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		PROF Suzanne Carrington PhD, MEd, BEd, DipTeach School of Learning & Professional Studies Centre for Learning Innovation Profile Publications Research Supervision Associations Contact
Profile Professor Suzanne Carrington is the Head of School, School of Learning and Professional Studies. She has conducted research and published in international journals in the areas of inclusive culture, policy and practice, learning support, autistic spectrum disorder, teaching/professional development and Service Learning.
Publications Edited Books Keeffe, M. & Carrington, S. (Eds.) (2007). Schools and diversity (Second Edition). Sydney:Pearson Education Australia. Keeffe, M. & Carrington, S. (Eds.) (2006). Schools and diversity. Sydney: Pearson Education Australia. Book Chapters Carrington, S. (2008). Real policy, real change. Transforming secondary school cultures through image based research. In J. Moss (Ed.) Researching Education: Visually – Digitally – Spatially. Sense Publishers: Rotterdam, The Netherlands pp. 107-125. Carrington, S. (2008). Home, School and Community Partnerships. In A. Ashman & J. Elkins (Eds) Education for Inclusion and Diversity. Pp 385-409. Carrington, S. (2007). Developing and inclusive school culture. In Keeffe, M. & Carrington, S.(Ed.) Schools and diversity (Second Edition).Sydney: Pearson Education Australia. pp.31-45. Carrington, S. (2007). Classroom relationships, pedagogy and practice in the inclusive classroom. In Keeffe, M. & Carrington, S. (Ed.) Schools and diversity (Second Edition).Sydney: Pearson Education Australia.pp. 108-127. Carrington, S. (2007). Classroom relationships, pedagogy and practice in the inclusive classroom. Pearson Education Australia Custom Book. Inclusive Education Policy and Practice. On request from Charles Sturt University. Carrington, S. & Elkins, J. (2005). Comparison of a traditional and an inclusive secondary school culture. Rix, J., Simmons, K., Nind, M., & Sheey, K. (Eds.) Policy and power in inclusive education. London , UK , Routledge Falmer. Carrington, S.(1997) Think! Do! The impact of teachers’ instructional beliefs on their classroom behaviour. Edited by Greaves, D.& Jeffery, P. Learning difficulties, disabilities and resource teaching: Selected papers from the Australian Resource Educators’ Association 1996 Conference, (pp.99-112).Coldstream, Vic, Professional Resources Services Pty. Ltd. Refereed Journal Articles Carrington, S., Bland, D. & Brady, K. (In Press) Engagement in School reform: Preparing young people to conduct research in the middle years. International Journal of Inclusive Education. Ryan, M., Carrington, S., Selva, G., Healy, A. (In press) Taking a reality check. Expanding Pre-service teachers views on pedagogy and diversity. Asia – Pacific Journal of Teacher Education. Carrington, S. & Lennox, N. (2008) Advancing the Curriculum for Young People who have an Intellectual Disability: Advocacy In Health. Australasian Journal of Special Education, 32(2), pp177-186. Saggers, B. & Carrington, S. (2008) Outcomes of a Service-learning Program for Pre-service Teachers: Links to Butin’s Conceptual Model. Teaching Education, 19(1), 57-71 . Carrington, S. & Saggers, B. (2008) Service-learning informing the development of an inclusive ethical framework for beginning teachers. Teaching and Teacher Education, 24, 795-806 Carrington, S., Allen, K., & Osmolowshi, D. (2007). Visual narrative: A technique to enhance secondary students’ contribution to the development of inclusive, socially just school environments. Journal of Research in Special Educational Needs (7), 1, pp.8-15. JORSEN special issue – International images of inclusion. Congjun Mu & Carrington, S. (2007). An Investigation of Three Chinese Students’ English Writing Strategies. Teaching English as a Second or Foreign Language.(11),1, pp.1-23. Bourke, P.E. & Carrington, S. (2007). Inclusive education reform: Implications for teacher aides. Australasian Journal of Special Education 31(1):pp. 15-24. Carrington, S. & Robinson, S. (2006). Inclusive school community: Why is it so complex? The International Journal of Inclusive Education 10 (4-5), 323-334. Carrington, S. & Holm, K. (2005). Students direct inclusive school development in an Australian secondary school: An example of student empowerment. Australasian Journal of Special Education, 29 (20), 155-171. Carrington, S. & Robinson, S. (2004). A case study of inclusive school development: A journey of learning. The International Journal of Inclusive Education, 8 (2), 141-153. Gillies, R. & Carrington, S. (2004). Inclusion: culture, policy and practice: a Qld perspective.Asia Pacific Journal of Education, 24 (2), 117-128. Carrington, S., Papinczak, T., & Templeton, E. (2003). A phenomenological study: The social world of five adolescents who have Asperger’s Syndrome. Australian Journal of Learning Disabilities,8(3), 15- 21. Carrington, S. Templeton, E., & Papinczak, T. (2003). Adolescents with Asperger Syndrome and Perceptions of Friendship. Focus on Autism and Other Developmental Disabilities,18,(4),211-218. Robinson, R. & Carrington, S. (2002). Professional development for inclusive schooling. The International Journal of Educational Management,16 (4and 5), 239-247. Carrington, S. & Elkins, J. (2002). Bridging the gap between inclusive policy and inclusive culture in secondary schools. Support for Learning. A Journal of the National Association for Special Educational Needs (Britain), 17(2), 51-57. Carrington, S. & Elkins, J. (2002). A comparison of a traditional school culture and an inclusive school culture in secondary school settings. The International Journal of Inclusive Education, 6(1), 1-16. Carrington, S., and Graham, L. (2001). Understanding Asperger’s syndrome: School related experiences of students and their peers. Autism: An International Journal of Research and Practice, Vol.5,(1), 37-48. Carrington, S. & Brownlee, J. (2001). Preparing teachers to support inclusion: The benefits of interaction between a group of pre-service teachers and a teaching assistant who is disabled. Teaching Education, 12(3),347-357. Campbell, J., Smith, D., Boulton-Lewis, G., Brownlee, J., Burnett, P. C., Carrington, S. and Purdie, N. (2001). Students` perceptions of teaching and learning: the relation of students` approaches to learning with teachers` approaches to teaching. Teachers and Teaching: Theory and Practice, 7(2), 173-187. Brownlee, J., and Carrington, S. (2000). Opportunities for authentic experience and reflection: A teaching program designed to change attitudes towards disability for pre-service teachers. Support for Learning. A Journal of the National Association for Special Educational Needs (Britain) 15,(3),99-105. Carrington, S. & Graham, L. (1999). Aspergers’ syndrome: learner characteristics and teaching strategies. Special Education Perspectives,8,(2), 15-23. Carrington, S., and Forder, T. (1999). An affective skills programme using multimedia for a child with Asperger`s syndrome. Australian Journal of Learning Disabilities, 4 (1),5-9. Carrington, S. (1999). Inclusion needs a different school culture, International Journal of Inclusive Education,3,(3), 257-268. Carrington, S. (1995). The prevention of learning failure in primary schools. Special Education Perspectives, 4 (1), 29-35. Carrington, S. (1993). The new role of the special educator. Special Education Perspectives, 2, (2),83-86. Refereed Conference Papers Atweh, B., Bland, D. Carrington, S. Cavanagh, R. (2007) School disengagement: Its constructions, investigation and management. AARE national Conference, Perth, WA. (Ref. ATW07598). Burnett, N. & Carrington, S. (2006) The Future (Special) School. In Proceedings ACEL/Microsoft Online Conference - The Future of Schooling. Curriculum Materials Christensen, L., Carrington, S. & Lennox, N. (2006) Ask diary curriculum strategy book. QLD Centre for Intellectual and Developmental Disability, University of QLD. Invited Book Reviews Invitation from Discourse. Carrington, S. (2002) Review of Benjamin, S. The Micropolitics of Inclusive Education: An Ethnography. Editors Gary Thomas & Christine O’Hanlon. Open University Press, Buckingham. Invitation from Autism: The International Journal of Research and Practice Carrington, S. (2001) Review of Whitaker, P. Challenging Behaviour and Autism: Making Sense-Making Progress. The National Autistic Society, London. Recent Conference Presentations- Professional Associations Carrington, S.(2008) Outcomes of a service – learning Program for Pre-service Teachers in Australia: Links to Butin’s Conceptual Model. The Annual Meeting of the American Educational Research Association. New York, USA. (March, 2008). Carrington, S., Selva. G.(2008) Moral and intellectual development in pre-service teachers: unbounded territories for more inclusive practices. Symposium: Connecting Spaces: Building Social Capital and Community (with J. Moss & J. Allan) The Annual Meeting of the American Educational Research Association. New York, USA. (March, 2008). Carrington, S., Moss, J. & Deppeler, J. (2007) Symposium Title: Cultivating Teachers’ Values, Knowledge and Skills for Critical Reflection and Leading Change in Schools. Carrington, S. Paper 1: Development of an Inclusive Ethical Framework for Beginning Teachers. Proceedings of the Redesigning Pedagogy: Culture, Knowledge and Understanding Conference, Singapore, May 2007. Deppeler, J., Ainscow, M. Carrington, S. Moss, J. (2007) Symposium Title: Addressing Marginalisation in Education: Inclusive Education Reform. Carrington, S. Paper 4: Preparing teachers: Developing an Inclusive Ethical Framework. The Seventh International Conference on Diversity in Organisations, Communities & Nations Amsterdam, the Netherlands, 3-6 July, 2007 Carrington,S. & Saggers, B. (2006) A Service Learning Program in Community Organisations to engage Teacher Education Students in Learning about Inclusive Education and responding to Diversity. The Australian Teacher Education Association National Conference, Fremantle,WA July. Moss, J., Carrington, S. Lemon, N., Bain-King, G. Symposium: Researchers in education working visually, digitally, spatially. The Annual Meeting of the American Educational Research Association. Chicago, Illinois.(March, 2007). Ainscow, M. Carrington, S. Deppeler, J. & Moss, J. (2006). Symposium: Using visual images to make sense of inclusive education. The Annual Meeting of the American Educational Research Association. San Francisco, (April 7-11, 2006). Carrington, S., & Ainscow, M. (University of Manchester, Britain), Moss, J. (University of Melbourne), Deppler, J. (Monash University), Forlin, C. (Edith Cowan University) (2005). Symposium: Using visual images to make sense of inclusive education. International Congress of Special Education, Inclusion - Celebrating Diversity University of Strathclyde, Glasgow, Scotland, August 1- 4, 2005. Booth, Carrington , Ines, Hinz, Bourke. Dharan, Holden, Brook, Channon, Hughes, Kramer-Roy, Nes, Strmstad, Vierros,Williams (2005). Symposium: The Index for Inclusion: International Experience. The involvement of children, young people, their families and communities. International Congress of Special Education, Inclusion - Celebrating Diversity University of Strathclyde, Glasgow, Scotland, (August 1- 4, 2005). Carrington, S., Robinson, R. (Education Qld); Ainscow, M. (University of Manchester, Britain), Moss, J. (University of Melbourne), Deppler, J. (Monash University), Forlin, C. (Edith Cowan University) (2004). Symposium: Partnerships for learning: the development of inclusive schools. Australian Association of Research in Education Annual Conference, Melbourne November 28-December 4, 2004. Carrington, S. (2004). Professional Learning for more Inclusive Education. Critical Analyses of Inclusive Education Policy – An International Survey. Mc Gill University, Montreal Canada. July 2004. Carrington, S. (2003). Inclusion: A better way to learn for all. Australian Association of Special Education, Qld State Conference, Toowoomba, September. Carrington, S. (2002). Translating Inclusive Culture into Practice in a School Setting: Implications for Guidance Officers. Queensland Senior Guidance Officer Conference Keynote Address, Mackay, September. Carrington, S. (2001). Inclusive education for learning support teachers. Catholic Education Learning Support Teachers’ Conference, Rockhampton, 10-11th April. Invited Keynote address. Carrington, S., Robinson, R. (QUT); Ainscow, M. (University of Manchester); Deppeler, J. (Monash University); Moss, J., Fearnley-Sander, M., Harbon, L. (University of Tasmania). (2001) Symposium: Does the Index for Inclusion provide a framework for school improvement and professional development for inclusive education? Australian Association for Research in Education Annual Conference, Perth, December 2-6, 2001. Graham, L., & Carrington, S. (2000). Keynote lecture: Autism and education. Part 1. Workshop presentation: Autism and education. Part 2. Bridging the Gap Autism Conference for Parents and Professionals. 11-12 August,Tamworth, NSW.
Research Grants 2008-2010: ARC Discovery $309,000 Berthelsen, D., Nicholson, J. Walker. S., Carrington, S. ARC Discovery. The transition to school for young children with developmental disabilities: The impact of interpersonal relationships on successful school adjustment. 2006-2010: NH&MRC $779,000 Lennox, N., Bain, C., Carrington, S.,Williams, G., O`Callahan, M.Title: The health of adolescents with intellectual disability study. The study is a randomised controlled trial testing the usefulness of a health intervention package, which combines a health review (CHAP), the Ask diary (Advocacy Skills Kit) and curriculum training for teachers in the use of the diary. The project will test if the health intervention package improves health outcomes, health records and advocacy skills in adolescents with intellectual disability. Adolescents will come from Education Queensland Special Schools and Special Education Units in Southern Queensland. 2007 Education QLD/QUT Incentive Grant $30 000 (combined funds) Carrington, S. Bland, D. Title: Students and Teachers Achieving Reengagement (STAR). This grant is funding the first year of a 3 year ARC Linkage grant. Grant was revised and resubmitted in April 2007. 2004: Education Queensland Grant $5400.00 plus in kind support $5000 Carrington, S., Lennox, N. (Qld Centre for Intellectual & Developmental Disability), Rey-Conde, T. Title: Pilot of an intervention to improve the health of adolescents with intellectual disability. 2002: QUT Early Career Researcher Grant $7000.00 Carrington, S. Title: The development of inclusive schooling. 2001: QUT Early Career Researcher Grant $5500 Carrington, S, Templeton.E. Title: Perceptions of social experience in secondary school by teenagers with Asperger’s syndrome: A qualitative study. This research focused on listening to the voice of young people who have Asperger’s Syndrome. This research used an interview method with young people and conceptualised “masquerading” as a recognised term to describe characteristics of people who have Asperger’s Syndrome. This qualitative research approach continues to promote international correspondence and has resulted in my membership of the Editorial Board of Focus on Autism and other Developmental Disabilities. 2001: Faculty Internal Research Grant $4750.00 + $5000 in school funded teacher release money to support the project: Deception Bay North State School. Carrington.S. Title: Utilisation of critical friends in the development of teachers’ collective and individual values and practices related to inclusive teaching in a secondary school.
Supervision Doctor of Philosophy Graduated John Reddington. (1999) The Development of a Parent Screening Inventory for Children at Risk for Learning Difficulties at School Entry. (Associate Supervisor). Judith Howard. (2005) Beliefs Underlying Student Disciplinary Absence: An Investigation Of Educators In A Sample Of State Primary Schools In South-East Queensland. (Associate Supervisor and Principal Supervisor). Mu Congjun. (2007) An investigation of the writing strategies three Chinese postgraduate students report using while writing academic papers in English.(Principal Supervisor). Linda Graham (2007) A Foucaultian Cartography of Pedagogical Systems of Formation: Interrogating ADHD as a Discursive Formation (Principal Supervisor). PhD by Publication. Pat Bourke. (2009) The experiences of teacher aides who support students with disabilities and learning difficulties: A phenomenological study (Principal Supervisor). Current** Sally Ashton. English as a Foreign Language Teacher Training in a Developing Country: Student Voices Reflect on Effective Educational Reform. (Principal Supervisor). Briony Wainman Loneliness and Learning in Adolescents with Learning Disabilities: A Social Cognitive View. (Associate Supervisor). Nicole Todd Modes of operation of Support Teachers (LD) (Principal Supervisor). Doctor of Education Current Liam Smith. Parents’ Perspectives on Inclusion, Schools and the Law. (Principal Supervisor). Nick Burnett Leadership in Schools with Challenging students. (Pro-term supervisor). Viola Stephano. An evaluation of the Education Adjustment Profiles. (Pro-term supervisor). Melissa Sullivan Service Learning in Higher Education. (Pro-term supervisor). Master of Education (Research) Graduated Fiona Vicig (2009). Accounts of the Visual Art Classroom: What Constitutes Art Experience for Artistically Talented Students? (Associate Supervisor) Hebe de Souza (1999). Behaviour Change through Education in Adult People with Diabetes with Regard to their Footcare. (Principal Supervisor 80%).
Associations Memberships of Professional Organisations Australian Association for Research in Education (1998 – present) American Education Research Association (2006-present) Member of Editorial Boards International Journal of Inclusive Education International Advising Committee and Editorial Board for Journal of Research and Special Education Needs Australasian Journal of Special Education Focus on Autism and other Developmental Disabilities Reviewing for Editorial Boards Teaching Education Learning Support : A Journal of the Nat Assoc for Special Educational Needs (Britain) International Journal of Disability, Development and Education Invited reviewer : Canadian Journal of Education International Grant Reviews Invited reviewer for UK Economic and Social Research Council. Secondment to Education Queensland 2002-2004 Suzanne was seconded from QUT in 2002-2004 to establish the Staff College , Inclusive Education in Education Queensland. In her role as Principal of the Staff College , she developed and directed professional learning of staff in Education Queensland to support students with diverse learning needs. She developed a framework of professional learning that was innovative, incorporating cognitive-reflective components along with elements of staff dialogue and peer coaching through a networked approach to engagement. Her leadership and service to Education Queensland involved: Liaison with tertiary institutions, community groups, parent bodies, other government departments, the non-government sector and representatives within inclusive education networks at the state, national and international levels. Identification and sharing of case studies of good practice in inclusive education on a state, national and international level. Brokering and facilitating learning with an emphasis on developing creative and innovative solutions to the unique learning and development requirements of local communities, particularly those in rural and remote areas. My leadership and experience in these areas has provided me with school based networks particularly skilled in the use of technology to support learning. Ongoing development of new knowledge and understanding of professional learning and training initiatives with particular emphasis on evidence based practice. Provision of strategic and policy advice to senior departmental officers on the effectiveness of current policies and practices for the delivery of adequate numbers of suitably trained staff and graduate teachers in the area of inclusive education, students with diverse learning needs. Coordination of briefing material, papers and reports for the Minister for Education on issues related to learning and development in inclusive education. Major achievements while on secondment with Education Queensland Suzanne`s leadership and international standing in the area have drawn international visitors from Universities in Northern Ireland, Britain , New Zealand and the Ministry of Education in New Zealand . *State conferences* She convened three significant conferences for Education Queensland between July 2003 and May 2004. Her leadership of these events enhanced a broad understanding of “Inclusion” with a focus on relationships of value and respect for all in a school community. The state, national and international networks gained through these conferences will further develop my research partnerships at QUT. *Inclusive Culture and Practice in Schools Conference 21-22 July 2003, Brisbane* This conference featured international presentations; Professor Tony Booth, Canterbury Christ University College in Britain and Professor Keith Ballard from University of Otago, New Zealand along with 10 presentations from school communities. The school presentations were selected to highlight examples of excellent practice. The conference provided opportunities for school staff, academics, representatives from the Ministry of Education in New Zealand , representatives from Education Departments in New South Wales , Tasmania , and Western Australia , and officers from the Commission for Children and Young People to discuss and learn about current research and inclusive culture, policy and practice (see supporting documentation). *Heads of Special Education Services (HOSES) Connections 4-5 May 2004, Noosa* This conference was the first state-wide gathering for HOSES. Suzanne coordinated a two day program that provided training for 130 HOSES in the area of leadership in curriculum and pedagogy and inclusive practices in primary and secondary schools. *Sharing Success; Indigenous and Rural and Remote Education 24-25 May 2004, Cairns* Suzanne directed the steering committee in the development of a 2 day program with 150 participants from Queensland , the Northern Territory and New Zealand . The conference highlighted stories of success in Indigenous education and rural and remote education in Queensland . The conference program included keynotes by Noel Pearson and Chris Sarra (recent Qld of the Year Award recipient) ad 8 stories of success from school communities as remote as Cunnamulla, Roma, Badu Island , Yarrabah and Longreach,
Contact Details PROF Suzanne Carrington Head of School A BLOCK Level 3 320 Queensland University of Technology Victoria Park Road Kelvin Grove Qld 4059 Phone: 3138 3725 Fax: 3138 3987 Email: sx.carrington@qut.edu.au URL: http://www.learningplace.com.au/sc/inclusiveeducation