Assessment, Impact and Reflection in Teacher Education recent publications

Books

McDonough, S., Brandenburg, R., Fletcher, A. & Foley (2021). Reimagining University Work: Academics resetting research, learning and engagement in higher education (Springer Publishing, Under review

McDonough, S., & Lemon, N. (2022). Stepping into a shared vulnerability: Creating and promoting a space for self-care and wellbeing in higher education. In N. Lemon (Ed.), Creating a place for self-care and wellbeing in higher education. Routledge.

McDonough, S.  & Lemon, N. (in press). Creating care-full communities: Teacher education to support care as a strategy for wellbeing. In A. Webb & Shoffner, M. (Eds). Care After COVID: Reconstructing Understandings of Care in Teacher Education, Routledge.

Weuffen, S., Burke, J., Plunkett, M., Goriss-Hunter, A., & Emmett, S. (Eds.). (2022, in press). Inclusion, Equity, Diversity, and Social Justice in Education: A Critical Exploration of the Sustainable Development Goals. Springer.

Book chapters

Brandenburg, R. (2021). Behind the words: Insights from a self-study researcher, writer and editor. In J. Kitchen (Ed.), Writing as a method for the self-study of practice. Self-Study of Teaching Series, Vol. 23, Chapter 11, Springer Publishing. ISSN1875-3620

Burke, J., Goriss-Hunter, A., & Emmett, S. (2022, in press). Policy, discourse and epistemology in inclusive education. In S. Weuffen, J. Burke, M. Plunkett, A. Goriss-Hunter & S. Emmett. (Eds.). Inclusion, Equity, Diversity, and Social Justice in Education: A Critical Exploration of the Sustainable Development Goals Springer.

Goriss-Hunter, A., Archer, V., & Arvanitakis, J. (2022, in press). Identity and intersectional responsive pedagogy in higher education: Insights from two locations in Regional and Urban Australia. In S. Weuffen, J. Burke, M. Plunkett, A. Goriss-Hunter & S. Emmett. (Eds.), Inclusion, Equity, Diversity, and Social Justice in Education: A Critical Exploration of the Sustainable Development Goals. Springer.

Goriss-Hunter, A & Burke, J. (2015). First in the family - Girls like us in the Third Space of Regional Universities. In V. Archer, D. Michell, & J. Wilson. (Eds), Bread and Roses: Voices of Australian Academics from the Working Class. Rotterdam, Sense Publishers.

Goriss-Hunter, A., Burke, J. & Sellings, P. (2022, in press). ‘We’re in it for the long haul’: Connection, generation and transformation through a school-university partnership. In O.J. Bradbury & D. Aquaro. (Eds.). School-University Partnerships—Innovation in Initial Teacher Education. Springer.

Goriss-Hunter, A., Burke, J., Weuffen, S., Plunkett, M., & Emmett, S. (2022, in press). Setting the Scene. In S. Weuffen, J. Burke, M. Plunkett, A. Goriss-Hunter & S. Emmett (Eds.), Inclusion, Equity, Diversity, and Social Justice in Education: A Critical Exploration of the Sustainable Development Goals. Springer.

Weuffen, S., Burke, J., Goriss-Hunter, A., Plunkett, M. & Emmett, S. (2022, in press). Working towards a sustainable, responsive, inclusive, and diverse global education future. In S. Weuffen, J. Burke, M. Plunkett, A. Goriss-Hunter & S. Emmett (Eds.), Inclusion, Equity, Diversity, and Social Justice in Education: A Critical Exploration of the Sustainable Development Goals. Springer.

Refereed journal articles

Brandenburg, R., Smith, J., Higgins, A. & Courvisanos, J. (2022). “Breaking out”: The genesis, development and implementation of an interdisciplinary university Cross-School Research Group. Australian Educational Researcher (Special Issue)

Brandenburg, R., Garbett, D., Ovens, A. & Thomas, L. (2022). Experienced teacher educators hunting assumptions to examine their pedagogy: An international collaborative study Human Sciences conceptualized as The Role of Reflection in Teacher and Teacher Educator Development. (Accepted for publication)

Brandenburg, R., Fletcher, A., Goriss-Hunter, A., Holcombe, Van der Smee, C., Griffiths, K. A & Schneider, K. (2022). “More than marking and moderation: A Self-Study of Teacher Educator learning through engaging with Graduate Teaching Performance Assessment, Studying Teacher Education (Under Review)

Brandenburg, R., & Sharp. L. (2020). If you were the teacher, what would you do next? Reflective inquiry in primary mathematics teaching. The Australian Primary Mathematics Classroom, 25(3), pp. 6-11.

Brandenburg, R. (2020). Enacting a pedagogy of reflection in initial teacher education using critical incident identification and examination: a self-study of practice, Reflective Practice, 22:1,16-31

Brandenburg, R. (2020). “I started letting the teachers in”: What factors contribute to successful educational outcomes for disengaged young adults? Pedagogy, Culture & Society.

Goriss-Hunter, A., Sellings, P. & Echter, A. (2021). Information Communication Technology in schools: Students Exercise ‘Digital Agency’ to Engage with Learning. Technology, Knowledge and Learning.

Goriss-Hunter, A., Sellings, P, Lenk, K., & Scash, M. (2021). A fine romance? Developing a Transformational School-University Partnership’. Educational Practice & Theory. Volume 43, Number 1, May 2021, pp. 57-76(20).

Goriss-Hunter, A, Echter, A, Firmin, S, and Oseni, T. (2018). “Undoing” Gender: how the SEIT Women’s group works across university and community lines to promote inclusive STEM. Studies in Adult Education, 24(3), 3-9. The Ljubljana University Press.

Larsen, E. & Brandenburg, R. (2022). Navigating the neo-academy: Experiences of liminality and identity construction among early career researchers at one Australian regional university. Australian Educational Researcher (In press) (Q1, Open Access, SpringerNature)

McDonough, S., Brandenburg, R. & Moran, W. (2022). A study of Teacher Educator’s Work: Complexity and Confrontation. The Educational Forum (Under Review).

McDonough, S., & Lemon, N. (in press). ‘Stretched very thin’: The impact of COVID-19 on teachers’ work lives and wellbeing. Teachers and Teaching: Theory and Practice. 

McGraw, A., Keamy, R. K., Kriewaldt, J., Brandenburg, R., Walker, R., & Crane, N. (2021). Collaboratively designing a national, mandated teaching performance assessment in a multi-university consortium: Leadership, dispositions and tensions. Australian Journal of Teacher Education, 46(5), 40-53.

Sellings, P., Felstead, K., & Goriss-Hunter, A. (2018). Developing Pre-Service Teachers: The Impact of an Embedded Framework in Literacy and Numeracy. Australian Journal of Teacher Education, 43(4).

Selkrig, M., Keamy, K., McDonough, S., Belton, A & Brandenburg, R. (2022). We make the road by walking it: Emergent and collaborative methods for arts-based research. Qualitative Research. (Under re-review)

Refereed conference papers

Brandenburg, R., Fletcher, A., Goriss-Hunter, A., Holcombe, W., Van der Smee, C., Schneider, K., & Griffiths, K. (2021). More than marking and moderation: A Self-Study of Teacher Educator learning through engaging with Graduate Teacher Performance Assessment. Strong Foundations, Future Innovations, Australian Teacher Education Association (ATEA), Queensland University of Technology (QUT), Brisbane, July 7-9, 2021.

Burke, J., Brandenburg, R., Gorris-Hunter, A & Glowery, C. & Plunkett, M. (2021). Where do I see myself in 20 years? The career aspirations of beginning teachers from a regional university? Strong Foundations, Future Innovations, Australian Teacher Education Association (ATEA), Queensland University of Technology (QUT), Brisbane

Burke, J. & Goriss-Hunter, A. (2012). Re-imagining and Reworking School-University Links through Inclusive Community Building. In Proceedings of 5th International Conference of Education, Research and Innovation, Madrid, Spain, 19-21 November, 2012.

Faisal, N., Chadhar, M., Goriss-Hunter, A. & Stranieri, A. (2021). An Exploratory Study on the Employers’ Perceptions of ICT Graduate work-readiness. Information Systems for the Future, Pacific Asia Conference on Information Systems (PACIS), Dubai, July 12-14, 2021.

Faisal, N., Chadhar, M., Goriss-Hunter, A. & Stranieri, A. (2021). Rethinking IS Graduates Work-readiness: Employers’ perspectives. Digital Innovation and Entrepreneurship Virtual Conference, Twenty-Seventh Americas Conference on Information Systems (AMCIS), Montreal, August 9-13, 2021.

Faisal, N., Chadhar, M., Goriss-Hunter, A. & Stranieri, A. (2019). Are ERP Simulation Games Assisting Students to be Job-Ready? An Australian University’s Perspective. Australasian Conference on Information Systems, December, Fremantle, WA. Conference Proceedings:

Goriss-Hunter, A. (2012). Connections through dis-identifications: The use of Cultural and Political Vignettes (CPVs) in teacher education. In N. Brown, S.M Jones & A. Adam. (Eds.) Research and Development in Higher Education: Connections in Higher Education, 35 (pp 79 –86). Higher Education Research and Development Society of Australasia Conference, Hobart, Australia, 2 – 5 July 2012.

Goriss-Hunter, A., Claughton, A., Sellings, P., Walker, A., Robertson, D., Griffiths, K. & Oxworth, C. (2021). What we’re taking through the portal: how our experiences of remote teaching as parent-educators during COVID-19 impacted our practice. World Federation of Associations of Teacher Education (WFATE) Biennial Conference, 12-15 November, 2021.

McGraw, A., Keamy, K., Brandenburg, R., Kriewaldt, J., Walker, R. & Crane, N. (2021, November 30). Perspectives on designing a national, mandated assessment instrument in a cross-university collaboration: Considering some of the social costs and benefits. Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne [online].

Selkrig, M., Keamy, K., McDonough, S., Brandenburg, R. & Belton, A. (2021, November 30). Continuing the conversations as we re-image-ine work in the field of teacher education. Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne [online].

Kriewaldt, J., Crane, N., McGraw, A., Keamy, R.K., Brandenburg, R. & Walker, R. (2021, September 8). Partnering to build a teaching performance assessment: Perspectives on designing a national, mandated assessment instrument in a cross-university collaboration. Annual Conference of the European Educational Research Association, Geneva [Online conference].

McDonough, S., Selkrig, M., Keamy, K., Brandenburg, R., & Belton, A. (2021, July 7). Arts-informed research online: Working with digital data to see inside the field of teacher education Annual Conference of the Australian Association for Teacher Education [Online conference].

Non-refereed conference papers

Burke, J. & Goriss-Hunter, A. (2018). Responding to student diversity. Transformative Teacher Education in Local and Global Contexts, World Federation of Associations for Teacher Education Conference. 9-11 July, 2018. Melbourne.

Goriss-Hunter, A. (2019). Girls, gamers and design-your-own-adventures: Exploring secondary students and teachers’ lived experience of digital pedagogies. WE²ST Conventicle, Federation University, Australia.

Goriss-Hunter, A., & Archer, V. (2019, July). Diverse Practices: Analysing narratives of academics’ identifications and pedagogies. Social Justice, Inclusion and Diversity in Education Conventicle, Federation University Australia.

Goriss-Hunter, A & Burke, J. (2018). Mobilizing a lens of inclusivity within Initial Teacher Education. Teacher Education In and For Uncertain Times. Australian Teacher Education Association and Teacher Education Forum of Aotearoa New Zealand Conference, 4-6 July, Melbourne.

Goriss-Hunter, A., Firmin, S., Oseni, T., Echter, A., Meade, A. & Burke, W. (2019). What makes them stay? Exploring teaching approaches that encourage women’s engagement in STEM at university. Social Justice, Inclusion and Diversity in Education Conventicle. Friday, 19th July, 2019. Mt Helen Campus, Federation University Australia.

Webinars

Brandenburg, R. (2021, January 21). Self-study in mathematics teacher education. In A. Crowe (Producer), Self-study across subject disciplines: A webinar event STEP AERA SIG.

Blog Posts

McDonough, S., & Lemon, N. (Aug 6, 2021). If not now, then when? Making time for wholeheartedness and wellbeing. Kappa Delta Pi,

Selkrig, M., Keamy, K., McDonough, S., Belton, A., & Brandenburg, R. (June 2, 2021). Are teacher educators really doing a bad job? EduResearch Matters.

Awards and Distinctions

2020

Brandenburg, R.
Fulbright Scholar Award – Title: The Effectiveness of Teacher Education Programs Designed to Meet Graduating Teaching Performance Assessment Standards: A Comparative Mixed Methods Design (Australia and the United States, Montclair State University, New York).