Tracey Sempowicz
Biographic Data
| ID | 6689279 |
|---|---|
| NAME | Tracey Sempowicz |
| GIVEN NAMES | Tracey |
| FAMILY NAME | Sempowicz |
| SIGNATURE | SEMPOWICZ T |
| AFFILIATIONS | University of the Sunshine Coast |
| ORCID | 0000-0002-8273-2445 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
University student experiences of feedback
This study contributes to the need for context-specific research into student feedback in higher education by investigating student experiences of receiving feedback in initial teacher education programs. A phenomenological case study methodology was used to investigate students’ satisfaction with assessment-based feedback and their perspectives of its value. Findings show that students value pre-assessment feedback as it has high utility and can…
Teachers’ perceptions of agency to enact school-based curriculum with students affected by complex trauma – an Australian study
Preservice teachers’ motivations and perceived benefits of undertaking an introductory course in Auslan
Advancing the inclusion agenda in Australia
Identifying obstacles and opportunities for inclusion in the school curriculum for children adopted from overseas
In Australia, teachers are expected to teach a diverse range of students, including children adopted from overseas who have experienced attachment disruption and complex trauma early in life. International research identifies the potential vulnerability of this minority group at school. However, teachers’ backgrounds, knowledge and experience, as well as curriculum policies and school practices, may influence how teachers respond to the diverse n…
No prominent works on this page.
Identifying obstacles and opportunities for inclusion in the school curriculum for children adopted from overseas
In Australia, teachers are expected to teach a diverse range of students, including children adopted from overseas who have experienced attachment disruption and complex trauma early in life. International research identifies the potential vulnerability of this minority group at school. However, teachers’ backgrounds, knowledge and experience, as well as curriculum policies and school practices, may influence how teachers respond to the diverse n…
Advancing the inclusion agenda in Australia
University student experiences of feedback
This study contributes to the need for context-specific research into student feedback in higher education by investigating student experiences of receiving feedback in initial teacher education programs. A phenomenological case study methodology was used to investigate students’ satisfaction with assessment-based feedback and their perspectives of its value. Findings show that students value pre-assessment feedback as it has high utility and can…
Teachers’ perceptions of agency to enact school-based curriculum with students affected by complex trauma – an Australian study
Preservice teachers’ motivations and perceived benefits of undertaking an introductory course in Auslan
Inclusion (mineral (3 works) · Pedagogy (3 works) · Political science (3 works) · Psychology (3 works) · Qualitative research (3 works) · Agency (philosophy (2 works) · Child Welfare and Adoption (2 works) · Curriculum (2 works) · Higher education (2 works) · Social Psychology (2 works)