Jo Ragen
Dados Biográficos
| ID | 2241497 |
|---|---|
| NOME | Jo Ragen |
| PRENOMES | Jo |
| SOBRENOME | Ragen |
| ASSINATURA | RAGEN J |
| AFILIAÇÕES | The University of Sydney |
| ORCID | 0000-0002-1489-8435 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 10 |
| TOTAL DE CITAÇÕES | 29 |
| TOTAL COMO AUTOR | 10 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2011 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2021 |
| ÍNDICE H | 3 |
Expectations and Assumptions
Risky play is challenging, exciting play with the possibility of physical, social, or emotional harm. Through risky play, children learn, develop, and experience wellbeing. Children with disabilities have fewer opportunities than their typically developing peers to engage in this beneficial type of play. Our team designed a novel, school-based intervention to address this disparity; however, our intervention yielded unexpected quantitative result…
Parents’ perspectives on managing risk in play for children with developmental disabilities
Parents are often concerned about managing risks for their children, particularly in the context of disability. This paper reports qualitative findings from an intervention study and examines how parents of children with developmental disabilities (mainly autism) manage risks during play. Interviews (n = 17) highlighted parents’ fears about their child’s safety, which were often exacerbated by concerns about the child’s (lack of) cognitive and in…
Decolonizing the Dynamics of Media Power and Media Representation Between 1830 and 1930
Indigenous Australians have experienced the horrific consequences of European invasion and colonization. Some of these consequences include wars, geographic displacement and attempted genocide. Both the high prevalence and experience of disability among Indigenous peoples remain directly linked to the events that followed European invasion. Critical disability studies and media studies can investigate the process of decolonization. This chapter i…
The ableism elephant in the academy
The academy should be a welcoming environment for people with disability. Across Australia, however, there is a current shortage of programmes supporting people with disability to develop their careers as researchers. This article critically investigates current practice and experiences concerning universities and the employment and career development of people with disability as advised by the literature, and how this practice aligns with the li…
Lower parent tolerance of risk in play for children with disability than typically developing children
Becoming an autonomous adult includes understanding consequences associated with risks. The aim of this study was to compare parents of children with and without disability to identify any differences in promoting manageable risk-taking. Data were collected from parents of typically developing children and parents of children with developmental disability. Two groups were matched based on parent and child chronological ages for typically developi…
An observation-based instrument to measure what children with disabilities do on the playground
The school playground provides a natural context for play observation for children of all abilities. However, play promoters interested in designing and assessing playground interventions are limited by a lack of quantitative observation tools to measure playground play sophistication for groups of children. We used Rasch analysis to evaluate the psychometric properties of a novel iPad application designed to capture observational data on the pla…
Girls’ perspectives on the ideal school playground experience
Based on research conducted as part of the Sydney Playground Project, this paper provides an exploratory investigation of the perspectives of girls relating to the ideal school playground experience, and whether their perspectives are influenced by a loose-parts playground intervention. The focus is on the play behaviours of 22 girls aged 8–10 years, from the perspective that school playgrounds are generally designed in ways that are more suited …
Uncertainty in the school playground
Recent theoretical debates highlight the competing risk logics and varying rationalities mobilised in response to dangers and approaches to risk management. Yet the concept of uncertainty, and how it informs perceived risks, is relatively less well understood. Debates of this kind are illuminated in contexts where risks are managed as part of everyday practice. The school setting provides an example of a context in which risks are continuously ne…
The Sydney playground project- levelling the playing field
Australian and New Zealand Clinical Trials Registration Number ACTRN12614000549628 (registered 22/5/2014)
The sydney playground project
Australian and New Zealand Clinical Trials Registration Number ACTRN12611000089932
The ableism elephant in the academy
The academy should be a welcoming environment for people with disability. Across Australia, however, there is a current shortage of programmes supporting people with disability to develop their careers as researchers. This article critically investigates current practice and experiences concerning universities and the employment and career development of people with disability as advised by the literature, and how this practice aligns with the li…
Girls’ perspectives on the ideal school playground experience
Based on research conducted as part of the Sydney Playground Project, this paper provides an exploratory investigation of the perspectives of girls relating to the ideal school playground experience, and whether their perspectives are influenced by a loose-parts playground intervention. The focus is on the play behaviours of 22 girls aged 8–10 years, from the perspective that school playgrounds are generally designed in ways that are more suited …
Lower parent tolerance of risk in play for children with disability than typically developing children
Becoming an autonomous adult includes understanding consequences associated with risks. The aim of this study was to compare parents of children with and without disability to identify any differences in promoting manageable risk-taking. Data were collected from parents of typically developing children and parents of children with developmental disability. Two groups were matched based on parent and child chronological ages for typically developi…
Parents’ perspectives on managing risk in play for children with developmental disabilities
Parents are often concerned about managing risks for their children, particularly in the context of disability. This paper reports qualitative findings from an intervention study and examines how parents of children with developmental disabilities (mainly autism) manage risks during play. Interviews (n = 17) highlighted parents’ fears about their child’s safety, which were often exacerbated by concerns about the child’s (lack of) cognitive and in…
An observation-based instrument to measure what children with disabilities do on the playground
The school playground provides a natural context for play observation for children of all abilities. However, play promoters interested in designing and assessing playground interventions are limited by a lack of quantitative observation tools to measure playground play sophistication for groups of children. We used Rasch analysis to evaluate the psychometric properties of a novel iPad application designed to capture observational data on the pla…
The sydney playground project
Australian and New Zealand Clinical Trials Registration Number ACTRN12611000089932
The Sydney playground project- levelling the playing field
Australian and New Zealand Clinical Trials Registration Number ACTRN12614000549628 (registered 22/5/2014)
Uncertainty in the school playground
Recent theoretical debates highlight the competing risk logics and varying rationalities mobilised in response to dangers and approaches to risk management. Yet the concept of uncertainty, and how it informs perceived risks, is relatively less well understood. Debates of this kind are illuminated in contexts where risks are managed as part of everyday practice. The school setting provides an example of a context in which risks are continuously ne…
Girls’ perspectives on the ideal school playground experience
Based on research conducted as part of the Sydney Playground Project, this paper provides an exploratory investigation of the perspectives of girls relating to the ideal school playground experience, and whether their perspectives are influenced by a loose-parts playground intervention. The focus is on the play behaviours of 22 girls aged 8–10 years, from the perspective that school playgrounds are generally designed in ways that are more suited …
Decolonizing the Dynamics of Media Power and Media Representation Between 1830 and 1930
Indigenous Australians have experienced the horrific consequences of European invasion and colonization. Some of these consequences include wars, geographic displacement and attempted genocide. Both the high prevalence and experience of disability among Indigenous peoples remain directly linked to the events that followed European invasion. Critical disability studies and media studies can investigate the process of decolonization. This chapter i…
The ableism elephant in the academy
The academy should be a welcoming environment for people with disability. Across Australia, however, there is a current shortage of programmes supporting people with disability to develop their careers as researchers. This article critically investigates current practice and experiences concerning universities and the employment and career development of people with disability as advised by the literature, and how this practice aligns with the li…
Lower parent tolerance of risk in play for children with disability than typically developing children
Becoming an autonomous adult includes understanding consequences associated with risks. The aim of this study was to compare parents of children with and without disability to identify any differences in promoting manageable risk-taking. Data were collected from parents of typically developing children and parents of children with developmental disability. Two groups were matched based on parent and child chronological ages for typically developi…
An observation-based instrument to measure what children with disabilities do on the playground
The school playground provides a natural context for play observation for children of all abilities. However, play promoters interested in designing and assessing playground interventions are limited by a lack of quantitative observation tools to measure playground play sophistication for groups of children. We used Rasch analysis to evaluate the psychometric properties of a novel iPad application designed to capture observational data on the pla…
Expectations and Assumptions
Risky play is challenging, exciting play with the possibility of physical, social, or emotional harm. Through risky play, children learn, develop, and experience wellbeing. Children with disabilities have fewer opportunities than their typically developing peers to engage in this beneficial type of play. Our team designed a novel, school-based intervention to address this disparity; however, our intervention yielded unexpected quantitative result…
Parents’ perspectives on managing risk in play for children with developmental disabilities
Parents are often concerned about managing risks for their children, particularly in the context of disability. This paper reports qualitative findings from an intervention study and examines how parents of children with developmental disabilities (mainly autism) manage risks during play. Interviews (n = 17) highlighted parents’ fears about their child’s safety, which were often exacerbated by concerns about the child’s (lack of) cognitive and in…
Psychology (9 obras) · Intervention (counseling (5 obras) · Medicine (5 obras) · Developmental psychology (4 obras) · Family and Disability Support Research (4 obras) · Political science (4 obras) · Social Psychology (4 obras) · Sociology (4 obras) · Autism (3 obras) · Child Therapy and Development (3 obras)