Kathy Gibbs
Biographic Data
| ID | 9605599 |
|---|---|
| NAME | Kathy Gibbs |
| GIVEN NAMES | Kathy |
| FAMILY NAME | Gibbs |
| SIGNATURE | GIBBS K |
| AFFILIATIONS | Griffith University |
| ORCID | 0000-0002-0826-767X |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
The university experience of female ADHD students from their perspective
More female ADHD students are entering higher education than previously. To date, the experiences of university for this student group are largely unknown. We explored what university is like for 20 female ADHD students across two universities in Queensland, Australia. Data from semi-structured individual interviews were analysed using reflexive thematic analysis. Three major themes were developed, which were self-awareness, strengths, and strate…
From theory to practice
Differentiated instruction has emerged as an effective teaching approach recommended for use in classrooms as a means to address learner diversity. While research on differentiated instruction in Australia is growing, little attention has been given to early career teachers perceptions, so it is timely to examine their views on how they practice and operationalise this teaching practice. Six early career teachers from one large government seconda…
Measuring teachers’ beliefs in their capacity to use differentiated instruction in their classrooms
The purpose of this study was to develop, validate and confirm a scale to gain a better understanding of teachers’ beliefs in their capacity to use differentiated instruction in their classrooms. Differentiation is an effective approach to teaching, designed to enable equitable learning opportunities for every student. Teachers are recommended to differentiate aspects of teaching, instruction, learning, assessment and the learning environment due…
Exploring the perspectives of Australian neurodivergent university students
More Australian students who are neurodivergent are entering post-secondary education. Experiences of higher education varies for these students. We investigated the university experience of 33 neurodivergent undergraduates in higher education through individual semi-structured interviews. Participants were enrolled in Education or Health Sciences. Data were analysed using thematic analysis and three major themes were identified: lived perspectiv…
The school-wide pedagogical framework at an Australian primary school
Teachers play a pivotal role in the implementation of school-based pedagogical reforms. The study reported here explored how participating teachers ( n = 54) viewed the pedagogical framework developed at their Australian primary school to improve teaching and learning. Responses to an online survey revealed that teachers understood the pedagogical components of the framework, were confident implementers of the framework, and strongly endorsed its…
Initiating, enacting and sustaining partnerships to inform post-school pathways
Partnerships with local public sector agencies, enterprises and tertiary institutions offer a means to inform young people about post-school pathways into working life and occupations that schools alone cannot achieve. Informing about those pathways is an important, yet, complex educational goal for schooling. This is because much of schooling effort privileges and is directed towards higher education entry. Often advice provided to young people …
Investigating Teachers’ Beliefs in Inclusive Education and Their Levels of Teacher Self-Efficacy
Inclusive education caters for all students and embraces their unique characteristics, backgrounds, and abilities. While many challenges persist that prevent inclusion from being fully embraced and implemented, such as varying definitions of what inclusion is at an international, national, and intra-national level, teachers’ attitudes towards inclusion and their belief in their capabilities may play an important role. This paper examined the rela…
Voices in practice
This paper investigates the challenges experienced by some Australian school educators in implementing differentiated instruction (DI) at a large secondary school. A small-scale study was conducted using individual, semi-structured interviews with teachers and school leaders. Using thematic analysis, three major themes were identified, namely: teachers’ barriers to implementing DI, school leaders’ constraints to implementing DI, and pre-service t…
No prominent works on this page.
Investigating Teachers’ Beliefs in Inclusive Education and Their Levels of Teacher Self-Efficacy
Inclusive education caters for all students and embraces their unique characteristics, backgrounds, and abilities. While many challenges persist that prevent inclusion from being fully embraced and implemented, such as varying definitions of what inclusion is at an international, national, and intra-national level, teachers’ attitudes towards inclusion and their belief in their capabilities may play an important role. This paper examined the rela…
Voices in practice
This paper investigates the challenges experienced by some Australian school educators in implementing differentiated instruction (DI) at a large secondary school. A small-scale study was conducted using individual, semi-structured interviews with teachers and school leaders. Using thematic analysis, three major themes were identified, namely: teachers’ barriers to implementing DI, school leaders’ constraints to implementing DI, and pre-service t…
Initiating, enacting and sustaining partnerships to inform post-school pathways
Partnerships with local public sector agencies, enterprises and tertiary institutions offer a means to inform young people about post-school pathways into working life and occupations that schools alone cannot achieve. Informing about those pathways is an important, yet, complex educational goal for schooling. This is because much of schooling effort privileges and is directed towards higher education entry. Often advice provided to young people …
Exploring the perspectives of Australian neurodivergent university students
More Australian students who are neurodivergent are entering post-secondary education. Experiences of higher education varies for these students. We investigated the university experience of 33 neurodivergent undergraduates in higher education through individual semi-structured interviews. Participants were enrolled in Education or Health Sciences. Data were analysed using thematic analysis and three major themes were identified: lived perspectiv…
The school-wide pedagogical framework at an Australian primary school
Teachers play a pivotal role in the implementation of school-based pedagogical reforms. The study reported here explored how participating teachers ( n = 54) viewed the pedagogical framework developed at their Australian primary school to improve teaching and learning. Responses to an online survey revealed that teachers understood the pedagogical components of the framework, were confident implementers of the framework, and strongly endorsed its…
The university experience of female ADHD students from their perspective
More female ADHD students are entering higher education than previously. To date, the experiences of university for this student group are largely unknown. We explored what university is like for 20 female ADHD students across two universities in Queensland, Australia. Data from semi-structured individual interviews were analysed using reflexive thematic analysis. Three major themes were developed, which were self-awareness, strengths, and strate…
From theory to practice
Differentiated instruction has emerged as an effective teaching approach recommended for use in classrooms as a means to address learner diversity. While research on differentiated instruction in Australia is growing, little attention has been given to early career teachers perceptions, so it is timely to examine their views on how they practice and operationalise this teaching practice. Six early career teachers from one large government seconda…
Measuring teachers’ beliefs in their capacity to use differentiated instruction in their classrooms
The purpose of this study was to develop, validate and confirm a scale to gain a better understanding of teachers’ beliefs in their capacity to use differentiated instruction in their classrooms. Differentiation is an effective approach to teaching, designed to enable equitable learning opportunities for every student. Teachers are recommended to differentiate aspects of teaching, instruction, learning, assessment and the learning environment due…
Pedagogy (4 works) · School teachers (4 works) · Sociology (4 works) · Differentiated instruction (3 works) · Mathematics education (3 works) · Psychology (3 works) · Teacher Education and Leadership Studies (3 works) · Autism Spectrum Disorder Research (2 works) · Collaborative Teaching and Inclusion (2 works) · Computer Science (2 works)