Helen Egeberg
Biographic Data
| ID | 9490674 |
|---|---|
| NAME | Helen Egeberg |
| GIVEN NAMES | Helen |
| FAMILY NAME | Egeberg |
| SIGNATURE | EGEBERG H |
| AFFILIATIONS | Edith Cowan University |
| ORCID | 0000-0001-9907-8593 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
International Trauma-Informed Practice Principles for Schools (ITIPPS)
Recognition that schools should be responsive to children who are impacted by adversity and trauma is burgeoning internationally. However, consensus regarding the necessary components of a trauma-informed school is lacking. This research developed expert-informed and internationally relevant best-practice trauma-informed principles for schools. A four-phase methodology included (i) identification of school-relevant trauma-informed practice progra…
Turning stage fright into stage might
The gap between theory and practice during initial teacher training has been an enduring topic of research due to its impact on teacher-readiness. Given the COVID-19 pandemic campus closures threatening to widen the gap, this research was a timely intervention aimed at connecting pre-service teachers to their professional network. Specifically, the project brought together pre-service drama teachers and in-service drama teachers (identified as po…
Teachers’ views on effective classroom management
Teachers’ views about teaching, learning and school experiences are important considerations in education. As the central participants in classroom interactions, students and teachers naturally have strong views about what it takes to manage learning and surrounding behaviours effectively. With this in mind and because we believe that ignoring the thinking of either of these stakeholders would be to the detriment of teaching and teacher education…
No prominent works on this page.
Teachers’ views on effective classroom management
Teachers’ views about teaching, learning and school experiences are important considerations in education. As the central participants in classroom interactions, students and teachers naturally have strong views about what it takes to manage learning and surrounding behaviours effectively. With this in mind and because we believe that ignoring the thinking of either of these stakeholders would be to the detriment of teaching and teacher education…
Turning stage fright into stage might
The gap between theory and practice during initial teacher training has been an enduring topic of research due to its impact on teacher-readiness. Given the COVID-19 pandemic campus closures threatening to widen the gap, this research was a timely intervention aimed at connecting pre-service teachers to their professional network. Specifically, the project brought together pre-service drama teachers and in-service drama teachers (identified as po…
International Trauma-Informed Practice Principles for Schools (ITIPPS)
Recognition that schools should be responsive to children who are impacted by adversity and trauma is burgeoning internationally. However, consensus regarding the necessary components of a trauma-informed school is lacking. This research developed expert-informed and internationally relevant best-practice trauma-informed principles for schools. A four-phase methodology included (i) identification of school-relevant trauma-informed practice progra…
Pedagogy (3 works) · Psychology (3 works) · Sociology (3 works) · Teacher education (2 works) · Teacher Education and Leadership Studies (2 works) · Best practice (1 works) · Child Abuse and Trauma (1 works) · Classroom management (1 works) · Compassion (1 works) · Craft (1 works)