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Papers by Kerryann Walsh

Research paper thumbnail of Prevention of child sexual abuse: A survey of 38 school-based programs in one country

Research paper thumbnail of Queensland College of Teachers annual lecture 2010 : child protection

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

Research paper thumbnail of Developing Peer Mentoring Support for TAFE Students Entering 1 st -Year University Early Childhood Studies

Journal of Early Childhood Teacher Education, 2005

Journal of Early Childhood Teacher Education, 26:423–436, 2005 Copyright © National Association o... more Journal of Early Childhood Teacher Education, 26:423–436, 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 ...

Research paper thumbnail of Making prevention matter : a survey of child sexual abuse prevention programs in Australia

Children Youth Research Centre Office of Education Research Faculty of Education School of Early Childhood, Jul 1, 2012

Research paper thumbnail of Maltreated children in the early years : international perspectives on the teacher’s role

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

Research paper thumbnail of Evaluative Decision-Making for High-Quality Professional Development: Cultivating an Evaluative Stance

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.

Research paper thumbnail of Sexual abuse prevention education

Children Youth Research Centre Office of Education Research Faculty of Education School of Early Childhood, 2014

Research paper thumbnail of Identifying and evaluating teachers’ knowledge in relation to child abuse and neglect: A qualitative study with Australian early childhood teachers

Teaching and Teacher Education an International Journal of Research and Studies, Apr 1, 2008

Research paper thumbnail of Attitudes of Teachers toward reporting child abuse and neglect in Malaysia

Research paper thumbnail of Taking an evaluative stance to decision-making about professional development options in early childhood education and care

Research paper thumbnail of School Bullying And New South Wales Teachers' Duties To Report Child Abuse Under Mandatory Reporting Legislation: A Reply To Healey

Research paper thumbnail of Child protection

Research paper thumbnail of Queensland teachers' new legal obligation to report child sexual abuse

Research paper thumbnail of Australian teachers and the law of mandatory reporting of child sexual abuse : developments and problems

Research paper thumbnail of Issues in mandatory reporting of child sexual abuse by Australian teachers

Research paper thumbnail of Mandatory Reporting By Australian Teachers of Suspected Child Abuse and Neglect: Legislative Requirements and Questions for Future Direction

Research paper thumbnail of Researching Sensitive Issues

Research paper thumbnail of Critical Factors in Teachers' Detecting and Reporting Child Abuse and Neglect: Implications for Practice

Research paper thumbnail of Teachers reporting child sexual abuse : towards evidence-based reform of law, policy and practice

Research paper thumbnail of Teachers’ policy-based duties to report child sexual abuse : a comparative study

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...

Research paper thumbnail of Prevention of child sexual abuse: A survey of 38 school-based programs in one country

Research paper thumbnail of Queensland College of Teachers annual lecture 2010 : child protection

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

Research paper thumbnail of Developing Peer Mentoring Support for TAFE Students Entering 1 st -Year University Early Childhood Studies

Journal of Early Childhood Teacher Education, 2005

Journal of Early Childhood Teacher Education, 26:423–436, 2005 Copyright © National Association o... more Journal of Early Childhood Teacher Education, 26:423–436, 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 ...

Research paper thumbnail of Making prevention matter : a survey of child sexual abuse prevention programs in Australia

Children Youth Research Centre Office of Education Research Faculty of Education School of Early Childhood, Jul 1, 2012

Research paper thumbnail of Maltreated children in the early years : international perspectives on the teacher’s role

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

Research paper thumbnail of Evaluative Decision-Making for High-Quality Professional Development: Cultivating an Evaluative Stance

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.

Research paper thumbnail of Sexual abuse prevention education

Children Youth Research Centre Office of Education Research Faculty of Education School of Early Childhood, 2014

Research paper thumbnail of Identifying and evaluating teachers’ knowledge in relation to child abuse and neglect: A qualitative study with Australian early childhood teachers

Teaching and Teacher Education an International Journal of Research and Studies, Apr 1, 2008

Research paper thumbnail of Attitudes of Teachers toward reporting child abuse and neglect in Malaysia

Research paper thumbnail of Taking an evaluative stance to decision-making about professional development options in early childhood education and care

Research paper thumbnail of School Bullying And New South Wales Teachers' Duties To Report Child Abuse Under Mandatory Reporting Legislation: A Reply To Healey

Research paper thumbnail of Child protection

Research paper thumbnail of Queensland teachers' new legal obligation to report child sexual abuse

Research paper thumbnail of Australian teachers and the law of mandatory reporting of child sexual abuse : developments and problems

Research paper thumbnail of Issues in mandatory reporting of child sexual abuse by Australian teachers

Research paper thumbnail of Mandatory Reporting By Australian Teachers of Suspected Child Abuse and Neglect: Legislative Requirements and Questions for Future Direction

Research paper thumbnail of Researching Sensitive Issues

Research paper thumbnail of Critical Factors in Teachers' Detecting and Reporting Child Abuse and Neglect: Implications for Practice

Research paper thumbnail of Teachers reporting child sexual abuse : towards evidence-based reform of law, policy and practice

Research paper thumbnail of Teachers’ policy-based duties to report child sexual abuse : a comparative study

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...

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