Melissa Marie Barnes
Biographic Data
| ID | 760096 |
|---|---|
| NAME | Melissa Marie Barnes |
| GIVEN NAMES | Melissa Marie |
| FAMILY NAME | Barnes |
| SIGNATURE | BARNES M M |
| AFFILIATIONS | Monash University |
| ORCID | 0000-0003-3090-2585 |
| VERIFIED | Yes |
| TOTAL WORKS | 27 |
| TOTAL CITATIONS | 35 |
| AUTHOR COUNT | 27 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Exploring AI literacy practices and capabilities of adult EAL learners from migrant and refugee backgrounds
Access to generative artificial intelligence (AI) and the ability to use it are becoming crucial for learning, work, and leisure. In this context, AI literacy is recognized as critically important for adult language learners, including those from migrant and refugee backgrounds. While there have been calls to include AI literacy in language learning programs, its inclusion requires knowledge about learners’ current practices with generative AI an…
Teachers’ use of generative AI
Emerging scholarly work has illuminated ways in which generative AI can be used to enhance language learning and teaching. Given that much of the existing research has been conceptual, there has been limited empirical research exploring teachers’ perceptions and uses of generative AI in language classrooms. In light of current debates about the benefits, drawbacks and ethical dilemmas associated with generative AI, this article examines how teach…
Fair assessment as an aspect of effective teaching
Ensuring teacher effectiveness within higher education contexts continues to shape institutional policy discourse and practice. However, there is limited research exploring how assessment practices correspond with teachers’ and students’ perceptions of teacher effectiveness, particularly in vocational higher education settings. Acknowledging the complexities of assessing vocational competence and the dearth of literature exploring teacher and stu…
Constructions of quality
There is increasing pressure on Early Childhood Education and Care (ECEC) settings to align their practices and values to that of schools, with the notion that a quality education in ECEC consists of providing care whilst also ensuring strong learning outcomes. This paper employs the constructs of structural and process quality to theorise the perceived disparities between ECEC institutions and schools and between ECEC services during the COVID-1…
Assessing twenty-first century competencies
There is global recognition of the need to teach and assess complex competencies, which are often referred to as twenty-first century or work-ready knowledge and skills. While several assessment frameworks have been co-developed by researchers and teachers to assess competencies in schools, little is known about how these frameworks are shaped, both in product and process, by the active participation of other key stakeholders. This study, therefo…
Teacher perspectives and experiences of assessment literacy in Victorian junior secondary schools
Teachers’ assessment practices are invariably related to their knowledge, skills, and beliefs or their assessment literacy. While teachers’ assessment literacy continues to gain attention, there is limited empirical research on the relationship between assessment literacy and teachers’ practices and beliefs, in particular junior secondary school teachers. Drawing from a larger project, this paper employs a synthesised conceptual framework on asse…
Attracting teacher candidates from regional and rural areas to initial teacher education (ITE) programs
To address teacher shortages in regional and rural areas, a number of initiatives have been implemented to attract teacher candidates, particularly from regional and rural areas, to teach in these areas. This systematic literature review aims to identify such initiatives reported between 2000 and 2022 and the evidence of their impact. Of the 15 articles identified, this review revealed that federally and state-funded alternative pathways, as well…
The enactment of Colombia’s national english language policy
Colombian National Bilingual Plan
Equality and equity have become dominant discourses within educational policy documents during the last decade. Colombia, for example, has introduced a language policy initiative that purports to provide educational equity opportunities for all through English language environments and opportunities within schools. Drawing on Ball’s (1993. “What is Policy?” Discourse 13 (2): 10–17, 2012a. Global Education Inc. London: Routledge, 2013. The Educati…
Belonging in Australian primary schools
Schools, globally, have experienced an influx of culturally and linguistically diverse students, due to voluntary migration and forced displacement. To respond to the needs of these students, particularly those from refugee backgrounds, schools must understand how these students navigate their pathways to membership and belonging within their new school environments. This study, therefore, examines the experiences of belonging among five children…
Teacher effectiveness in Asian higher education contexts
Language and belonging in Australian schools
With increased attention on the school belonging experiences of young people from refugee backgrounds, there is limited understanding of how parents construct and respond to their children’s experiences. Given the important role that parents play in their children’s education, this study explored the perspectives of three mothers from newly arrived refugee backgrounds, as they responded to drawings created by their children about their schooling …
Engaging English language learners in digital multimodal composing
Language learners often require appropriate scaffolding to engage in digital multimodal composing to maximise its potential for learning. This illuminates the need for pre-service teachers to be ready for these experiences both on teaching placements and at the beginning of their careers. However, little is known about their readiness for digital multimodal composing in linguistically and culturally diverse classrooms. Drawing on a case study of …
Framing teacher quality in the Australian media
Mass media provides a public space for its readers to enter the discussion on education, as they consume and interpret key messages, which are often shaped by key educational policies. With a suite of recent teacher education reform measures in Australia aimed at solving the “problem” with teacher quality, a conceptual map for conducting a media framing analysis is prop osed and utilised to examine how teacher quality is portrayed in the media. T…
Synecdochising student identities
Purpose Adult student identities within EAL (English as an Additional Language) classrooms have often been positioned as static, homogenised and exoticised within scholarly literature. Within such positioning, teachers have embraced pedagogical practices which classify students by country of origin and represent student identities within binaries of Self and the Other, limiting these students' identity positionings for adoption within the EAL cla…
Early childhood educators’ psychological distress and wellbeing during the Covid-19 pandemic
Agency and hysteresis encounters
There has been increasing attention given to the notion that international education consists of non-linear and multi-directional transmissive exchanges between existing institutional academic conditions and international students. Despite the role of international students’ agency being paramount, there is a dearth of research on the relationships between these students’ agency and their experiences of international education, which are intertwi…
Exploring, negotiating and responding
Developing capital and a sense of belonging among newly arrived migrants and refugees in Australian schools
Australian schools have positioned themselves as places where young people are able to develop cultural and social capital as well as develop their sense of belonging. By exploring Australia’s federal and state policies, this paper provides insight into the educational structures which shape migrant and refugee youths’ educational experiences. This paper draws from Bourdieu’s concepts of habitus, field and capital to theorize school belonging and…
The impact of student perception surveys on teachers’ practice
Policy actors or objects of policy? Teacher candidates' interpretations of ‘teacher quality’ policy initiatives in Australia
Creating 'advantageous' spaces for migrant and refugee youth in regional areas
To alleviate overpopulation in Australia’s metropolitan areas and counter population decline in regional areas, regional settlement of newly arrived migrants and refugees has emerged in recent policy debates. With a new federal government plan to introduce mandatory regional settlement for migrants, significant responsibility is placed on regional schools to cater for the unique needs of students from linguistically and culturally diverse backgro…
Teacher education policy to improve teacher quality
Mounting criticism suggests that the recent introduction of a ‘gatekeeping’ test to improve the quality of teachers in Australia—the Literacy and Numeracy Test for Initial Teacher Education (LANTITE)—has had limited success in achieving its aim. Shaped by a discourse of inputs on how teacher quality might be achieved (‘quality in, quality out’), LANTITE was to address the apparent decline in the quality of Australian teachers by reforming how can…
The international education experience
For international students undertaking higher education in English-speaking countries, often social and academic competencies are at odds with the expectations of the classroom discourse communities and the normative behaviours and practices of these communities. This conceptual paper argues that despite some scholarly studies seeing such international experience as a process of adjustment in a one-way transmissive exchange, international student…
Physical education across the international media
The message of physical education (PE) has been one of a ‘contested ground’ with regular debate around its purpose, alongside conceptual confusions. A major channel of communication that strongly influences public perceptions is through mainstream media, yet how media platforms have reported on the PE profession has received a scarcity of research attention. The aim of this research was to investigate international media reporting of PE over a fi…
Reconstructing identities in Australia
The international education experience
For international students undertaking higher education in English-speaking countries, often social and academic competencies are at odds with the expectations of the classroom discourse communities and the normative behaviours and practices of these communities. This conceptual paper argues that despite some scholarly studies seeing such international experience as a process of adjustment in a one-way transmissive exchange, international student…
Creating 'advantageous' spaces for migrant and refugee youth in regional areas
To alleviate overpopulation in Australia’s metropolitan areas and counter population decline in regional areas, regional settlement of newly arrived migrants and refugees has emerged in recent policy debates. With a new federal government plan to introduce mandatory regional settlement for migrants, significant responsibility is placed on regional schools to cater for the unique needs of students from linguistically and culturally diverse backgro…
Quality’ at a cost
Amid this global landscape for education and policy, this paper focuses on the subject of teacher quality through the lens of teacher education reform and one particular Australian policy initiative: The Literacy and Numeracy Test for Initial Teacher Education (LANTITE). Introduced by the federal Australian government in 2016 as a gate-keeping mechanism for students entering teacher education, we apply a four-dimensional framework to analyse LANT…
Early childhood educators’ psychological distress and wellbeing during the Covid-19 pandemic
The impact of student perception surveys on teachers’ practice
Policy actors or objects of policy? Teacher candidates' interpretations of ‘teacher quality’ policy initiatives in Australia
Physical education across the international media
The message of physical education (PE) has been one of a ‘contested ground’ with regular debate around its purpose, alongside conceptual confusions. A major channel of communication that strongly influences public perceptions is through mainstream media, yet how media platforms have reported on the PE profession has received a scarcity of research attention. The aim of this research was to investigate international media reporting of PE over a fi…
Attracting teacher candidates from regional and rural areas to initial teacher education (ITE) programs
To address teacher shortages in regional and rural areas, a number of initiatives have been implemented to attract teacher candidates, particularly from regional and rural areas, to teach in these areas. This systematic literature review aims to identify such initiatives reported between 2000 and 2022 and the evidence of their impact. Of the 15 articles identified, this review revealed that federally and state-funded alternative pathways, as well…
Colombian National Bilingual Plan
Equality and equity have become dominant discourses within educational policy documents during the last decade. Colombia, for example, has introduced a language policy initiative that purports to provide educational equity opportunities for all through English language environments and opportunities within schools. Drawing on Ball’s (1993. “What is Policy?” Discourse 13 (2): 10–17, 2012a. Global Education Inc. London: Routledge, 2013. The Educati…
Belonging in Australian primary schools
Schools, globally, have experienced an influx of culturally and linguistically diverse students, due to voluntary migration and forced displacement. To respond to the needs of these students, particularly those from refugee backgrounds, schools must understand how these students navigate their pathways to membership and belonging within their new school environments. This study, therefore, examines the experiences of belonging among five children…
Language and belonging in Australian schools
With increased attention on the school belonging experiences of young people from refugee backgrounds, there is limited understanding of how parents construct and respond to their children’s experiences. Given the important role that parents play in their children’s education, this study explored the perspectives of three mothers from newly arrived refugee backgrounds, as they responded to drawings created by their children about their schooling …
Quality’ at a cost
Amid this global landscape for education and policy, this paper focuses on the subject of teacher quality through the lens of teacher education reform and one particular Australian policy initiative: The Literacy and Numeracy Test for Initial Teacher Education (LANTITE). Introduced by the federal Australian government in 2016 as a gate-keeping mechanism for students entering teacher education, we apply a four-dimensional framework to analyse LANT…
Reconstructing identities in Australia
Physical education across the international media
The message of physical education (PE) has been one of a ‘contested ground’ with regular debate around its purpose, alongside conceptual confusions. A major channel of communication that strongly influences public perceptions is through mainstream media, yet how media platforms have reported on the PE profession has received a scarcity of research attention. The aim of this research was to investigate international media reporting of PE over a fi…
Teacher education policy to improve teacher quality
Mounting criticism suggests that the recent introduction of a ‘gatekeeping’ test to improve the quality of teachers in Australia—the Literacy and Numeracy Test for Initial Teacher Education (LANTITE)—has had limited success in achieving its aim. Shaped by a discourse of inputs on how teacher quality might be achieved (‘quality in, quality out’), LANTITE was to address the apparent decline in the quality of Australian teachers by reforming how can…
The international education experience
For international students undertaking higher education in English-speaking countries, often social and academic competencies are at odds with the expectations of the classroom discourse communities and the normative behaviours and practices of these communities. This conceptual paper argues that despite some scholarly studies seeing such international experience as a process of adjustment in a one-way transmissive exchange, international student…
Agency and hysteresis encounters
There has been increasing attention given to the notion that international education consists of non-linear and multi-directional transmissive exchanges between existing institutional academic conditions and international students. Despite the role of international students’ agency being paramount, there is a dearth of research on the relationships between these students’ agency and their experiences of international education, which are intertwi…
Exploring, negotiating and responding
Developing capital and a sense of belonging among newly arrived migrants and refugees in Australian schools
Australian schools have positioned themselves as places where young people are able to develop cultural and social capital as well as develop their sense of belonging. By exploring Australia’s federal and state policies, this paper provides insight into the educational structures which shape migrant and refugee youths’ educational experiences. This paper draws from Bourdieu’s concepts of habitus, field and capital to theorize school belonging and…
The impact of student perception surveys on teachers’ practice
Policy actors or objects of policy? Teacher candidates' interpretations of ‘teacher quality’ policy initiatives in Australia
Creating 'advantageous' spaces for migrant and refugee youth in regional areas
To alleviate overpopulation in Australia’s metropolitan areas and counter population decline in regional areas, regional settlement of newly arrived migrants and refugees has emerged in recent policy debates. With a new federal government plan to introduce mandatory regional settlement for migrants, significant responsibility is placed on regional schools to cater for the unique needs of students from linguistically and culturally diverse backgro…
Engaging English language learners in digital multimodal composing
Language learners often require appropriate scaffolding to engage in digital multimodal composing to maximise its potential for learning. This illuminates the need for pre-service teachers to be ready for these experiences both on teaching placements and at the beginning of their careers. However, little is known about their readiness for digital multimodal composing in linguistically and culturally diverse classrooms. Drawing on a case study of …
Framing teacher quality in the Australian media
Mass media provides a public space for its readers to enter the discussion on education, as they consume and interpret key messages, which are often shaped by key educational policies. With a suite of recent teacher education reform measures in Australia aimed at solving the “problem” with teacher quality, a conceptual map for conducting a media framing analysis is prop osed and utilised to examine how teacher quality is portrayed in the media. T…
Synecdochising student identities
Purpose Adult student identities within EAL (English as an Additional Language) classrooms have often been positioned as static, homogenised and exoticised within scholarly literature. Within such positioning, teachers have embraced pedagogical practices which classify students by country of origin and represent student identities within binaries of Self and the Other, limiting these students' identity positionings for adoption within the EAL cla…
Early childhood educators’ psychological distress and wellbeing during the Covid-19 pandemic
Teacher effectiveness in Asian higher education contexts
Language and belonging in Australian schools
With increased attention on the school belonging experiences of young people from refugee backgrounds, there is limited understanding of how parents construct and respond to their children’s experiences. Given the important role that parents play in their children’s education, this study explored the perspectives of three mothers from newly arrived refugee backgrounds, as they responded to drawings created by their children about their schooling …
Fair assessment as an aspect of effective teaching
Ensuring teacher effectiveness within higher education contexts continues to shape institutional policy discourse and practice. However, there is limited research exploring how assessment practices correspond with teachers’ and students’ perceptions of teacher effectiveness, particularly in vocational higher education settings. Acknowledging the complexities of assessing vocational competence and the dearth of literature exploring teacher and stu…
Constructions of quality
There is increasing pressure on Early Childhood Education and Care (ECEC) settings to align their practices and values to that of schools, with the notion that a quality education in ECEC consists of providing care whilst also ensuring strong learning outcomes. This paper employs the constructs of structural and process quality to theorise the perceived disparities between ECEC institutions and schools and between ECEC services during the COVID-1…
Assessing twenty-first century competencies
There is global recognition of the need to teach and assess complex competencies, which are often referred to as twenty-first century or work-ready knowledge and skills. While several assessment frameworks have been co-developed by researchers and teachers to assess competencies in schools, little is known about how these frameworks are shaped, both in product and process, by the active participation of other key stakeholders. This study, therefo…
Teacher perspectives and experiences of assessment literacy in Victorian junior secondary schools
Teachers’ assessment practices are invariably related to their knowledge, skills, and beliefs or their assessment literacy. While teachers’ assessment literacy continues to gain attention, there is limited empirical research on the relationship between assessment literacy and teachers’ practices and beliefs, in particular junior secondary school teachers. Drawing from a larger project, this paper employs a synthesised conceptual framework on asse…
Attracting teacher candidates from regional and rural areas to initial teacher education (ITE) programs
To address teacher shortages in regional and rural areas, a number of initiatives have been implemented to attract teacher candidates, particularly from regional and rural areas, to teach in these areas. This systematic literature review aims to identify such initiatives reported between 2000 and 2022 and the evidence of their impact. Of the 15 articles identified, this review revealed that federally and state-funded alternative pathways, as well…
The enactment of Colombia’s national english language policy
Colombian National Bilingual Plan
Equality and equity have become dominant discourses within educational policy documents during the last decade. Colombia, for example, has introduced a language policy initiative that purports to provide educational equity opportunities for all through English language environments and opportunities within schools. Drawing on Ball’s (1993. “What is Policy?” Discourse 13 (2): 10–17, 2012a. Global Education Inc. London: Routledge, 2013. The Educati…
Belonging in Australian primary schools
Schools, globally, have experienced an influx of culturally and linguistically diverse students, due to voluntary migration and forced displacement. To respond to the needs of these students, particularly those from refugee backgrounds, schools must understand how these students navigate their pathways to membership and belonging within their new school environments. This study, therefore, examines the experiences of belonging among five children…
Sociology (22 works) · Pedagogy (20 works) · Political science (19 works) · Psychology (15 works) · Public relations (10 works) · Social science (9 works) · Mathematics education (8 works) · Law (7 works) · Teacher Education and Leadership Studies (7 works) · Global Education and Multiculturalism (6 works)