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Equity and inclusion within education

Throughout her life, Edith Cowan fought for greater equity and inclusion for all children in Western Australian schools. Researchers in the School of Education honour her legacy as they seek to understand how an equitable education system can best facilitate the development of knowledge and skills for all children. Our researchers lead projects about:

  • Aboriginal and Torres Strait Islander empowerment;
  • Improving gender equity and LGBTIQ+ inclusion; and
  • Enabling well-being in Special Education settings and enabling Gifted and Talented students to thrive.

Adam, H., & Barratt-Pugh, C. (2020). The challenge of monoculturalism: what books are educators sharing with children and what messages do they send? Australian Educational Researcher, Advance online publication. doi: 10.1007/s13384-019-00375-7 https://link.springer.com/article/10.1007/s13384-019-00375-7

Kirk, G. (2020). Gender differences in experiences and motivation in a Bachelor of Education (Early Childhood Studies) course: Can these explain higher male attrition rates? Australian Educational Researcher. doi: 10.1007/s13384-019-00374-8 https://link.springer.com/article/10.1007/s13384-019-00374-8

Drane, C., Vernon, L., & O’Shea, S. (2020). The impact of ‘learning at home’ on the educational outcomes of vulnerable children in Australia during the COVID-19 pandemic. Literature Review prepared by the National Centre for Student Equity in Higher Education, Curtin University, Australia. https://www.ncsehe.edu.au/wp-content/uploads/2020/04/NCSEHE_V2_Final_literaturereview-learningathome-covid19-final_30042020.pdf

  1. Students' perceptions of school-based well-being programs.
  2. Professional learning communities using digital technology to facilitate collaborative communication to support secondary students with autism: A case-study.
  3. Equity in positivity: A case study of the two year implementation of positive education in a government secondary college following a year 7 cohort to year 8.
  4. Teacher educators' and Pre-Service Teachers' preparedness to use ICT - a Western Australian perspective.
  5. The viability of simulated large-scale marking as professional development for Pre-Service Teachers.
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