M J Eady
Dados Biográficos
| ID | 48695 |
|---|---|
| NOME | M J Eady |
| PRENOMES | M J |
| SOBRENOME | Eady |
| ASSINATURA | EADY M J |
| AFILIAÇÕES | University of Wollongong |
| ORCID | 0000-0001-5624-0407 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 18 |
| TOTAL DE CITAÇÕES | 3 |
| TOTAL COMO AUTOR | 18 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2021 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 1 |
Technological Advances that Shape Practice Towards Better Teaching and Learning Experiences in the Study of Music
Arts and humanities educators have been urged in recent years to remain attentive to the political, economic, and ideological forces shaping their institutions, their work, and their students’ expectations. The arts landscape continues to face challenges such as global pandemics, online learning, and changing student populations. In continuing to be mindful and engage with teaching and learning as a collective, we must persevere and share both ou…
Six Essential Elements of High-Quality Work-Integrated Learning Experiences
This study identified six essential elements of high-quality work-integrated learning (WIL) experiences through a thematic analysis of interviews with 30 higher education students from a variety of academic disciplines who participated in multiple forms of WIL (co-operative education, clinical placements, community service-learning, internships, and professional experience) at three institutions in three countries. In doing so, the study adds to …
Designing for Student Voice
This paper presents a conceptual–historical analysis of a long-standing university–school partnership between the University of Wollongong and Fairy Meadow Demonstration School in New South Wales, Australia, offering a design-oriented model for embedding student voice in initial teacher education. Drawing on over 2 decades of collaborative practice, the study foregrounds the development of a third space for work-integrated learning, where pre-ser…
The skills, knowledge, and attributes of the supervising teacher in initial teacher education
School placements are an integral component of a pre-service teacher’s experience, and the supervising teacher is potentially the first point of crossing from theory to practice. These important partners help pre-service teachers to navigate between their university study and career context. This paper presents a scoping review that reports on skills, knowledge, and attributes of supervising teachers. The review also outlines what is currently kn…
Student feedback for integrating reflection into the higher education curriculum; a cross disciplinary study
Reflective practice is a vital lifelong learning skill, highly regarded in educational pedagogy for its powerful role in shaping students’ sense of identity, enhancing knowledge transfer, and deepening their ability to articulate learning. Though the benefits of reflection are well known, its application and value vary, with students’ views on its learning impact often overlooked. This paper reports on an empirical, cross-disciplinary study exami…
Students’ perceptions of learning, work and wellbeing networks in work-integrated learning (WIL)
Work-integrated learning (WIL) is a widely employed strategy that aims to develop the employability of higher education graduates. Discourse surrounding the strategy often focuses on the affordances it offers higher education institutions but overlooks the perspectives of students. This study utilises a qualitative approach to identify the people, devices, documents and other materials students perceive as influential during WIL activities. Drawi…
Equity and inclusion in work-integrated learning
Universities support students in their transition to work and future career through programmes such as work-integrated learning (WIL). WIL engages students in authentic industry-based experiences and is considered valuable for preparedness for work, including professional socialisation and developing skills prioritised by graduate employers. Research shows, however, that access and participation in WIL is not equal among all student groups. This …
Country, identity and sharing
Culture, as part of socialisation processes, has an important role to play in child development. Embedded in the everyday lived experience, culture promotes accepted values and behaviours that children adopt and express in later adulthood. These values become intrinsic and aid in the development of prosocial skills. However, the role of culture in the development of empathy in children is sparse, relying on experimental and survey-based studies r…
Designing a framework to improve critical reflection writing in teacher education using action research
Critical reflection writing in teacher education programmes is often undertaken without appropriate learning support despite the contribution it makes to informing meaningful changes in the early stages of their teaching careers. Students’ attempts at writing critical reflections often lack discursive depth when connecting theory to practice. However, teaching academics may also need to develop conceptual knowledge of critical reflection as a gen…
Designing for inclusion in work-integrated learning
Work-integrated learning (WIL) is relied upon to meet important shared employability-related goals of institutions of higher education, students and employers. However, research indicates that not all students have access to and experience WIL activities. A clearer understanding of how WIL may be designed for inclusion of a diverse student population is needed. This scoping review analysed and synthesised 34 empirical studies published between 20…
Academics’ practices and perceptions of career development learning in the curriculum
Career development learning (CDL) equips students with the skills, knowledge and resources to navigate their careers amidst dynamic work and learning environments. While CDL is known to be facilitated by central careers services in higher education institutions, embedding CDL activities within the curriculum is purported to be an effective approach to generate meaningful reflections that prepare students for their future lives. This study examine…
Inclusive work-integrated learning in higher education
This paper investigates how inclusive work-integrated learning (WIL) is being approached and addressed by examining current research that highlights the intersection of inclusion, WIL, and employability. It employs an inclusive pedagogies framework to analyse findings from a scoping review (between 2010 and 2022) that address or investigate inclusive WIL. Through this examination, the paper identifies common barriers and enablers of inclusive WIL…
Looking forward, looking back
Although quality teaching requires ongoing professional development and critical reflection, early career teachers (ECTs) often encounter inadequate support for their professional learning. This study employs semi-structured interviews to explore ECTs’ perspectives on the usefulness, relevance, and importance of setting learning goals during undergraduate studies to reflect on their current teaching. Findings suggest benefits in formulating learn…
Authentic Empathy
Culture is important for the development of social skills in children, including empathy. Although empathy has long been linked with prosocial behaviors and attitudes, there is little research that links culture with development of empathy in children. This project sought to investigate and identify specific culturally related empathy elements in a sample of Dene and Inuit children from Northern Canada. Across seven different grade (primary) scho…
“They’re coming to us and we don’t have any training” - Professional learning approaches for secondary Australian school year advisors
Secondary school year advisors fulfil an important relationship-building, middle leadership position in schools. Although responsible for supporting the wellbeing of students with a range of academic, social, and emotional needs, there is limited research into year advisor’s role and the support provided for these educators. This qualitative study provides insight into year advisors’ perceptions of professional learning that prepared them to supp…
Settle Down
The impact of stressors on student wellbeing and academic performance is widely documented within the Higher Education (HE) sector, with student drop-out rates linked to poor wellbeing. Identified connections between attrition rates and the levels of support offered to students has led to concerted efforts to better support student wellbeing–particularly for those in the first year of study. The COVID-19 pandemic and the rapid and abrupt shift to…
Shifting the Delivery but Keeping the Focus
There is a strong focus to connect theory with practice in initial teacher education (ITE). This discussion paper explores how we shifted teaching modes and assessment tasks in light of the Coronavirus Pandemic (COVID-19) when digital technologies were unexpectedly catapulted to the main delivery mode for the preparation of future teachers. During this time, connecting theory to authentic practice became a complicated issue. Globally, teacher edu…
Indigenous primary school teachers’ reflections of cultural pedagogy - developing positive social skills and increased student self-awareness in the modern day classroom
School classrooms worldwide consist of a diversity of cultures. Teachers in these classrooms play key roles in the preparation of students not only in terms of their academic and career readiness, but also in their understanding of how to socially navigate communities. In remote areas where communities rely on their culture and social norms to guide behaviours to sustain a flourishing culture and community, non-academic life skills become part of…
Authentic Empathy
Culture is important for the development of social skills in children, including empathy. Although empathy has long been linked with prosocial behaviors and attitudes, there is little research that links culture with development of empathy in children. This project sought to investigate and identify specific culturally related empathy elements in a sample of Dene and Inuit children from Northern Canada. Across seven different grade (primary) scho…
Equity and inclusion in work-integrated learning
Universities support students in their transition to work and future career through programmes such as work-integrated learning (WIL). WIL engages students in authentic industry-based experiences and is considered valuable for preparedness for work, including professional socialisation and developing skills prioritised by graduate employers. Research shows, however, that access and participation in WIL is not equal among all student groups. This …
Shifting the Delivery but Keeping the Focus
There is a strong focus to connect theory with practice in initial teacher education (ITE). This discussion paper explores how we shifted teaching modes and assessment tasks in light of the Coronavirus Pandemic (COVID-19) when digital technologies were unexpectedly catapulted to the main delivery mode for the preparation of future teachers. During this time, connecting theory to authentic practice became a complicated issue. Globally, teacher edu…
Indigenous primary school teachers’ reflections of cultural pedagogy - developing positive social skills and increased student self-awareness in the modern day classroom
School classrooms worldwide consist of a diversity of cultures. Teachers in these classrooms play key roles in the preparation of students not only in terms of their academic and career readiness, but also in their understanding of how to socially navigate communities. In remote areas where communities rely on their culture and social norms to guide behaviours to sustain a flourishing culture and community, non-academic life skills become part of…
Settle Down
The impact of stressors on student wellbeing and academic performance is widely documented within the Higher Education (HE) sector, with student drop-out rates linked to poor wellbeing. Identified connections between attrition rates and the levels of support offered to students has led to concerted efforts to better support student wellbeing–particularly for those in the first year of study. The COVID-19 pandemic and the rapid and abrupt shift to…
“They’re coming to us and we don’t have any training” - Professional learning approaches for secondary Australian school year advisors
Secondary school year advisors fulfil an important relationship-building, middle leadership position in schools. Although responsible for supporting the wellbeing of students with a range of academic, social, and emotional needs, there is limited research into year advisor’s role and the support provided for these educators. This qualitative study provides insight into year advisors’ perceptions of professional learning that prepared them to supp…
Designing a framework to improve critical reflection writing in teacher education using action research
Critical reflection writing in teacher education programmes is often undertaken without appropriate learning support despite the contribution it makes to informing meaningful changes in the early stages of their teaching careers. Students’ attempts at writing critical reflections often lack discursive depth when connecting theory to practice. However, teaching academics may also need to develop conceptual knowledge of critical reflection as a gen…
Designing for inclusion in work-integrated learning
Work-integrated learning (WIL) is relied upon to meet important shared employability-related goals of institutions of higher education, students and employers. However, research indicates that not all students have access to and experience WIL activities. A clearer understanding of how WIL may be designed for inclusion of a diverse student population is needed. This scoping review analysed and synthesised 34 empirical studies published between 20…
Academics’ practices and perceptions of career development learning in the curriculum
Career development learning (CDL) equips students with the skills, knowledge and resources to navigate their careers amidst dynamic work and learning environments. While CDL is known to be facilitated by central careers services in higher education institutions, embedding CDL activities within the curriculum is purported to be an effective approach to generate meaningful reflections that prepare students for their future lives. This study examine…
Inclusive work-integrated learning in higher education
This paper investigates how inclusive work-integrated learning (WIL) is being approached and addressed by examining current research that highlights the intersection of inclusion, WIL, and employability. It employs an inclusive pedagogies framework to analyse findings from a scoping review (between 2010 and 2022) that address or investigate inclusive WIL. Through this examination, the paper identifies common barriers and enablers of inclusive WIL…
Looking forward, looking back
Although quality teaching requires ongoing professional development and critical reflection, early career teachers (ECTs) often encounter inadequate support for their professional learning. This study employs semi-structured interviews to explore ECTs’ perspectives on the usefulness, relevance, and importance of setting learning goals during undergraduate studies to reflect on their current teaching. Findings suggest benefits in formulating learn…
Authentic Empathy
Culture is important for the development of social skills in children, including empathy. Although empathy has long been linked with prosocial behaviors and attitudes, there is little research that links culture with development of empathy in children. This project sought to investigate and identify specific culturally related empathy elements in a sample of Dene and Inuit children from Northern Canada. Across seven different grade (primary) scho…
Equity and inclusion in work-integrated learning
Universities support students in their transition to work and future career through programmes such as work-integrated learning (WIL). WIL engages students in authentic industry-based experiences and is considered valuable for preparedness for work, including professional socialisation and developing skills prioritised by graduate employers. Research shows, however, that access and participation in WIL is not equal among all student groups. This …
Country, identity and sharing
Culture, as part of socialisation processes, has an important role to play in child development. Embedded in the everyday lived experience, culture promotes accepted values and behaviours that children adopt and express in later adulthood. These values become intrinsic and aid in the development of prosocial skills. However, the role of culture in the development of empathy in children is sparse, relying on experimental and survey-based studies r…
Technological Advances that Shape Practice Towards Better Teaching and Learning Experiences in the Study of Music
Arts and humanities educators have been urged in recent years to remain attentive to the political, economic, and ideological forces shaping their institutions, their work, and their students’ expectations. The arts landscape continues to face challenges such as global pandemics, online learning, and changing student populations. In continuing to be mindful and engage with teaching and learning as a collective, we must persevere and share both ou…
Six Essential Elements of High-Quality Work-Integrated Learning Experiences
This study identified six essential elements of high-quality work-integrated learning (WIL) experiences through a thematic analysis of interviews with 30 higher education students from a variety of academic disciplines who participated in multiple forms of WIL (co-operative education, clinical placements, community service-learning, internships, and professional experience) at three institutions in three countries. In doing so, the study adds to …
Designing for Student Voice
This paper presents a conceptual–historical analysis of a long-standing university–school partnership between the University of Wollongong and Fairy Meadow Demonstration School in New South Wales, Australia, offering a design-oriented model for embedding student voice in initial teacher education. Drawing on over 2 decades of collaborative practice, the study foregrounds the development of a third space for work-integrated learning, where pre-ser…
The skills, knowledge, and attributes of the supervising teacher in initial teacher education
School placements are an integral component of a pre-service teacher’s experience, and the supervising teacher is potentially the first point of crossing from theory to practice. These important partners help pre-service teachers to navigate between their university study and career context. This paper presents a scoping review that reports on skills, knowledge, and attributes of supervising teachers. The review also outlines what is currently kn…
Student feedback for integrating reflection into the higher education curriculum; a cross disciplinary study
Reflective practice is a vital lifelong learning skill, highly regarded in educational pedagogy for its powerful role in shaping students’ sense of identity, enhancing knowledge transfer, and deepening their ability to articulate learning. Though the benefits of reflection are well known, its application and value vary, with students’ views on its learning impact often overlooked. This paper reports on an empirical, cross-disciplinary study exami…
Students’ perceptions of learning, work and wellbeing networks in work-integrated learning (WIL)
Work-integrated learning (WIL) is a widely employed strategy that aims to develop the employability of higher education graduates. Discourse surrounding the strategy often focuses on the affordances it offers higher education institutions but overlooks the perspectives of students. This study utilises a qualitative approach to identify the people, devices, documents and other materials students perceive as influential during WIL activities. Drawi…
Psychology (12 obras) · Pedagogy (11 obras) · Sociology (11 obras) · Higher education (8 obras) · Higher Education and Employability (6 obras) · Social Psychology (6 obras) · Computer Science (5 obras) · Mathematics education (5 obras) · Medical education (5 obras) · Medicine (5 obras)