Melissa Cain
Dados Biográficos
| ID | 3941066 |
|---|---|
| NOME | Melissa Cain |
| PRENOMES | Melissa |
| SOBRENOME | Cain |
| ASSINATURA | CAIN M |
| AFILIAÇÕES | Australian Catholic University |
| ORCID | 0000-0001-8628-876X |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 16 |
| TOTAL DE CITAÇÕES | 5 |
| TOTAL COMO AUTOR | 16 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2016 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 1 |
Preservice teachers’ experiences of relationality in asynchronous online learning. “There’s not really an opportunity to have those networks”
Asynchronous online delivery of initial teacher education courses is increasing due to the opportunities it provides for preservice teachers and higher education institutes. However, asynchronous online learning has been shown to limit learners’ sense of relationality. Since relationality has various benefits for preservice teachers, it is important to understand the experiences of relationality for preservice teachers in asynchronous online cour…
‘Those moments are ineffable’. How creativity experienced through the Arts promotes empathy and compassion
How do teachers prepare their students for living in an increasingly fractured and inward-looking world? With the rise of populism and authoritarianism, one might argue that the ability to consider others’ needs and feel into their experiences might be more necessary now than ever. This article explores how empathy and compassion as moral attributes are experienced and developed through the creative and performing Arts. Rich examples provided by …
Dilemmas in professional code-switching for teacher educators in higher education
This article interrogates the professional socialisation work faced by second-career academics (‘pracademics’), who choose to straddle professional and academic spheres. We offer that the identity formation and re-formation pracademics undergo as part of this multi-socialisation process constitutes a dilemmatic space, underscored by competing values, alternatives, and priorities. Specifically, pracademics experience conflict in the dilemma of hol…
What’s an innovation? Capitalising on disruptive innovation in higher education
This article conceptualises how disruptions to conventional teaching models may lead to innovative practice. We have identified a gap in current knowledge around how innovations in higher education teaching and learning are initiated in times of crises. Disruptive Innovation Theory and Roger’s Diffusion of Innovation Theory are used as lenses to understand how academics’ epistemic positioning impacts the implementation of educational innovations,…
Surveying and resonating with teacher concerns during Covid-19 pandemic
The COVID-19 pandemic jolted teachers to the front line of complex, under resourced negotiation of quality distance learning, whilst also being key communicators with students and families about how to be COVID safe. Media reports debated preschool and school closures and child safety, but scarcely considered teachers. Motivated by the silencing of teachers and extraordinary changes to education, we gathered as a group of nine educational researc…
Teaching and Learning in Covid-19
Something changed during the pandemic; we attuned to a call. A call to action, breathing, support, activism, care, well-being, community, minimised mobilities, planetary health and our relations to all these things, and more. We are women working in education spaces across multiple communities, responsive to ongoing matters of concern (Latour, 2008), aware that our rhizomic connections have no middle or end. We use the method and metaphor of the …
Shining a light on disparities to access. Specialist teachers’ perceptions on the impacts of Covid-19 restrictions on learning for students with blindness and low vision in Australia, New Zealand, and…
COVID-19 restrictions have had significant impacts on teaching and learning globally.A growing body of literature has been published on the experiences of students and teachers as they negotiated school closures and social restrictions.Much less has been published about the experiences of students with disability, and very little about students with blindness and low vision (BLV).The impact of BLV on learning is significant due to the visual natu…
It doesn't feel like we've had the chance to really connect”. The crucial need for social presence in fully asynchronous teacher education
Fully online asynchronous initial teacher education (ITE) offerings are increasing, yet online learning may negatively impact students' relationships leaving them feeling isolated and disconnected. Despite rigorous attention to the impact of social presence on success in online learning, social connection in fully asynchronous ITE courses is under-researched. This article investigates the experiences of 130 preservice teachers' (PSTs) sense of co…
When constellations align
Pre‐service teachers need to experience authentic arts activities to confidently impart the quality arts engagement that young learners deserve. Most importantly, these experiences should contribute to shaping emerging teacher identities. We sought to understand the student experience of online early childhood pre‐service in their arts courses, and what they need to become competent and confident teachers of the arts. Using data from 51 responses…
‘Kindness and empathy beyond all else’
COVID-19 has continued to effect higher education globally in significant ways. During 2020, many institutions shifted learning online overnight as the sector closed its doors and opened new sites for remote teaching. This article reports on an international study [Phillips et al., 2021] that sought to capture how cross-sectoral teachers experienced these emergency changes during the first months of restrictions. The data, analysed using narrativ…
Enablers and barriers to equitable participation for students with blindness or low vision in Australian mainstream secondary schools
A global commitment to inclusive education through policies and legislation has been espoused to provide equitable access to the curriculum for students with disability. Recent evidence suggests, however, that for students with blindness or low vision (BLV), the visual nature of the curriculum means that content can be inaccessible. This study explored the barriers and enablers that students with BLV encounter when engaging with the curriculum. E…
Expectations for success
The rapid digitalisation of learning has had demonstrable impacts on access to education for students with a print disability. In higher education contexts, learning management systems (LMS) have become the predominant method for distributing content. This conceptual article addresses how students with print disabilities such as vision impairment, blindness, dyslexia, and visual fatigue experience their education through online engagement. Using …
Come willing to learn’
This article presents the findings from interviews with thirteen parents of students with severe vision impairment who attend mainstream schools in Queensland, Australia. Participants were interviewed about their experiences in advocating for their children in a range of educational contexts. These experiences varied greatly depending on a number of factors, such as attitudes to inclusivity and ableism, perceptions of vision impairment, school cu…
Participatory music-making and well-being within immigrant cultural practice
Music participation is a way of life for many cultures and is an activity that is often passed on generationally. It can become especially important as a leisure activity for maintenance of self- and national identity for people who have migrated to countries of contrasting cultures, such as Australia. This article describes exploratory, qualitative research into the ways in which participatory music-making within communities from immigrant backg…
Augmenting higher education students' work experiences
Higher education students are increasingly engaging in work experiences, often directed towards enriching their study and promoting employability. Considerable institutional and personal resources are directed towards these experiences. It is important, therefore, to identify how to utilise them in achieving particular educational purposes. An earlier study found the optimum time for educational interventions is after students had completed work …
Short and long term outcomes for culturally and linguistically diverse (Cald) and at-risk communities in participatory music programs
Participatory music-making and well-being within immigrant cultural practice
Music participation is a way of life for many cultures and is an activity that is often passed on generationally. It can become especially important as a leisure activity for maintenance of self- and national identity for people who have migrated to countries of contrasting cultures, such as Australia. This article describes exploratory, qualitative research into the ways in which participatory music-making within communities from immigrant backg…
Augmenting higher education students' work experiences
Higher education students are increasingly engaging in work experiences, often directed towards enriching their study and promoting employability. Considerable institutional and personal resources are directed towards these experiences. It is important, therefore, to identify how to utilise them in achieving particular educational purposes. An earlier study found the optimum time for educational interventions is after students had completed work …
Short and long term outcomes for culturally and linguistically diverse (Cald) and at-risk communities in participatory music programs
Augmenting higher education students' work experiences
Higher education students are increasingly engaging in work experiences, often directed towards enriching their study and promoting employability. Considerable institutional and personal resources are directed towards these experiences. It is important, therefore, to identify how to utilise them in achieving particular educational purposes. An earlier study found the optimum time for educational interventions is after students had completed work …
Participatory music-making and well-being within immigrant cultural practice
Music participation is a way of life for many cultures and is an activity that is often passed on generationally. It can become especially important as a leisure activity for maintenance of self- and national identity for people who have migrated to countries of contrasting cultures, such as Australia. This article describes exploratory, qualitative research into the ways in which participatory music-making within communities from immigrant backg…
Expectations for success
The rapid digitalisation of learning has had demonstrable impacts on access to education for students with a print disability. In higher education contexts, learning management systems (LMS) have become the predominant method for distributing content. This conceptual article addresses how students with print disabilities such as vision impairment, blindness, dyslexia, and visual fatigue experience their education through online engagement. Using …
Come willing to learn’
This article presents the findings from interviews with thirteen parents of students with severe vision impairment who attend mainstream schools in Queensland, Australia. Participants were interviewed about their experiences in advocating for their children in a range of educational contexts. These experiences varied greatly depending on a number of factors, such as attitudes to inclusivity and ableism, perceptions of vision impairment, school cu…
‘Kindness and empathy beyond all else’
COVID-19 has continued to effect higher education globally in significant ways. During 2020, many institutions shifted learning online overnight as the sector closed its doors and opened new sites for remote teaching. This article reports on an international study [Phillips et al., 2021] that sought to capture how cross-sectoral teachers experienced these emergency changes during the first months of restrictions. The data, analysed using narrativ…
Enablers and barriers to equitable participation for students with blindness or low vision in Australian mainstream secondary schools
A global commitment to inclusive education through policies and legislation has been espoused to provide equitable access to the curriculum for students with disability. Recent evidence suggests, however, that for students with blindness or low vision (BLV), the visual nature of the curriculum means that content can be inaccessible. This study explored the barriers and enablers that students with BLV encounter when engaging with the curriculum. E…
What’s an innovation? Capitalising on disruptive innovation in higher education
This article conceptualises how disruptions to conventional teaching models may lead to innovative practice. We have identified a gap in current knowledge around how innovations in higher education teaching and learning are initiated in times of crises. Disruptive Innovation Theory and Roger’s Diffusion of Innovation Theory are used as lenses to understand how academics’ epistemic positioning impacts the implementation of educational innovations,…
Surveying and resonating with teacher concerns during Covid-19 pandemic
The COVID-19 pandemic jolted teachers to the front line of complex, under resourced negotiation of quality distance learning, whilst also being key communicators with students and families about how to be COVID safe. Media reports debated preschool and school closures and child safety, but scarcely considered teachers. Motivated by the silencing of teachers and extraordinary changes to education, we gathered as a group of nine educational researc…
Teaching and Learning in Covid-19
Something changed during the pandemic; we attuned to a call. A call to action, breathing, support, activism, care, well-being, community, minimised mobilities, planetary health and our relations to all these things, and more. We are women working in education spaces across multiple communities, responsive to ongoing matters of concern (Latour, 2008), aware that our rhizomic connections have no middle or end. We use the method and metaphor of the …
Shining a light on disparities to access. Specialist teachers’ perceptions on the impacts of Covid-19 restrictions on learning for students with blindness and low vision in Australia, New Zealand, and…
COVID-19 restrictions have had significant impacts on teaching and learning globally.A growing body of literature has been published on the experiences of students and teachers as they negotiated school closures and social restrictions.Much less has been published about the experiences of students with disability, and very little about students with blindness and low vision (BLV).The impact of BLV on learning is significant due to the visual natu…
It doesn't feel like we've had the chance to really connect”. The crucial need for social presence in fully asynchronous teacher education
Fully online asynchronous initial teacher education (ITE) offerings are increasing, yet online learning may negatively impact students' relationships leaving them feeling isolated and disconnected. Despite rigorous attention to the impact of social presence on success in online learning, social connection in fully asynchronous ITE courses is under-researched. This article investigates the experiences of 130 preservice teachers' (PSTs) sense of co…
When constellations align
Pre‐service teachers need to experience authentic arts activities to confidently impart the quality arts engagement that young learners deserve. Most importantly, these experiences should contribute to shaping emerging teacher identities. We sought to understand the student experience of online early childhood pre‐service in their arts courses, and what they need to become competent and confident teachers of the arts. Using data from 51 responses…
Preservice teachers’ experiences of relationality in asynchronous online learning. “There’s not really an opportunity to have those networks”
Asynchronous online delivery of initial teacher education courses is increasing due to the opportunities it provides for preservice teachers and higher education institutes. However, asynchronous online learning has been shown to limit learners’ sense of relationality. Since relationality has various benefits for preservice teachers, it is important to understand the experiences of relationality for preservice teachers in asynchronous online cour…
‘Those moments are ineffable’. How creativity experienced through the Arts promotes empathy and compassion
How do teachers prepare their students for living in an increasingly fractured and inward-looking world? With the rise of populism and authoritarianism, one might argue that the ability to consider others’ needs and feel into their experiences might be more necessary now than ever. This article explores how empathy and compassion as moral attributes are experienced and developed through the creative and performing Arts. Rich examples provided by …
Dilemmas in professional code-switching for teacher educators in higher education
This article interrogates the professional socialisation work faced by second-career academics (‘pracademics’), who choose to straddle professional and academic spheres. We offer that the identity formation and re-formation pracademics undergo as part of this multi-socialisation process constitutes a dilemmatic space, underscored by competing values, alternatives, and priorities. Specifically, pracademics experience conflict in the dilemma of hol…
Pedagogy (13 obras) · Psychology (13 obras) · Sociology (10 obras) · Medicine (8 obras) · Political science (8 obras) · Mathematics education (6 obras) · Medical education (6 obras) · Higher education (5 obras) · Social Psychology (4 obras) · Social science (4 obras)