Publications-Dr Ingrid Harrington
Books
Harrington, I. (2010). Boys in Schools: Early School Leaving & Masculinity. Pp. 1-204. VPM-Verlag: Berlin. ISBN: 978-3-639-23938-6.
Book Chapters
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
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.
Refereed Journal Articles
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. & Brasche, I. (2011). (in press) Success Stories from an Indigenous Immersion Primary Teaching Experience in NSW Schools, in Australian Journal of Indigenous Education. (80%) Awaiting allocation to Journal issue. National.
Brasche, I. & Harrington, I. (2011). (in press) Quality and Continuity: Addressing the Disadvantages of Remote Indigenous Schools in the Northern Territory, in the Australian Journal of Education. (20%) Awaiting allocation to Journal issue. National.
Harrington, I. (2010). Successful Inclusion of Children with Asperger Syndrome in Primary School: Parental Voices. Journal of Educational Enquiry, 11(1), pp. 1-12. National.
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..
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.
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
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. 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. http://www.une.edu.au/news/archives/000479.html
Future publications
Harrington, I. “What I Could Teach You about Teaching Me”. The Voices of Students with Asperger Syndrome. To be submitted to Special Education Perspectives. National.
Harrington, I. Differing Perspectives of Successful Schooling: Parent and Student Voices. To be submitted to the Australasian Journal of Special Education. National.
Harrington, I. A Comparison between the Learning Needs of Experiences of Beginning Teachers and Casual Beginning Teachers. To be submitted to Education Review and Performance. National.
Harrington, I. Mentoring of Pre-service Teachers Employed on a Casual Basis. To be submitted to Education Research and Reviews. National.
Most Significant Publications
Harrington, I. (2010). Successful Inclusion of Children with Asperger Syndrome in Primary School: Parental Voices. Journal of Educational Enquiry, 11(1), pp. 1-12. National.
This paper is significant as it reports on the success of the current NSW DET inclusive education policy when compared to the primary school experiences of a boy diagnosed with Asperger Syndrome from the parental perspective. It challenges the manner in which Schools articulate ‘inclusive practices’, and provides useful and practical strategies for teachers to adopt so as to improve the quality of the primary school experience for students with Asperger syndrome.
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.
The significance of this paper lies in the fact that it highlights possible learning and skill gaps in undergraduate teacher training only realised by graduate teachers once in the professional classroom. The paper reports the sorts of learning areas beginning teachers requested more information on within the first year of professional practice that may have ramifications for future undergraduate teacher training curricula.
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.
This paper is significant as it reports some of my doctoral research findings. It discusses and links the important role teachers play in influencing some boys’ decisions to leave school at year 10.