Hughes, Mary

This paper is based on ongoing research that builds on an earlier study exploring the innovations and adaptations made to face-to-face delivery in programs from Vocational Education and Training (VET) and Higher Education (HE) in a TAFE institute in Victoria, Australia during the Covid-19 pandemic. Participants were drawn from two faculties within the Institute and included learners, teachers and lecturers.

This paper reports on a small scale, single case study that explored the adaptations made to face-to-face delivery in courses from Vocational Education and Training (VET) and Higher Education (HE) in a mixed sector institute in Victoria, Australia.

This paper examines the role of the Educational Leader in early childhood education and its day-to-day pedagogical leadership enactment.

This report is a result of a year-long investigation into two Italian-based educational approaches in early childhood education: The Montessori approach and the Reggio Emilia approach. The aim was to strengthen and contextualise course content in an Initial Teacher Education (ITE) program in Australia. Recommendations and options for further inquiry are made in relation to improvements in early childhood ITE programs in this country.

This paper will examine the role of the Educational Leader in their pedagogical leadership enactment and decision-making, with a view to deepening current insights and understanding. Pedagogical leadership refers to the way in which the central task of improving teaching and learning takes place in educational settings.

The COVID-19 pandemic has forced a rethinking and reshaping of traditional delivery models of learning and teaching in education sectors worldwide. We report on a study that examines the transition from face-to-face instruction to remote, blended and hybrid learning and the significant changes for learners and teaching staff at Holmesglen Institute.

This article discusses ways to construct Arts experiences that bring positive attitudes.

This paper draws on a doctoral study that examined the role of the Educational Leader in an early childhood education and care setting and their day-to-day pedagogical leadership enactment. A single-case study was used to gain a greater understanding of the role of the Educational Leader, enabling the collection of rich and detailed data through interviews, shadowing and the collection of documents and artefacts.