outlining the in…
A case study of culturally informed disability-inclusive education policy development in the Solomon Islands
Inclusive education in general, and disability-inclusive education in particular, is a high-level priority for development work in aid-supported countries. This paper presents a bottom-up process of developing disability-inclusive education policy in one country – the Solomon Islands. It is well understood that the promotion of quality in disability-inclusive education requires a clearly stated policy; however, in many developing countries, there…
A case for rethinking inclusive education policy creation in developing countries
This article presents a critical analysis of the development and implementation of the 2014 inclusive educational policy in Samoa. While Samoan culture is traditionally founded on inclusive social practices, rather than reflecting these practices in their policy, Samoan policy developers have been under pressure to adopt or borrow policy from other countries. The findings of this intrinsic case study highlight the complexity of formulating inclus…
Supporting students with disability in schools in Bhutan
Bhutanese educators are facing the challenge of implementing inclusive education for students with disability throughout their schooling system. Selected schools have started to implement inclusive policies and practices, and it is timely to investigate the progress of inclusive education in these schools. In this qualitative study, 14 Bhutanese principals responded to questions regarding inclusive practices in their schools. Responses were divid…
What Universal Design for Learning principles, guidelines, and checkpoints are evident in educators’ descriptions of their practice when supporting students on the autism spectrum
Researching a whole school approach to school connectedness
This paper reports on a participatory action research project that investigated how a resource called the Index for Inclusion was used by a secondary school community to improve school connectedness at a whole school level. The researchers worked with the Australian case study school over one year to engage in review, development, and change. This paper reports on the procedure of working with the School Connectedness Committee through the five p…
Pedagogy (5 obras) · Political science (5 obras) · Sociology (5 obras) · Social science (4 obras) · Inclusion (mineral (3 obras) · Psychology (3 obras) · Public relations (3 obras) · Teacher Education and Leadership Studies (3 obras) · Developing country (2 obras) · Economic growth (2 obras)