Julia Mascadri
Biographic Data
| ID | 6508050 |
|---|---|
| NAME | Julia Mascadri |
| GIVEN NAMES | Julia |
| FAMILY NAME | Mascadri |
| SIGNATURE | MASCADRI J |
| AFFILIATIONS | Queensland University of Technology |
| ORCID | 0000-0002-1149-4734 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 10 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
A scoping review of classroom readiness
This scoping review explores how the term “classroom readiness” is understood in relation to assessing the performance of graduating teachers. This review is timely because the assessment of classroom readiness has been touted in education policy to be the solution to enhancing public confidence that teachers entering the profession are ready to teach from day one in the classroom. This scoping review maps how classroom readiness is conceptualise…
A New Approach for Investigating Children’s Participation Rights in Early Childhood Education
Research into children’s participation rights has largely focused on the challenges for early childhood educators to navigate children’s participation rights enactment. The aim of this article is to show how the enactments of children’s participation rights in an educational setting can be identified using a new approach, Listening to Voices in Interaction for Participation (LViIP). LViIP is based on Lundy’s (2007) conceptualisation of Article 12…
Assessors’ perspectives of an oral assessment within a teaching performance assessment
Australia has recently implemented Teaching Performance Assessments (TPAs) as a national accreditation requirement to assess final year preservice teachers’ classroom readiness. In 2019, an Australian university developed a TPA to meet this requirement, comprising three written components and one oral component. This exploratory study investigated 18 TPA assessors’ perceptions of the oral component. Focus group data revealed that both explicit an…
Children’s perspectives on why and when teachers listen to their ideas
Promoting social inclusion in the early years of elementary school
As classrooms continue to diversify, there is an increasing need to understand children’s inclusive behaviours and moral reasoning. Research shows that epistemic beliefs (beliefs about knowing and knowledge) can influence reasoning for adults, but we know little about this relationship in younger children or how classroom contexts relate to epistemic beliefs for moral reasoning. Thirty-one elementary school children (mean age 6.5 years) participa…
Teachers’ and children’s personal epistemologies for moral education
Promoting social inclusion in the early years of elementary school
As classrooms continue to diversify, there is an increasing need to understand children’s inclusive behaviours and moral reasoning. Research shows that epistemic beliefs (beliefs about knowing and knowledge) can influence reasoning for adults, but we know little about this relationship in younger children or how classroom contexts relate to epistemic beliefs for moral reasoning. Thirty-one elementary school children (mean age 6.5 years) participa…
Teachers’ and children’s personal epistemologies for moral education
Teachers’ and children’s personal epistemologies for moral education
Promoting social inclusion in the early years of elementary school
As classrooms continue to diversify, there is an increasing need to understand children’s inclusive behaviours and moral reasoning. Research shows that epistemic beliefs (beliefs about knowing and knowledge) can influence reasoning for adults, but we know little about this relationship in younger children or how classroom contexts relate to epistemic beliefs for moral reasoning. Thirty-one elementary school children (mean age 6.5 years) participa…
Children’s perspectives on why and when teachers listen to their ideas
Assessors’ perspectives of an oral assessment within a teaching performance assessment
Australia has recently implemented Teaching Performance Assessments (TPAs) as a national accreditation requirement to assess final year preservice teachers’ classroom readiness. In 2019, an Australian university developed a TPA to meet this requirement, comprising three written components and one oral component. This exploratory study investigated 18 TPA assessors’ perceptions of the oral component. Focus group data revealed that both explicit an…
A New Approach for Investigating Children’s Participation Rights in Early Childhood Education
Research into children’s participation rights has largely focused on the challenges for early childhood educators to navigate children’s participation rights enactment. The aim of this article is to show how the enactments of children’s participation rights in an educational setting can be identified using a new approach, Listening to Voices in Interaction for Participation (LViIP). LViIP is based on Lundy’s (2007) conceptualisation of Article 12…
A scoping review of classroom readiness
This scoping review explores how the term “classroom readiness” is understood in relation to assessing the performance of graduating teachers. This review is timely because the assessment of classroom readiness has been touted in education policy to be the solution to enhancing public confidence that teachers entering the profession are ready to teach from day one in the classroom. This scoping review maps how classroom readiness is conceptualise…
Psychology (6 works) · Pedagogy (5 works) · Sociology (5 works) · Social Psychology (3 works) · Children's Rights and Participation (2 works) · Citizen journalism (2 works) · Developmental psychology (2 works) · Early childhood education (2 works) · Education and Critical Thinking Development (2 works) · Educational Strategies and Epistemologies (2 works)