Dr Jeanette Berman
Associate Professor of Inclusive Education - School of Education; Faculty of Humanities, Arts, Social Sciences and Education
Phone: +61 +61 2 6773 1894
Jeanette is a member of the inclusive education team at UNE and a registered psychologist with professional experience working in schools. Her professional and research interests are broad, involving child and adolescent development, sustainable learning, psychoeducational assessment, responsive classroom teaching, learning intervention for students with learning difficulties or disabilities, professional practice in school and educational psychology, and Indigenous educational psychology.
PhD (Curriculum based dynamic assessment)
Graduate Diploma in Educational Studies School Counselling (Distinction)
Bachelor of Arts (Mathematics & Psychology)
Diploma in Education (Mathematics)
Australian Psychological Society (MAPS)
New Zealand Psychological Society (NZPsS)
New Zealand Institute of Educational and Developmental Psychology (IEDP)
Australian Psychologists and Counsellors in Schools Association (APACS)
International School Psychologists’ Association (ISPA)
International Association for Cognitive Education and Psychology (IACEP)
Psychology practice in education
Psychology of development, learning and teaching
Berman, J. & Graham, L. (in press). Learning intervention: Educational casework and responsive teaching for sustainable learning in inclusive schools, London: Routledge.
Berman, J. & MacArthur, J. (Eds) (in press). Student perspectives on school: Informing inclusive practice. Rotterdam: Sense Publishers.
Graham, L., Berman, J., & Bellert, A. (2015). Sustainable learning: Inclusive practices for 21st century classrooms. Melbourne: Cambridge University Press. ISBN 9781107695955
Park, D., Berman, J., & Jackson, J. (in press). Beyond OK: Pictures of Korean international student wellbeing. In Berman, J & MacArthur, J. (Eds). Student perspectives on school: Informing inclusive practice. Rotterdam: Sense Publishers.
Graham, L. & Berman, J. (in press). Literacy snapshots: Using photovoice in literacy intervention. Chapter 12 in Berman, J & MacArthur, J. (Eds). Student perspectives on school: Informing inclusive practice, Rotterdam: Sense Publishers.
Berman, J., MacArthur, J., & Carroll-Lind, J. (in press). Children’s rights and perspectives in education. Chapter 1 in Berman, J. & MacArthur, J. (Eds.). Student perspectives on learning and teaching: Informing inclusive practice, Rotterdam: Sense Publishers.
Brien, J., Page, J., & Berman, J. (2017). Supporting families and young children to exercise choice and control in the context of the National Disability Insurance Scheme. Australasian Journal of Early Childhood, 42(2), 37-44.
Fitzpatrick, M., & Berman, J. (2016). Cultural dissonance in tertiary education: History repeating itself. MAI Journal: A New Zealand Journal of Indigenous Scholarship, 5(2), DOI: 10.20507/MAIJournal.2016.5.2.4
Berman, J., Edwards, T., Gavala, J., Robson, C., & Ansell, J. (2015). He mauri, he Māori: Te iho, te moemoea, te timatanga ō mātou haerenga ki Te Ao Tūroa: Our vision and beginnings of a journey into Te Ao Tūroa (the world in front of us) in Psychology Aotearoa, 7 (2), 100-109.
Abraham, Q., Priestley, A., Lemmon, K., & Berman, J. (2015). What type of professional community would we like to create for newly trained educational psychologists? Psychology Aotearoa, 7 (1), 16-23.
Berman, J. (2013) Utility of a conceptual framework within doctoral study: A researcher’s reflections. Issues in Educational Research 23 (1), 1-18.
Berman, J. & Graham, L. (2013). Responsive teaching for students experiencing learning disabilities. InPsych, December: 17-19.
Berman J. & Smyth, R. (2013) Conceptual frameworks in the doctoral research process: A pedagogical model. Innovations in Education and Teaching International. DOI: 10.1080/14703297.2013.809011
Graham, L. & Berman, J. (2012). Self-regulation and learning disabilities. Special Education Perspectives, 21 (2), 41-52.
Berman, J. & Price, I. (2012) A comparison of the SB-5 and the CAS in educational psychology practice. Australian Journal of Guidance and Counselling, 23(1), 18-33. DOI: http://dx.doi.org/10.1017/jgc.2012.18
Research Supervision Experience
What factors are important in high school counsellors’ engagement with Muslim students and their families?
Beyond ‘OK’: Capturing the student wellbeing of Korean international students
Reflections of the first-year experience for mature wāhine Māori students at University
An analysis of oral reading errors of poor decoders and younger typical readers
An appreciative inquiry into teacher aides’ perspectives on best practice for inclusion
Students have their say: What can New Zealand secondary school students tell us about their emotional experiences in the classroom?
The Nature of Engaged Teaching in New Zealand Secondary Schools
Toward an understanding of children’s empathy and prosocial behaviours in response to real-world issues: An Australian case study in an upper primary Korean Saturday language class.
Opening the doors of possibility for gifted children with learning difficulties: Initial identification procedures for primary school teachers.
Study of Middle School Student Views on Subject Choice Decision Making