Browse By Person: Irvine, Susan
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Number of items: 28.
Irvine, Susan (2016) Playful pedagogies: Promoting active learning through play and imagination in the early years of school. In Bland, Derek C. (Ed.) Imagination for Inclusion: Diverse Contexts of Educational Practice. Taylor & Francis Group, Abingdon (Oxon) and New York, pp. 18-30.
Farrell, Ann, Irvine, Susan, & Tayler, Collette (2004) Lenses and Lessons in Phenomenographic Research for Public Policy in Early Childhood Education and Care. In Performing Educational Research: Theories, Methods and Practices. Post Pressed, Flaxton, QLD, pp. 287-302.
Farrell, Margaret, Irvine, Susan, & Tayler, Collette (2001) Effective Early Childhood Education and Care Services: A Proposal for Identifying Parent Expectations and perceptions Using Phenomenographic Research. In Singh, P & McWilliam, E (Eds.) Designing Educational Research:theories, Methods And Practices. Post Pressed, Flaxton, Queensland, pp. 249-262.
Nothard, Michaela, Irvine, Susan, Theobald, Maryanne, Staton, Sally, Pattinson, Cassandra, & Thorpe, Karen (2015) “I have to rest all the time because you are not allowed to play”: Exploring children’s perceptions of autonomy during sleep-time in long day care services. International Journal of Early Childhood, 47(3), pp. 423-442.
Sumsion, Jennifer, Lunn Brownlee, Joanne M., Ryan, Sharon, Walsh, Kerryann M., Farrell, Ann, Irvine, Susan, et al. (2015) Evaluative decision-making for high-quality professional development: Cultivating an evaluative stance. Professional Development in Education, 41(2), pp. 419-432.
Staton, Sally, Irvine, Susan, Pattinson, Cassandra, Smith, Simon S., & Thorpe, Karen J. (2015) The sleeping elephant in the room: Practices and policies regarding sleep-rest time in ECEC. Australasian Journal of Early Childhood, 40(4), pp. 77-86.
Irvine, Susan, Davidson, Christina, Veresov, Nikolay, Adams, Megan, & Devi, Anamika (2015) Lenses and lessons: Using three different research perspectives in early childhood education research. Culturall-Historical Psychology, 11(3), pp. 75-85.
Lunn Brownlee, Joanne, Sumsion, Jennifer, Irvine, Susan, Berthelsen, Donna, Farrell, Ann, Walsh, Kerryann, et al. (2015) Taking an evaluative stance to decision-making about professional development options in early childhood education and care. Early Years: An International Research Journal, 35(4), pp. 411-426.
Irvine, Susan & Price, Julie (2014) Professional conversations : a collaborative approach to support policy implementation, professional learning and practice change in ECEC. Australasian Journal of Early Childhood, 39(3), pp. 85-93.
Theobald, Maryanne Agnes, Cobb-Moore, Charlotte, & Irvine, Susan (2013) A snapshot of 40 years in early childhood education and care through oral histories. Australasian Journal of Early Childhood, 38(4), pp. 107-115.
Irvine, Susan & Farrell, Ann (2013) Are we there yet? Early years reform in Queensland : stakeholder perspectives on the introduction of funded preschool programs in long day care services. International Journal of Early Childhood, 45(2), pp. 221-236.
Irvine, Susan (2013) Still valuing play. Reflections, pp. 4-8.
Irvine, Susan (2013) The family participation in child care project : educator views. The Family Participation in Child Care Project, Autumn, pp. 3-7.
Irvine, Susan Lee & Farrell, Ann (2013) The rise of government in Early Childhood Education and Care following the Child Care Act 1972 : the lasting legacy of the 1990s in setting the reform agenda for ECEC in Australia. Australasian Journal of Early Childhood, 38(4).
Irvine, Susan (2012) The family participation in child care project. In the Loop, pp. 9-14.
Irvine, Susan & Collie, Melalie (2011) The professional conversation : a new approach to professional learning in early childhood education and care. In the Loop, Autumn, pp. 3-7.
Irvine, Susan Lee, Verstege, Debbie, Cole, Debbie, & l'Anson, Carol (2009) Reflections on the national trial of the draft Early Years Learning Framework and Educator's Guide. Reflections, pp. 9-13.
Irvine, Susan Lee, Cornish, Ros, Rutherford, Lynne, Butcher, Lyndsay, Cole, Debbie, Callaghan, Ruth, et al. (2009) Towards universal high quality early childhood education. Reflections, pp. 4-11.
Irvine, Susan Lee (2008) Promoting child protection : early childhood education and care services playing their part. Reflections, pp. 6-7.
Irvine, Susan Lee (2008) Combining the parts to make the whole : integrated child and family services in Queensland. Reflections, pp. 4-5.
Irvine, Susan Lee & Price, Julie (2011) Professional conversations : a new approach to professional learning in ECEC. In Prachalias, Chrysovaladis (Ed.) 7th ICE Conference: Conference Proceedings, INEAG, National and Kapodistrian University of Athens, Greece, Samos, Greece, pp. 152-159.
Irvine, Susan (2005) Pondering policy and parental perspectives : how parents view their role in shaping early childhood public policy. In Gardiner, Dave & Scott, Katie (Eds.) Proceedings of International Conference on Engaging Communities, United Nations and Queensland Government, Brisbane Convention and Exhibition Centre, Australia.
Irvine, Susan Lee, Thorpe, Karen J., McDonald, Paula K., Lunn, Joanne, & Sumsion, Jennifer (2016) Money, Love and Identity: Initial Findings from the National ECEC Workforce Study. Queensland University of Technology, Brisbane, Qld.
Irvine, Susan (2005) Parent conceptions of their role in early childhood education and care : a phenomenographic study from Queensland, Australia. PhD thesis, Queensland University of Technology.
McDonald, Paula, Thorpe, Karen, & Irvine, Susan (2016) Early childhood educators rely on families to prop up low income, research finds. The Conversation.
Borland, Jeff, Spies-Butcher, Ben, Ralston, Deborah, Perche, Diana, Bexley, Emmaline, Savage, Glenn C., et al. (2016) Election 2016: What will a re-elected Coalition government mean for key policy areas? The Conversation.
Irvine, Susan, Sumsion, Jennifer, Lunn, Jo, & Thorpe, Karen (2016) One in five early childhood educators plan to leave the profession. The Conversation.
Irvine, Susan (2015) Childcare funding changes leave disadvantaged children with fewer hours of early education. The Conversation.