Kerryann Walsh - Academia.edu (original) (raw)
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Papers by Kerryann Walsh
Office of Education Research Faculty of Education Faculty of Law Australian Centre For Health Law Research Law and Justice Research Centre School of Early Childhood School of Law, 2010
Journal of Early Childhood Teacher Education, 2005
Journal of Early Childhood Teacher Education, 26:423436, 2005 Copyright © National Association o... more Journal of Early Childhood Teacher Education, 26:423436, 2005 Copyright © National Association of Early Childhood Teacher Educators ISSN: 1090-1027 print/ 1745-5642 online DOI: 10.1080/10901020500413262 ... UJEC 1090-1027 1745-5642 ...
Children Youth Research Centre Office of Education Research Faculty of Education School of Early Childhood, Jul 1, 2012
Office of Education Research Faculty of Education Faculty of Law Australian Centre For Health Law Research Law and Justice Research Centre School of Early Childhood School of Law, 2010
Faculty of Education School of Early Childhood, Mar 12, 2015
ABSTRACT Unprecedented policy attention to early childhood education internationally has highligh... more ABSTRACT Unprecedented policy attention to early childhood education internationally has highlighted the crucial need for a skilled early years workforce. Consequently, professional development of early years educators has become a global policy imperative. At the same time, many maintain that professional development research has reached an impasse. In this paper, we offer a new approach to addressing this impasse. In contrast to calls for a redesign of comparative studies of professional development programmes, or for the refinement of researcher-constructed professional development evaluation frameworks, we argue the need to cultivate what we refer to as an ‘evaluative stance’ amongst all involved in making decisions about professional development in the early years - from senior bureaucrats with responsibilities for funding professional development programmes to individual educators with choices about which professional development opportunities to take up. Drawing on three bodies of literature - evaluation capacity-building, personal epistemology and co-production - that, for the most part, have been overlooked with respect to early years professional learning, this paper proposes a conceptual framework to explain why cultivating an evaluative stance in professional development decision-making has rich possibilities for systemic, sustainable and transformative change in early years education.
Children Youth Research Centre Office of Education Research Faculty of Education School of Early Childhood, 2014
Teaching and Teacher Education an International Journal of Research and Studies, Apr 1, 2008
Each year, some 3,500 children in Australia are identified by government child protection authori... more Each year, some 3,500 children in Australia are identified by government child protection authorities to be sexually abused, with the real incidence being even higher. Where a teacher suspects a child has been sexually abused, different types of duty may require the teacher to report his or her suspicion. However, these reporting duties may be found in multiple sources, namely legislation, common law, and school policy. For an individual teacher, the content of those duties may be different. Further, the sources and content of reporting duties differ across government and nongovernment school sectors within States and Territories, and differ between States and Territories. This article reports on a comparative study of policy-based duties to report suspected child sexual abuse in government and nongovernment schools in Queensland, New South Wales, and Western Australia. Key elements of the policy frameworks in these States, in both government and nongovernment schools, are described...
Office of Education Research Faculty of Education Faculty of Law Australian Centre For Health Law Research Law and Justice Research Centre School of Early Childhood School of Law, 2010
Journal of Early Childhood Teacher Education, 2005
Journal of Early Childhood Teacher Education, 26:423436, 2005 Copyright © National Association o... more Journal of Early Childhood Teacher Education, 26:423436, 2005 Copyright © National Association of Early Childhood Teacher Educators ISSN: 1090-1027 print/ 1745-5642 online DOI: 10.1080/10901020500413262 ... UJEC 1090-1027 1745-5642 ...
Children Youth Research Centre Office of Education Research Faculty of Education School of Early Childhood, Jul 1, 2012
Office of Education Research Faculty of Education Faculty of Law Australian Centre For Health Law Research Law and Justice Research Centre School of Early Childhood School of Law, 2010
Faculty of Education School of Early Childhood, Mar 12, 2015
ABSTRACT Unprecedented policy attention to early childhood education internationally has highligh... more ABSTRACT Unprecedented policy attention to early childhood education internationally has highlighted the crucial need for a skilled early years workforce. Consequently, professional development of early years educators has become a global policy imperative. At the same time, many maintain that professional development research has reached an impasse. In this paper, we offer a new approach to addressing this impasse. In contrast to calls for a redesign of comparative studies of professional development programmes, or for the refinement of researcher-constructed professional development evaluation frameworks, we argue the need to cultivate what we refer to as an ‘evaluative stance’ amongst all involved in making decisions about professional development in the early years - from senior bureaucrats with responsibilities for funding professional development programmes to individual educators with choices about which professional development opportunities to take up. Drawing on three bodies of literature - evaluation capacity-building, personal epistemology and co-production - that, for the most part, have been overlooked with respect to early years professional learning, this paper proposes a conceptual framework to explain why cultivating an evaluative stance in professional development decision-making has rich possibilities for systemic, sustainable and transformative change in early years education.
Children Youth Research Centre Office of Education Research Faculty of Education School of Early Childhood, 2014
Teaching and Teacher Education an International Journal of Research and Studies, Apr 1, 2008
Each year, some 3,500 children in Australia are identified by government child protection authori... more Each year, some 3,500 children in Australia are identified by government child protection authorities to be sexually abused, with the real incidence being even higher. Where a teacher suspects a child has been sexually abused, different types of duty may require the teacher to report his or her suspicion. However, these reporting duties may be found in multiple sources, namely legislation, common law, and school policy. For an individual teacher, the content of those duties may be different. Further, the sources and content of reporting duties differ across government and nongovernment school sectors within States and Territories, and differ between States and Territories. This article reports on a comparative study of policy-based duties to report suspected child sexual abuse in government and nongovernment schools in Queensland, New South Wales, and Western Australia. Key elements of the policy frameworks in these States, in both government and nongovernment schools, are described...