Kerryann Walsh - Profile on Academia.edu (original) (raw)

Papers by Kerryann Walsh

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

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

PsycEXTRA Dataset, 2000

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

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

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

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

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

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

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

Child abuse and neglect are serious social problems that make extraordinary demands on teachers' ... more Child abuse and neglect are serious social problems that make extraordinary demands on teachers' knowledge and professionalism. Yet the field of education has been slow to develop a discipline-specific knowledge base about child abuse and neglect for teachers and teacher education programmes and there is a paucity empirical research into teachers' knowledge in relation to child abuse and neglect. This paper describes a qualitative study of eight purposively selected early childhood teachers. To identify and evaluate their child abuse and neglect knowledge, Grossman's [(1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press; (1995). Teachers' knowledge. In L. W. Anderson (Ed.), International encyclopedia of teaching and teacher education (2nd ed., pp. 20-24). Tarrytown, NY: Pergamon] typology of teachers' knowledge is used as an analytic framework on which to map the teachers' interview data. Findings reveal that, in the absence of preservice and inservice education specifically about child abuse and neglect, early childhood teachers held and deployed knowledge in resourceful ways. They used, as a basis, their existing early childhood knowledge and adapted this knowledge by augmenting it with a range of personal and professional knowledge resources to fit their particular challenges and situations. This approach, however competent and innovative, also reveals shortfalls in knowledge. Implications of this research are drawn for child abuse and neglect curriculum development in initial and continuing teacher education including the case for specialist knowledge needed to establish teachers' professional reputation for dealing capably with cases of child abuse and neglect. r

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

Attitudes of Teachers toward reporting child abuse and neglect in Malaysia

PsycEXTRA Dataset, 2014

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

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

Early Years, 2015

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

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

ABSTRACT

Research paper thumbnail of Child protection

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

Legislative amendments commencing in 2004 impose a new obligation on teachers and staff in Queens... more Legislative amendments commencing in 2004 impose a new obligation on teachers and staff in Queensland schools to report known or suspected sexual abuse of a student by a school employee. The obligation to report this class of abuse is the first statutory obligation ever imposed on teachers in Queensland regarding the reporting of child abuse. However, when compared with the mandatory reporting legislation applying to teachers in other Australian jurisdictions, the Queensland provisions are very limited. This article examines the legislative changes and their context, compares the Queensland legislation with that in other Australian jurisdictions, and discusses the issue of whether there should be a general obligation imposed on teachers in Queensland to report all known or suspected child abuse and neglect. This discussion involves a consideration of the incidence and consequences of child abuse and neglect, the role of teachers, and arguments for and against imposing such a general obligation.

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

4. some research currently being conducted research currently being conducted which which attempt... more 4. some research currently being conducted research currently being conducted which which attempts to gather some of this evidence. attempts to gather some of this evidence.

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

Most Australian States and Territories have legislation compelling teachers to report suspicions ... more Most Australian States and Territories have legislation compelling teachers to report suspicions that a child has been or is likely to be abused or neglected. However, these 'mandatory reporting' laws have significant differences, so teachers in different States and Territories may have quite different legislative duties to report suspected child abuse and neglect. It is important that teachers have an accurate understanding of what they are and are not required to report under the relevant legislation. Legislators and policymakers should also be aware of the differences between laws in Australian jurisdictions to inform ongoing evaluation of their jurisdiction's legal framework; the current contrast between jurisdictions, and particularly the absence in Western Australia of mandatory reporting legislation, recently prompted the Commonwealth Attorney-General to endorse substantial equality in legislation concerning child protection. The purpose of this article is first to introduce the broad context of mandatory reporting laws before detailing the legislative reporting obligations of Australian teachers. This synthesis reveals some significant differences in the laws between jurisdictions, thus raising questions for legislators and policymakers. Policy-based reporting obligations, which operate in two States instead of legislative reporting duties, are noted. Questions about future legislative directions are raised, based on current legislative differences, the issue of whether legislative reporting duties are more appropriate and effective in practice than policy-based reporting duties, and the absence of research into teacher knowledge of law and policy and into teacher reporting practice. It is recommended that research be undertaken to help answer these pressing questions.

Research paper thumbnail of Researching Sensitive Issues

Researching Sensitive Issues

ABSTRACT

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

2010). Teachers reporting child sexual abuse: Towards evidence-based reform of law, policy and pr... more 2010). Teachers reporting child sexual abuse: Towards evidence-based reform of law, policy and practice: Final report. Brisbane, QLD: Queensland University of Technology.

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

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

PsycEXTRA Dataset, 2000

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

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

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

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

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

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

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

Child abuse and neglect are serious social problems that make extraordinary demands on teachers' ... more Child abuse and neglect are serious social problems that make extraordinary demands on teachers' knowledge and professionalism. Yet the field of education has been slow to develop a discipline-specific knowledge base about child abuse and neglect for teachers and teacher education programmes and there is a paucity empirical research into teachers' knowledge in relation to child abuse and neglect. This paper describes a qualitative study of eight purposively selected early childhood teachers. To identify and evaluate their child abuse and neglect knowledge, Grossman's [(1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press; (1995). Teachers' knowledge. In L. W. Anderson (Ed.), International encyclopedia of teaching and teacher education (2nd ed., pp. 20-24). Tarrytown, NY: Pergamon] typology of teachers' knowledge is used as an analytic framework on which to map the teachers' interview data. Findings reveal that, in the absence of preservice and inservice education specifically about child abuse and neglect, early childhood teachers held and deployed knowledge in resourceful ways. They used, as a basis, their existing early childhood knowledge and adapted this knowledge by augmenting it with a range of personal and professional knowledge resources to fit their particular challenges and situations. This approach, however competent and innovative, also reveals shortfalls in knowledge. Implications of this research are drawn for child abuse and neglect curriculum development in initial and continuing teacher education including the case for specialist knowledge needed to establish teachers' professional reputation for dealing capably with cases of child abuse and neglect. r

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

Attitudes of Teachers toward reporting child abuse and neglect in Malaysia

PsycEXTRA Dataset, 2014

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

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

Early Years, 2015

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

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

ABSTRACT

Research paper thumbnail of Child protection

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

Legislative amendments commencing in 2004 impose a new obligation on teachers and staff in Queens... more Legislative amendments commencing in 2004 impose a new obligation on teachers and staff in Queensland schools to report known or suspected sexual abuse of a student by a school employee. The obligation to report this class of abuse is the first statutory obligation ever imposed on teachers in Queensland regarding the reporting of child abuse. However, when compared with the mandatory reporting legislation applying to teachers in other Australian jurisdictions, the Queensland provisions are very limited. This article examines the legislative changes and their context, compares the Queensland legislation with that in other Australian jurisdictions, and discusses the issue of whether there should be a general obligation imposed on teachers in Queensland to report all known or suspected child abuse and neglect. This discussion involves a consideration of the incidence and consequences of child abuse and neglect, the role of teachers, and arguments for and against imposing such a general obligation.

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

4. some research currently being conducted research currently being conducted which which attempt... more 4. some research currently being conducted research currently being conducted which which attempts to gather some of this evidence. attempts to gather some of this evidence.

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

Most Australian States and Territories have legislation compelling teachers to report suspicions ... more Most Australian States and Territories have legislation compelling teachers to report suspicions that a child has been or is likely to be abused or neglected. However, these 'mandatory reporting' laws have significant differences, so teachers in different States and Territories may have quite different legislative duties to report suspected child abuse and neglect. It is important that teachers have an accurate understanding of what they are and are not required to report under the relevant legislation. Legislators and policymakers should also be aware of the differences between laws in Australian jurisdictions to inform ongoing evaluation of their jurisdiction's legal framework; the current contrast between jurisdictions, and particularly the absence in Western Australia of mandatory reporting legislation, recently prompted the Commonwealth Attorney-General to endorse substantial equality in legislation concerning child protection. The purpose of this article is first to introduce the broad context of mandatory reporting laws before detailing the legislative reporting obligations of Australian teachers. This synthesis reveals some significant differences in the laws between jurisdictions, thus raising questions for legislators and policymakers. Policy-based reporting obligations, which operate in two States instead of legislative reporting duties, are noted. Questions about future legislative directions are raised, based on current legislative differences, the issue of whether legislative reporting duties are more appropriate and effective in practice than policy-based reporting duties, and the absence of research into teacher knowledge of law and policy and into teacher reporting practice. It is recommended that research be undertaken to help answer these pressing questions.

Research paper thumbnail of Researching Sensitive Issues

Researching Sensitive Issues

ABSTRACT

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

2010). Teachers reporting child sexual abuse: Towards evidence-based reform of law, policy and pr... more 2010). Teachers reporting child sexual abuse: Towards evidence-based reform of law, policy and practice: Final report. Brisbane, QLD: Queensland University of Technology.

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...