Lindy P Baxter
Biographic Data
| ID | 8648786 |
|---|---|
| NAME | Lindy P Baxter |
| GIVEN NAMES | Lindy P |
| FAMILY NAME | Baxter |
| SIGNATURE | BAXTER L P |
| AFFILIATIONS | La Trobe University |
| ORCID | 0000-0002-3889-4789 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Attracting and Retaining Teachers in Rural Australia
Persistent teacher shortages in rural schools continue to challenge the provision of equitable, high-quality education. While research has documented the difficulties of recruiting and retaining teachers in these contexts, less attention has been given to how the conditions of teaching are shaped through leadership in contexts of workforce instability. This study examines how principals in rural schools in Victoria, Australia, respond to ongoing …
Impact of context-tailored rural teaching placements on preservice teachers’ commitment to teach in a rural area
A common strategy for jurisdictions confronting teacher shortages in rural schools is to support programs that encourage preservice teachers to undertake placements in rural areas. This strategy assumes that exposure to rural schools will increase the likelihood that participants will take up teaching positions in rural areas. There is, however, limited evidence of the impact of these programs. This paper reports on mixed-methods research into a …
Developing quality community connections through a regional preservice teacher placement program
The recruitment and retention of teachers in regional, rural and remote areas of Australia remains a persistent challenge. Greater awareness of and experience in regional, rural and remote schools is a common strategy adopted by initial teacher education providers to mediate this challenge. This paper examines the quality of connection between preservice teachers and a regional community developed through a multi-university placement program. The…
Reflecting on teaching in low SES areas during Covid-19
School closures and the move to remote learning during the COVID-19 pandemic transformed teaching and learning in Australian schools. Educators experienced personal and professional challenges as they rapidly responded to the needs of their school communities and managed their own emotional reactions. Eleven educators at two Victorian schools in areas of low socioeconomic status discussed in focus groups the impact of school closures and explored…
Transforming trauma-informed understanding into trauma-informed practice
Trauma-informed practice in education applies neuroscientific knowledge of the profound impact of early childhood trauma on learning and emphasises the central role of the student-teacher relationship in recovery. In adopting trauma-informed understandings, teachers are required to change their current practices and strengthen their relationships with their students. This often requires a reassessment of the beliefs and values informing their pra…
Effectively supporting teachers
Teachers are faced with an increasingly complex environment in which they need significant support to foster the classroom climates their students benefit from. Developing a critical understanding of the school and broader social context can foster awareness of the ‘bigger picture’ that influences the school community individually and collectively. This article explores research in three schools in Victoria, Australia that used a reflective circl…
Educator perspectives on teaching students from traumatic backgrounds and the potential for reflective circles
Learning from high-attending urban Indigenous students
This project focused on 45 Indigenous students who attended most often (90–100%) at an Australian urban primary school to identify factors that facilitate high attendance. We analysed student records and to provide student voice, an Indigenous Worker in the school conducted a student questionnaire. Student responses showed friendships, relationships, family stability and resilience were important contributors for high attendance. Administrative d…
No prominent works on this page.
Learning from high-attending urban Indigenous students
This project focused on 45 Indigenous students who attended most often (90–100%) at an Australian urban primary school to identify factors that facilitate high attendance. We analysed student records and to provide student voice, an Indigenous Worker in the school conducted a student questionnaire. Student responses showed friendships, relationships, family stability and resilience were important contributors for high attendance. Administrative d…
Effectively supporting teachers
Teachers are faced with an increasingly complex environment in which they need significant support to foster the classroom climates their students benefit from. Developing a critical understanding of the school and broader social context can foster awareness of the ‘bigger picture’ that influences the school community individually and collectively. This article explores research in three schools in Victoria, Australia that used a reflective circl…
Educator perspectives on teaching students from traumatic backgrounds and the potential for reflective circles
Reflecting on teaching in low SES areas during Covid-19
School closures and the move to remote learning during the COVID-19 pandemic transformed teaching and learning in Australian schools. Educators experienced personal and professional challenges as they rapidly responded to the needs of their school communities and managed their own emotional reactions. Eleven educators at two Victorian schools in areas of low socioeconomic status discussed in focus groups the impact of school closures and explored…
Transforming trauma-informed understanding into trauma-informed practice
Trauma-informed practice in education applies neuroscientific knowledge of the profound impact of early childhood trauma on learning and emphasises the central role of the student-teacher relationship in recovery. In adopting trauma-informed understandings, teachers are required to change their current practices and strengthen their relationships with their students. This often requires a reassessment of the beliefs and values informing their pra…
Developing quality community connections through a regional preservice teacher placement program
The recruitment and retention of teachers in regional, rural and remote areas of Australia remains a persistent challenge. Greater awareness of and experience in regional, rural and remote schools is a common strategy adopted by initial teacher education providers to mediate this challenge. This paper examines the quality of connection between preservice teachers and a regional community developed through a multi-university placement program. The…
Attracting and Retaining Teachers in Rural Australia
Persistent teacher shortages in rural schools continue to challenge the provision of equitable, high-quality education. While research has documented the difficulties of recruiting and retaining teachers in these contexts, less attention has been given to how the conditions of teaching are shaped through leadership in contexts of workforce instability. This study examines how principals in rural schools in Victoria, Australia, respond to ongoing …
Impact of context-tailored rural teaching placements on preservice teachers’ commitment to teach in a rural area
A common strategy for jurisdictions confronting teacher shortages in rural schools is to support programs that encourage preservice teachers to undertake placements in rural areas. This strategy assumes that exposure to rural schools will increase the likelihood that participants will take up teaching positions in rural areas. There is, however, limited evidence of the impact of these programs. This paper reports on mixed-methods research into a …
Psychology (6 works) · Pedagogy (5 works) · Early Childhood Education and Development (4 works) · Educational and Psychological Assessments (4 works) · Medical education (4 works) · Medicine (4 works) · Sociology (4 works) · Indigenous and Place-Based Education (3 works) · Political science (3 works) · Reflective Practice (3 works)