Jenna K Gillett-Swan

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Dr Jonathon SargeantAustralian Catholic UniversityEmail confirmado em acu.edu.au
Professor Linda J. GrahamQueensland University of Technology (QUT)Email confirmado em qut.edu.au
Deanna Grant-SmithProfessor, University of the Sunshine CoastEmail confirmado em usc.edu.au
Vicki CoppockProfessor of Social Sciences: Childhood Studies & Mental HealthEmail confirmado em edgehill.ac.uk
Suzanne CarringtonProfessor Education QUTEmail confirmado em qut.edu.au
Kate de BruinSenior Lecturer, School of Curriculum, Teaching and Inclusive Education, Faculty of EducationEmail confirmado em monash.edu
Ilektra SpandagouThe University of SydneyEmail confirmado em sydney.edu.au
Jill WillisAssociate Professor in Education, Queensland University of TechnologyEmail confirmado em qut.edu.au
Callula KillinglyQueensland University of TechnologyEmail confirmado em qut.edu.au
Juliet DavisGriffith UniversityEmail confirmado em griffith.edu.au
Laura LundyProfessor, Queen's University, BelfastEmail confirmado em qub.ac.uk
Laura de ZwaanSenior Lecturer, Queensland University of TechnologyEmail confirmado em griffith.edu.au
Ann QuennerstedtProfessor of Education, Örebro UniversityEmail confirmado em oru.se
Zoe MoodyUniversity of Teacher Education, ValaisEmail confirmado em hepvs.ch
Jill FranzQueensland University of TechnologyEmail confirmado em qut.edu.au
Lisa van LeentQueensland University of TechnologyEmail confirmado em qut.edu.au
Aspa BaroutsisSouthern Cross UniversityEmail confirmado em scu.edu.au
Nick KellyQueensland University of TechnologyEmail confirmado em qut.edu.au
Gabriela Martinez SainzUniversity College DublinEmail confirmado em ucd.ie
Adam Brodie-McKenzieMelbourne Graduate School of Education, University of MelbourneEmail confirmado em unimelb.edu.au

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Jenna K Gillett-Swan

Professor in Education, Queensland University of Technology

Email confirmado em qut.edu.au

Child rights Student voice wellbeing participatory research student wellbeing


Título Ordenar por citações Ordenar por ano Ordenar por título	Citado por Citado por	Ano
The Challenges of Online Learning: Supporting and Engaging the Isolated Learner J Gillett-Swan Journal of Learning Design 10 (1), 20-30, 2017	1255	2017
Wellbeing as a Process of Accrual: Beyond Subjectivity and Beyond the Moment JK Gillett-Swan, J Sargeant Social Indicators Research 121 (1), 135-148, 2015	117	2015
Beyond Salamanca: A citation analysis of the CRPD/GC4 relative to the Salamanca Statement in inclusive and special education research LJ Graham, M Medhurst, C Malaquias, H Tancredi, C De Bruin, ... International Journal of Inclusive Education 27 (2), 123-145, 2023	69	2023
Empowering the disempowered through voice-inclusive practice: Children’s views on adult-centric educational provision J Sargeant, JK Gillett-Swan European Educational Research Journal 14 (2), 177-191, 2015	69	2015
WiL wellbeing: Exploring the impacts of unpaid practicum on student wellbeing D Grant-Smith, J Gillett-Swan, R Chapman National Centre for Student Equity in Higher Education, 2017	67	2017
Assuring children’s human right to freedom of opinion and expression in education J Gillett-Swan, J Sargeant International journal of speech-language pathology 20 (1), 120-127, 2018	65	2018
A framework for managing the impacts of work-integrated learning on student quality of life JK Gillett-Swan, D Grant-Smith International Journal of Work Integrated Learning 19 (2), 129-140, 2018	62	2018
Voice inclusive practice, digital literacy and children's participatory rights JK Gillett‐Swan, J Sargeant Children & Society 32 (1), 38-49, 2018	59	2018
Investigating Tween Children's Capacity to Conceptualise the Complex Issue of Wellbeing JK GILLETT-SWAN Global Studies of Childhood 4 (2), 64-76, 2014	54	2014
Voice-Inclusive Practice (vip): A Charter for Authentic Student Engagement J Sargeant, JK Gillett-Swan The International Journal of Children's Rights 27 (1), 122-139, 2019	42	2019
Perils of perspective: Identifying adult confidence in the child’s capacity, autonomy, power and agency (CAPA) in readiness for voice-inclusive practice JK Gillett-Swan, J Sargeant Journal of Educational Change 20 (3), 399-421, 2019	39	2019
Does it matter if students (dis) like school? Associations between school liking, teacher and school connectedness, and exclusionary discipline LJ Graham, J Gillett-Swan, C Killingly, P Van Bergen Frontiers in Psychology 13, 2022	35	2022
Children, classrooms and challenging behaviour: do the rights of the many outweigh the rights of the few? JK Gillett-Swan, L Lundy Oxford Review of Education 48 (1), 95-111, 2022	34	2022
Addressing mentor wellbeing in practicum placement mentoring relationships in initial teacher education J Gillett-Swan, D Grant-Smith International Journal of Mentoring and Coaching in Education 9 (4), 393-409, 2020	33	2020
Unintentional power plays: interpersonal contextual impacts in child-centred participatory research JK Gillett-Swan, J Sargeant Educational Research 60 (1), 1-16, 2018	27	2018
Children’s analysis processes when analysing qualitative research data: a missing piece to the qualitative research puzzle JK Gillett-Swan Qualitative Research 18 (3), 290-306, 2018	26	2018
‘You Can't Have Well‐being If You're Dead… or Can You?’Children's Realistic and Logical Approach to Discussing Life, Death and Wellbeing JK Gillett‐Swan Children & Society 31 (6), 497-509, 2017	26	2017
Inclusive education as a human right J Davis, J Gillett-Swan, LJ Graham, C Malaquias Inclusive education for the 21st century, 79-99, 2020	25	2020
‘It’s the worst, but real experience is invaluable’: pre-service teacher perspectives of the costs and benefits of professional experience D Grant-Smith, L Zwaan, R Chapman, J Gillett-Swan Teacher education in and for uncertain times, 15-33, 2018	24	2018
Managing the personal impact of practicum: Examining the experiences of graduate diploma in education students D Grant-Smith, J Gillett-Swan Teacher education policy and practice: Evidence of impact, impact of …, 2017	24	2017

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