Associate Professor Ingrid Harrington

Coordinator CSSP program - Faculty of Humanities, Arts, Social Sciences and Education; School of Education

Phone: +61 2 6773 5068

Biography

Associate Professor Ingrid Harrington has been a member of the School of Education since 2004, and is part of the Learners, Learning and Teaching team. She specialises in classroom behaviour management, inclusive educational practices and educational psychology. She has long-standing research and teaching commitments with Germany and Malaysia, and has received five awards for teaching excellence at the University, State and National levels.

Qualifications

PhD, James Cook University, Townsville, QLD

Grad Cert. Higher Education, UNE, Armidale, NSW

Postgraduate Diploma in Criminology, Melbourne University, VIC

B.Ed. (Secondary), Melbourne College of Advanced Education, VIC

Awards

In recognition of my teaching excellence and positive impact upon student learning, I have received the following awards.

University awards

UNE Learning and Teaching Transformation (LaTT) Education Award, 2021
Invitation to submit for a UNE DVC Commendation award, 2020
James Cook University, Outstanding Alumni Awards (2014)
UNE Vice‐Chancellor’s Award for Excellence in Learning and Teaching, 2009
UNE Vice-Chancellor’s Award for Learning and Teaching, 2009

School of Education Teaching awards

2011-2021: x40 School of Education Excellence Awards for units receiving student evaluation scores of 4.5+/5.0

External awards

International Journal of Higher Education (IJHE) Outstanding Reviewer Award, 2021
UNICEF award in recognition of ‘Outstanding Online Training Strategies’, 2021 (International award)
Deputy Vice Chancellor, Commendation Award for Teaching Excellence-Submission
Australian Learning and Teaching Council (ALTC) citation: “For facilitating student learning through motivational approaches that inspire and foster student enthusiasm and curiosity, resulting in independent, critically reflective learners” for Outstanding Contributions to Student Learning, Australian Learning and Teaching Council, 2010 (National award)
NSW Quality Teaching Award, 2010, (State award)
Finalist in the Australian Teacher Education Association (ATEA) (National award)
Pearson Teacher of the Year Awards, 2010 (National award)
Unijobs,Lecturer of the Year, Finalist, (National award)

External Service

Editor-in-Chief, International Journal of Higher Education, February 2021 - Current
Associate Editor, International Journal of Higher Education, December 2020 - February 2021
Editorial Panel, International Journal of Inclusive Education: the International Advisory committee, June 2012 - Current
Editor, Journal of Technical Education and Training, October 2016 – Current.
International Journal of Higher Education, January – July 2021: Guest Editor for a Special Edition of the International Journal of Higher Education: Promoting Student Engagement, Retention and Success in Challenging Times.

Teaching Areas

EDSP323/324/325/524/525: Classroom Behaviour Management

EDSP100: Learning Difficulties and Disabilities: An Introduction

EDUC306: Teaching Development 3: PREX 20 days

EDUC406: Teaching Development 4: The Graduate Teacher

EDSP505: Issues in Inclusive Education: International Perspectives

Primary Research Area/s

Classroom Behaviour Management; Inclusive Education Strategies; First Year Experience; International Comparative Education; Peer Mentoring

Research Interests

International Research

Germany: Working with a variety of Germany universities. Creation of an international classroom for Social Work and Educators – sharing school-based experiences.

Malaysia: Working with the MoE and IPGM.

Next Steps: A six module online training course undertaken by 500+ Malaysian school leavers, to best prepare themselves in person and on paper, to prospective employers. School leavers are mentored by Industry representatives on current requirements.
Student Voices: An ongoing collaborative research project that creates an online classroom where Malaysian and UNE pre-service teachers meet regularly to facilitated group sessions discussing issues of interest and concern. Strategies and experiences are exchanged in the peer-led forums.

Research projects over past 5 years:

2021-2022: DAAD – Australia-Germany Cooperation. Building cultural bridges of inclusion, friendship and future: listening and learning from refugee students. University of Dortmund. $48K.

2021-2023: DFAT Colombo Plan Mobility funding – $76K – with LeapEd to take 12 students over for a Cultural Experience to spend time in schools in Kuala Lumpur and Borneo. MOU initiated and signed to underpin the relationship between LeapEd and UNE.

2020-2022: Ian Potter Foundation – Developing e-resources for ADF families and their children to cope with frequent deployments. 100K

2020-2021: Australian-ASEAN Council DFAT grant – Developing Teacher Excellence in Vocational Education: A Model for Malaysia. $100K Professional Development training of Primary teachers in Inclusive Practices, Johor Bahru, Malaysia, worth $80K between 2010-2013.

2019: DFAT Colombo Plan Mobility funding – $38K – with LeapEd to take 12 students over for a Cultural Experience to spend time in schools in Kuala Lumpur and Borneo. MOU initiated and signed to underpin the relationship between LeapEd and UNE.

2018-2019: DAAD – Australia-Germany Cooperation. Building cultural bridges of inclusion, friendship and future: listening and learning from refugee students. University of Dortmund. $48K.

2010-2013: Australian-ASEAN Council DFAT grant – Developing Teacher Excellence in Vocational Education: A Model for Malaysia. $100K Professional Development training of Primary teachers in Inclusive Practices, Johor Bahru, Malaysia, worth $80K between 2010-2013.

Publications

Books

Harrington, I., Kastirke, N., & Holtbrink, L. (Eds.) (2016). Inclusion in Germany and Australia. Springer: Germany. ISBN: 978-3-658-14462-3.

Harrington, I. (2010). Boys in Schools: Early School Leaving & Masculinity. Pp. 1-204. VPM-Verlag: Berlin. ISBN: 978-3-639-23938-6.

Scholarly Book Chapters

Harrington, I. (2021). Gender, Sexuality and Education, in Interrogating Common Sense: Frameworks for the Critical Analysis of Curriculum Policy and Practice. I. Soliman (Ed.) pp. 75-99, Pearson Education: Sydney. ISBN: 9781442507197.

Harrington, I. & Matas, H. (2016). An Analysis of the German and New South Wales, Australian Education Systems considering the Inclusion of Parents, Teachers and Social Workers, in Inclusion in Germany and Australia. Harrington, I., Kastirke, N., & Holtbrink, L. (Eds), Springer: Germany. ISBN: 978-3-658-14462-3.

Harrington, I. & Middendorf, H. (2014). Implications of an Inclusive Perspective for the Social Behaviour of Pupils, in Inclusion in Germany and Australia. Harrington, I., Kastirke, N., & Holtbrink, L. (Eds), Springer: Germany. ISBN: 978-3-658-14462-3.

Harrington, I. & Steinbeck, K. (2014). What level of Special Needs education is required for Effective Teaching in Inclusive School Systems?, in Inclusion in Germany and Australia. Harrington, I., Kastirke, N., & Holtbrink, L. (Eds), Springer: Germany. ISBN: 978-3-658-14462-3.

Harrington, I. & Kasper, T. (2015). Inclusion in Australia: What German Schools can learn from Australian Practice, in Inclusion in Germany and Australia. Harrington, I., Kastirke, N., & Holtbrink, L. (Eds), Springer: Germany. ISBN: 978-3-658-14462-3.

Collyer, K. & Harrington, I., (2015). Sensory Regulation in Inclusive Classrooms, in Asperger Syndrome: Risk Factors, Cognitive-Behavioural Characteristics and Management Strategies. M.Shaughnessy (Ed.). pp.9-23. NOVA publishers: Ireland. ISBN: 978-1-63463-810-4

Harrington, I. (2012). Schools and Parents Working together Supporting Children diagnosed on the Autistic Spectrum: Learning from each Other,to be published by the Universiti Tun Hussein Onn Malaysia.

Harrington, I. (2011). Parental Perspectives: Inclusion of Students with Asperger Syndrome in Mainstream Primary Schools, in Comparative Perspectives on Inclusive Education: Policy and Practice in Asia-Pacific Region: Comparative Education.The University of Hong Kong. Springer publishers, International.

Harrington, I. & Jenkins, K. (2010). The Reality of Beginning Teaching: Trials and Tribulations, in International Research in Teacher Education: Current Perspectives. Pp. 265-282. Kardooair Press: UNE. (80%). ISBN: 978-0-908244-80-5. (90%).

Kivunja, C., Harrington, I., Jones, M., Boyd, J. & Reitano, P. (2010). Investigating the experiences of beginning teachers employed casually so as to match supply to demand, in International Research in Teacher Education: Current Perspectives. Kardooair Press: UNE. Pp. 283-306. ISBN: 978-0-908244-80-5.

Harrington, I. (2008). Gender, Sexuality and Education, in Interrogating Common Sense: Frameworks for the Critical Analysis of Curriculum Policy and Practice. I. Soliman (Ed.) pp. 75-99, Pearson Education: Sydney. ISBN: 9781442507197.

Harrington, I. (2007). Discourses of Schooling, Constructions of Masculinity and Boys' Non-completion of Secondary School in North Queensland, Australia, in Everyday Struggles in Language, Culture and Education: Problematizing Identity, A. Lin, (Ed.) pp. 101 - 118. Lawrence Erlbaum: Mahwah, NJ. [International] ISBN: 978080585339. Cited by 27

Paterson D, Berman J, Graham L, Harrington I, Maurer J, Roach D, Sargeant J. (2003). Active Learners in Lectures, in Honouring our Tertiary Teaching, pp. 77-82, University of New England. ISBN:186389897.

Harrington I, & Sargeant J. (2003). Breaking The Ice, Honouring Our Tertiary Teaching, pp. 86-94. ISBN: 186389897. FEHPS: Faculty of Education, Health and Professional Studies, University of New England.

Sargeant J. & Harrington I. (2003). Countering the Zombie Factor, Honouring Our Tertiary Teaching, pp. 107-118. ISBN: 186389897. FEHPS: Faculty of Education, Health and Professional Studies, University of New England.

Journal Publications

Messages from the Editor in Chief of the International Journal of Higher Education

Harrington, I. (2022). Message from the Editor-in-Chief. International Journal of Higher Education. April, Vol.11, (2), Sciedu Press. DOI: https://doi.org/10.5430/ijhe.v11n2p0

Harrington, I. (2022). Message from the Editor-in-Chief. International Journal of Higher Education. October, Vol.11, (1), Sciedu Press. DOI: https://doi.org/10.5430/ijhe.v11n1p0

Harrington, I. (2021). Message from the Editor-in-Chief. International Journal of Higher Education. September, Special Issue Vol.10, (7), Sciedu Press. DOI: https://doi.org/10.5430/ijhe.v10n7p0

Harrington, I. (2021). Message from the Editor-in-Chief. International Journal of Higher Education. December, Vol.10, (6), Sciedu Press. DOI: https://doi.org/10.5430/ijhe.v10n6p0

Harrington, I. (2021). Message from the Editor-in-Chief. International Journal of Higher Education. October, Vol.10, (5), Sciedu Press. DOI: https://doi.org/10.5430/ijhe.v10n5p0

Harrington, I. (2021). Message from the Editor-in-Chief. International Journal of Higher Education. August, Vol.10, (4), Sciedu Press. DOI: https://doi.org/10.5430/ijhe.v10n4p0

Harrington, I. (2021). Message from the Editor-in-Chief. International Journal of Higher Education. June, Vol.10, (3), Sciedu Press. Doi:10.5430/ijhe.v10n3p0

Harrington, I. (2021). Message from the Editor-in-Chief. International Journal of Higher Education. April, Vol.10, (2), Sciedu Press. Doi: 10.5430/ijhe.v10n3p0

In Press:

Bennett, S., Harrington, I., Heyns, A. (In Press). Stakeholder Engagement to Promote Successful Outcomes: A Case Study of a Marginalized Indigenous Community in Malaysia.

Garrad, T., Harrington, I., Whannell, R. (In Press). Promoting UDL in Online Higher Education: Post Pilot Results of the Commencing Student Success Program.

Harrington, I., Whannell, R., Garrad, T., Mok, A., Rizk, N, Fletcher, P. (In Press). Identity and role challenges for Academic teams engaging with a First-year Transition Program

Harrington, I., Whannell, R., Garrad, T., Mok, A., Rizk, N. and Fletcher, P. (2021). Identity and Role challenges for Academic teams engaging with a First-year Transition Program,

Mellors, M and Harrington, I (2021). Utilising Online Gamification and Universal Design in Learning Principles for Retention and Student Success.International Journal of Higher Education,

Whannell, R., Harrington, I., Bartlett-Taylor, T. and Mellors, M. (2021). Developing a Signature Pedagogy and Integrated Support Model for First-year Teacher Education Students Studying at a Regional University, Active Learning in Higher Education, Submitted 20 Jan 2021. Australia Journal of Active Learning.

Baber, M., Bible, V., Johnson, A., Bird, J.; Harrington, I.; Serow, P. (2021). International programs and resources to support children from military families: A literature review, Journal of Family Issues. Submitted 12 January 2021

Baber, M., Bible, V., Johnson, A., Bird, J.; Harrington, I.; Serow, P. (2021). International programs and resources to support children from military families: A literature review, Armed Forces and Society. Submitted 29 January 2021

Rogers, M., Johnson, A., Bird, J., Serow, P., Harrington, I. & Bible, V. (2021). Stakeholder engagement in an online community education project via diverse media engagements. Issues in Educational Research, 31(2), 626-643. http://www.iier.org.au/iier31/rogers.pdf

Page, A. Mavropoulou, S. & Harrington, I. (2020) Culturally Responsive Inclusive Education: The Value of the Local Context, International Journal of Disability, Development and Education, DOI: 10.1080/1034912X.2020.1757627

Joubert, R. & Harrington, I. (2020). Inclusive Education: Origins, ‘Defectology’, and Kosovo’s Experiences of Inclusive Education, International Journal of Inclusive Education. Vol.9, (1) February. ISSN:

Franklin, J. & Harrington, I. (2019). A Review into Effective Classroom Management and

Strategies for Student Engagement: Teacher and Student Roles in Today’s Classrooms. Journal of Education and Teacher Studies. Vol. 7, No. 12. Pp. 1-12. ISSN 2324-805X E-ISSN 2324-8068 DOI: https://doi.org/10.11114/jets.v7i12.4491

Leggett, G. & Harrington, I. (2019). The Impact of Project Based Learning (PBL) on Students from Low Socio-Economic Statuses: A Review, International Journal of Inclusive Education, ISSN: 1464-5173. DOI: 10.1080/13603116.2019.1609101.

Alias, M. Harrington, I., Paimin, A., Sern, L., Foong, L., Mohamed, M., and Mohamed, W. (2016). Understanding Current Situations: Facilitating Inclusive Education Implementation, Advanced Science Letters, Vol. 22, 1677–1682. ISSN: 1936-6612 (Print): EISSN: 1936-7317 (Online)

Harrington, I. (2013). “When the Wattles Come Out, the Turtles are Ready”: Success of the Enhanced Teacher Training Program, in the Australian Journal of Teacher Education. Vol. 38, (5/6), pp. 80-88.

Harrington, I. (2013). School-based Learning for Individual Diversity in Education: The SLIDE project, Journal of Education and Training Studies, Vol. 1, (2), pp. 25-31.

Harrington, I., & Alias, M. (2013). Re-visiting Whole School Professional Development to Promote Inclusion in Malaysian Schools. Submitted to The International Journal of Education Research & Development, Vol. 1, (1).

Brasche, I. & Harrington, I. (2012). Quality and Continuity: Addressing the Disadvantages of Remote Indigenous Schools in the Northern Territory, in the Australian Journal of Education. Vol. 56, (2).

Harrington, I. & Brasche, I. (2011). Success Stories from an Indigenous Immersion Primary Teaching Experience in NSW Schools, in Australian Journal of Indigenous Education, Vol. 40, pp. 23-29.

Harrington, I. (2011). Inclusive Practices for Students with Asperger Syndrome or Learning Difficulties in Australian NSW Primary Classrooms, in the Bulletin of Contemporary Education. 4(3) pp. 93-103. Chubu University Press: Japan. International.

Harrington, I. (2011). Answering the Questions of Beginning Teachers, in The Journal of Contemporary Education. 3(3) pp. 67-78. Chubu University Press: Japan. International.

Harrington, I. (2010). Successful Inclusion of Children with Asperger Syndrome in Primary School: Parental Voices. Journal of Educational Enquiry, 11(1), pp. 1-12.

Maxwell, T., Harrington, I. & Smith, H. (2010) Supporting Primary and Secondary Beginning Teachers Online: Key findings of the Education Alumni Support Project. Australian Journal of Education. 35(1) February, pp. 42-58. (35%) National. Cited by 4.

Harrington, I. (2010). The Learning Patterns of Beginning Teachers in New South Wales, Australia, in Education Research and Reviews, 5(5), pp. 273-281. National.

Harrington, I. (2009) Lessons to be learned from the Primary School Experiences of a boy with Asperger Syndrome, in Special Education Perspectives, 18(1), pp.7-15. National.

Harrington, I. (2008). The Motivation of Boys who Leave School Early: The Impact of Teachers. Journal of the Asia-Pacific Educational Research Association. Vol.7, (1), February. pp. 47-55. International. Cited by 6.

Graham, L., Boileau-Little, D., Webster, H., Roach, D., Berman, J., Harrington, I., Paterson, D., Sargeant, J., Maurer, J. (2006). Powerful Partnerships: Special Education Teachers as Seconded Faculty, Special Education Perspectives, 15(1), pp. 58-69. (20%) National.

Harrington, I. (2004). Early School Leaving in QLD: Findings & Recommendations, Educational Enquiry, 8(3), pp.23-35. JCU Educational Series, Local.

Harrington, I. (2002). The Road Less Travelled: Boys Early School Leaving, Educational Transformations, 10 (1), pp. 23-34. JCU Educational Series, Local.

Conference Papers (Refereed)

Harrington, I. (2014).Strategies for Secondary School Success and Asperger Syndrome. ERPA International Special Education Congress, Istanbul: 4-6 June.

Harrington, I. (2014). Keeping Teachers in Tough Schools: The Success of the Enhanced Teacher Training Program, Australia. International Consortium for Educational Development (ICED), June 16-18, Sweden.

Harrington, I. (2009) Through My Eyes. Lessons to be learned from the Primary School Experiences of a boy with Asperger Syndrome. Paper presented at the International Association of Special Education (IASE) conference, Alicante, Spain, July 13-15. (100%) International.

Harrington, I. (2007). Exploration of Generative Themes and Storylines to Understand Boys' Non-Completion of School. Bridging the Gap between Ideas and Doing Research, pp. 23-34. ACE: Canberra. [100%] National.

Boyd, J., Harrington, I., Reitano, P., Kivunja, C., & Jones, M. Beginning Teachers Employed on a Casual Basis: Their Lived Experiences and Strategies To Cope. Paper presented to AARE, Brisbane on 26-29 November 2008. (25%) National.

Harrington, I. (2008). Masculinity, Rurality and Early School Leaving: A Case Study. Paper presented at the ISTE conference, April 22-24 , UNE. Local.

Harrington, I. and Jenkins, K. (2008). The Reality of Beginning Teaching: Trials and Tribulations. Paper presented at the ISTE conference, April 22-24, UNE. Local.

Harrington, I. (2007). The Impact of Teachers in the Motivation of Boys who Leave School Early (HAR07100). Paper presented at the Australian Association of Research in Education (AARE) conference in Fremantle, Perth, 25-29 November, 2007. (100%) National.

Harrington, I. (2007). The Experiences of Beginning Teachers: Predictable and Preventable? (HAR07099). Paper presented at the Australian Association of Research in Education (AARE) conference in Fremantle, Perth, 25-29 November. (100%) National.

Harrington, I. (2007). The lessons teacher educators can learn from the experiences of beginning teachers. Paper delivered at the ANZCIES conference in Auckland, New Zealand, 1- 3 December, 2007 (100%) International.

Harrington, I. (2006). Bridging the Gap, Postgraduate Conference, "Let me tell you why I left school early": Boys' experiences in QLD. Paper presented at UNE, Armidale, August 7-11. (100%) Local.

Harrington, I. & Maxwell, T. (2005) The Educational Alumni Support Project (EdASP) and the behaviour management support provided to first year out secondary teachers. Paper presented at the Australian Association of Research in Education (AARE) conference Parramatta, 27 Nov - 1 Dec. (50%) National.

Harrington, I. (2005). School as a Prison: A Case Study of Masculinity and Early School Leaving. Paper presented at the Australian Association of Research in Education (AARE) conference Parramatta, 27 Nov - 1 Dec. (100%) National.

Harrington, I. (2005) A Case Study of Masculinity and Early School Leaving. Paper delivered at the British Education Research Association (BERA). Pontypridd, Wales, September 14-17. (100%) International.

Harrington, I. (2004). School Behaviour Management: An Action Research Project. Paper delivered at the Australian Association of Special Education (AASE): Behaviour: Whose Choice? Hobart, 27 - 29 September 2004. (100%) National.

Conference Papers (Not refereed)

Harrington, I., Johnson, C., O’Neill, K., Grono, S. (2022). Cross Cultural International Peer Support, UNE Asia Pacific Network Showcase, September 22.

Harrington, I., Johnson, C., O’Neill, K., Grono, S. (2022). Next Steps program, UNE Asia Pacific Network Showcase, September 22.

Harrington, I. (2012). Teaching Success in Hard-To-Staff Schools in NSW Communities, Australia. Paper presented at the IISES conference, Dubrovnik, 25-27 June, 24-27.

Harrington, I. & Brasche, I. (2011). Cultural Lessons in the Classroom: Reflections from UNE Indigenous Scholarship Recipients, Australia. Paper presented at the AIATSIS Conference, Canberra, September 19-22. (50%). National.

Harrington, I. (2011). Recruiting for Teacher Success in Hard-To-Staff Schools in NSW Communities, Australia. Paper presented at the AITNER conference 23 May, Athens, Greece.

Harrington, I. (2008). Masculinity, Rurality, and Early School Leaving: A Case Study. Paper presented at the ISTE conference, April 22-24, UNE. [100%] Local.

Harrington, I. (2006). "My students are horrible!" Beginning teachers' experiences of managing behaviour in their classroom. Paper presented at the School of Education, EDSP 211 and EDSP 380 mini conference. UNE, Armidale, May 2. (100%) Local.

Harrington, I. (2006). Migrating to the Classroom: Online Support for Beginning Teacher Alumni of the University of New England. Paper delivered at the APERA conference, Hong Kong, 27-30 Nov. (100%) International.

Harrington, I. (2006). Making sense of boys' early school leaving decisions using a hegemonic masculinity discourse. Paper delivered at the APERA conference, Hong Kong, 27-30 Nov. (100%) International.

Harrington, I. (2005). The Power of Special Education Teachers as a Seconded Faculty. Paper presented at the Australian Association of Research in Education (AARE) conference Parramatta, 27 Nov - 1 Dec. (25%) National.

Graham, L., Boileau-Little, D., Webster, H., Roach, D., Berman, J., Harrington, I., Paterson, D., Sargeant, J., Maurer, J (2005) Special Education Teachers as a Seconded Faculty. Paper delivered at the International Special Education Conference (ISEC). Glasgow, 27 June - 1 July. (10%) International.

Harrington, I. (2005). The Relevance of Geographic Context in Learning: A Case Study of Early School Leaving. Paper delivered at the Australian and New Zealand Comparative and International Education Society (ANZCIES). Coffs Harbour, Dec. 3 -5, 2005. (100%) National.

Gilbert, R., & Harrington, I. (2005). Boys‚ accounts of schooling: Masculinities discourse and engagement with school. Paper delivered at the British Education Research Association (BERA). Pontypridd, Wales, September 14-17. (60%) International.

Harrington, I. & Sargeant, J. (2004). School Behaviour Management: Refining practice. Paper delivered at the International Cultural Research Network (ICRN): Exploring Cultural Perspectives, Florence. 12-17 July. (50%) International.

Harrington, I. (2004) Exploring Cultural Perspectives. "I did what was best for me!" A case study of male early school leaving in rural Queensland. Paper delivered at the International Cultural Research Network (ICRN) Florence, 12-17 July. (100%) International.

Non-Refereed Articles and Reports

Harrington, I. (2010). Strategies for the Successful Inclusion of Students with Asperger Syndrome in Primary School, CASE News Issue No.7, Faculty of Education, The University of Hong Kong. International

Maxwell, T., Smith, H.J., Baxter, D., Boyd, J., Harrington, I., Hopwood, L., Jenkins, K., Sargeant, J. and Tamatea, L. (2006). Crossing the line from student to teacher: Implications for teacher educators. Paper submitted to Research Series, School of Education, UNE, June. [10%] Local.

Maxwell, T., Smith, H.J., Baxter, D., Boyd, J., Harrington, I., Hopwood, L, Jenkins, K., Sargeant, J. and Tamatea, L. (2006). Beginning teachers migrating to the Classroom: Implications for school- and university-based teacher educators. Paper submitted to Research Series, School of Education, UNE, May, Pp. 34-42. [10%] Local.

Maxwell T, Smith HJ, Baxter DJ, Boyd J, Harrington I, Hopwood L, Jenkins KA, Sargeant JG, Tamatea LM . (2006). Migrating to the Classroom - Online Support for the 2005 Beginning Teacher Alumni of UNE: Final Report for the Higher Education Innovation Program of the Education Alumni Support Project (EdASP). Quality, Equity and Collaboration Branch Higher Education Group, DEST. The University of New England: Armidale. Cited by 5 http://www.simerr.une.edu.au/education/resources/pdfs/EdASP_Final_Rpt.pdf

Maxwell T., Smith HJ, Baxter DJ, Boyd J, Harrington I, Hopwood L, Jenkins KA, Sargeant JG, Tamatea LM . (2006). Migrating to the Classroom: Online Support for the 2005 Beginning Teacher Alumni of UNE - Summary of Findings. Faculty of Education, Health and Professional Studies Research Report 2005. The University of New England: Armidale.

Maxwell, T., Smith, H., Proudford, C., Baxter, D., Boyd, J., Harrington, I., Hopwood, L., Jenkins, K., Sargeant, J. and Tamatea, L. (2005). Education Alumni Support Project (EdASP): Conception and initiation, FEHPS, Research Report, Armidale, University of New England. [10%] Local.

Maxwell, T., Smith, H., Proudford, C., Baxter, D., Boyd, J., Harrington, I., Hopwood, L., Jenkins, K., Sargeant, J. and Tamatea, L. (2005). Migrating to the Classroom: Online Support for the 2005 Beginning Teacher Alumni of UNE - Summary of Findings. Faculty of Education, Health and Professional Studies Research Report 2005. The University of New England: Armidale.

Electronic media

News media

EduResearch Matters Blog: Early childhood help for children of deployed military personnel

The Conversation: How to support children whose parent works away for long periods

Radio interview

TuneFM Radio blog and interview recording: Helping young children cope with extended parental absences

Online and social media news articles

School of Education Facebook page: ‘Auslan Anzac Day Ode‘

School of Education Facebook page: ‘We were still young parents grasping at straws’

The Sector: UNE Early childhood researcher creates resources to support with pain of deployment

Defence Connect: University of New England to help military families cope with deployment stress

UNE Pulse: Learning the ABC of deployment and training

Boyd, J., Harrington, I., Reitano, P., Kivunja, C., & Jones, M. Beginning Teachers: Who Cares? Paper presented to the Australian College of Educators (ACE) conference, Hobart, April, 2008. [25%] National.

Harrington, I. (2006). The use of school discourses to understand boys' early school leaving decisions, paper presented at the British Education Research Association Conference, University of Pontypridd, Cardiff, Sept 14-17 2005 http://www.leeds.ac.uk/educol/documents/153135.htm (March 23, 2006).

International Teaching, Invited Lectures and Keynote Speeches

2019. Ministry of Education (MOE). Inclusive practices in Australian Schools. 3 October-25 October.

2014. University of Dortmund, Germany, May 23. Delivery of a two-day workshop entitled: Working within a Legal and Ethical Framework for Social Workers. Part 1.

2014. University of Dortmund, Germany, May 24. Delivery of a two-day workshop entitled: Working within a Legal and Ethical Framework for Social Workers. Part 2.

2014. University of Dortmund, Germany, May 30. Delivery of a two-day workshop entitled: Case Management and Professional Practice for Social Workers. Part 1.

2014. University of Dortmund, Germany, May 31. Delivery of a two-day workshop entitled: Case Management and Professional Practice for Social Workers. Part 2.

2014. University of Dortmund, Germany, May 22. Poverty and Social Work: Australian Perspectives. Lecture delivered to first year Social Work students.

2013.Universiti Tun Hussein Onn Malaysia, Johor, Malaysia. June. Delivery of one-day training as part of the Phase 1: The SLIDE project to Malaysian Teachers.

2013.Universiti Tun Hussein Onn Malaysia, Johor, Malaysia. September. Delivery of one-day training as part of the Phase 2: The SLIDE project to Malaysian Teachers.

2012. University of Macau, 10 October, Delivery of a guest seminar professional development training to 220 Macau teachers, Working with Students on the ASD Spectrum.

2012. Kaohsuing Normal University, Taiwan, 8 October. Delivery of a one-day professional development training to 90 educators at the Teaching for Success: Strategies for Teaching Students with Asperger Syndrome.

2012. Kaohsuing Normal University, Taiwan, 6 October. Delivery of a one-day professional development training to 120 Kaohsuing teachers entitled, Teaching for Success: Strategies for Teaching Students with Asperger Syndrome.

2012. University of Dortmund, Germany, June 5. Delivery of a special lecture Inclusive Practices in Australian Classrooms.

2012. University of Dortmund, Germany, June 3. Delivery of a special lecture entitled, Skills for Social Workers.

2012. University of Dortmund, Germany, June 29-July 1. Delivery of a three-day residential school to the entitled, Inclusive Practices for All in Mainstream Classrooms: Challenges and Strategies.

2011. Universiti Tun Hussein Onn Malaysia, Johor, Malaysia. December 8. Delivery of a special lecture entitled, Learning in Mainstream Classroom.

2011. Universiti Tun Hussein Onn Malaysia, Johor, Malaysia. December 7. Delivery of a special lecture entitled, Managing and Identifying Special Needs in the Classroom.

2011. Universiti Tun Hussein Onn Malaysia, Johor, Malaysia. December 6. Delivery of a special lecture entitled, Inclusive Practices and the Management of Classroom Behaviour.

2011. National Alliance for Remote Indigenous Schools conference, 3 October, Alice Springs, NT.

2011. University of Landau, Germany, May 30th- June 1st. A three-day workshop on Including Students on the Autistic Spectrum in Mainstream Classrooms.

2011. University of Dortmund, Germany, May 20th. Seminar on Identification and Management of Students with Learning Difficulties and Disabilities in the Mainstream Classroom.

2011. University of Dortmund, Germany, May 17-18th. Two-day residential school, Inclusive Practices for All in Mainstream Classrooms: Challenges and Strategies.

2011. University of Hong Kong. May 13 & 14th, Invited speaker for the Asia-Pacific Symposium, on the Comparisons between Parental perspectives and their children diagnosed with AS, University of Hong Kong. 2010. University of Hong Kong, February 8th. A guest lecture on Strategies for the Successful Inclusion of Students with Learning Disabilities in Primary School. CASE and the Marsden Foundation.

2010. University of Hong Kong, February 8. A guest lecture on the Findings of the Education Alumni Support Project EdASP, to third year MEd students.

2010. Chubu University, Nagoya, Japan. January 6 – February 5, Academic Exchange in their School of Contemporary Education in the areas of Inclusive Education.

2009. University of Dortmund, Germany, June 25. A guest lecture on Keeping boys Interested and Engaged in the Mainstream Classroom. 2006. The Hong Kong Institute of Education, Hong Kong, 7 Dec. Inclusive Classroom Practice: An Australian Perspective.

2006. The Hong Kong Institute of Education, Hong Kong, 5 Dec. Managing Challenging Behaviours in Classrooms: Strategies and Best Practice.

2006. University of Tallinn, Estonia, Nov. 23. Managing Challenging Behaviour: An Australian Perspective.

2006. University of Tallinn, Estonia, Nov. 20. Managing Behaviour, Special Needs and Boys.

2006. University of Oldenburg, Germany, Nov. 8. Linking a Dominant Masculine Discourse to Boys' Early School Leaving in Queensland.

2006. University of Bremen, Germany, Nov. 3-5. Australian Classrooms: Managing Behaviour and Special Education.

2009. University of Dortmund, Germany, June 27-29. A three-day residential school entitled: Soft Skills for Social Workers.

Consultancies

2013 - Current: Manager, CSO/UNE Professional Development Consultancy on Inclusive Education

2011. Catholic Schools Office Professional Development, Classroom Behaviour Management. Tamworth, June.

2011. Drummond Primary School. Staff Professional Development, Working Together: Teacher Aides and Teachers. Armidale, April & May.

2011. Keynote address to the Building Links Forum, National Disability Coordination Officer Program, Staying at School Longer: The Real Costs, 29 March, Armidale Regency Hotel.

2010. O’Connor Catholic College. Staff Professional Development, Management and Understanding of Aboriginal Students in the Mainstream Classroom, Armidale, April.

2010. Catholic Schools Office Professional Development, Management of Classroom Behaviour. Tamworth, July.

2009. Catholic Schools Office Professional Development, Inclusive Practices and the Management of Classroom Behaviour. Armidale, June.

2008. Catholic Schools Office Professional Development, Classroom Behaviour Management. Tamworth, July.

2007. Catholic Schools Office Professional Development, Management of Classroom Behaviour. Tamworth, July.

2006. Catholic Schools Office Professional Development, Inclusive Practices and the Management of Classroom Behaviour. Tamworth, July.

2005. The Australian College of Educators Annual Dinner, Keynote Address, Boys’ Early School Leaving: What’s the Problem?, The Armidale School, September.

2008. National Disability Coordinator Officer Program, New England Region, Strategies for Success: Managing Challenging Behaviours. Coffs Harbour and Port Macquarie, August.

2004. Guyra Central School. Implementing a ‘Whole-School’ Behaviour Management Approach. February – December.

2003-2004. I engaged in a range of UNE workshops and presentations in the areas of boys education, special education, education psychology, and how best to manage challenging behaviour in schools.

Memberships

Australian Association of Special Education Inc (AASE)
Australian College of Educators (ACE)
Australian Association for Research in Education (AARE)
British Education Research Association (BERA)
Australian and New Zealand Comparative and International Education Society (ANZCIES)
The Asia Pacific Educational Research Association (APERA)

External Profiles

ORCid Profile

Further Information