Publications
Career change teachers in hard-to-staff schools: should I stay or leave?
B Dadvand, J van Driel, C Speldewinde, M Dawborn-Gundlach
(2023), pp. 1-16, Australian Educational Researcher, Berlin, Germany, C1-1
Defining Teaching Out-of-Field: An Imperative for Research, Policy and Practice
Linda Hobbs, Coral Campbell, Seamus Delaney, Chris Speldewinde, Jerry Lai
(2022), pp. 23-48, Out-of-Field Teaching Across Teaching Disciplines and Contexts, Berlin, Germany, B1
Challenging the Representations and Assumptions of Out-of-Field Teaching
Colleen Vale, Linda Hobbs, Chris Speldewinde
(2022), pp. 3-21, Out-of-Field Teaching Across Teaching Disciplines and Contexts, Berlin, Germany, B1
Bush Kinders in Australia: A Creative Place for Outdoor STEM Learning
Coral Campbell, Chris Speldewinde
(2022), Vol. 25, pp. 185-204, Children’s Creative Inquiry in STEM, Berlin, Germany, B1
Introducing Digital Technologies into Play-Based Learning in Early Childhood
G Aranda, C Campbell, J Ferguson, C Speldewinde
(2022), pp. 525-551, STEM, Robotics, Mobile Apps in Early Childhood and Primary Education: Technology to Promote Teaching and Learning, Berlin, Germany, B1
Early Childhood STEM Education for Sustainable Development
Coral Campbell, Christopher Speldewinde
(2022), Vol. 14, pp. 3524-3524, Sustainability, Basel, Switzerland, C1
Girls in STEM: Addressing SDG 4 in Context
Coral Campbell, Linda Hobbs, Lihua Xu, Jorja McKinnon, Chris Speldewinde
(2022), Vol. 14, pp. 1-17, Sustainability, Basel, Switzerland, C1
Characterising a Representation Construction Pedagogy for Integrating Science and Mathematics in the Primary School
R Tytler, V Prain, M Kirk, J Mulligan, C Nielsen, C Speldewinde, P White, L Xu
(2022), pp. 1-23, International Journal of Science and Mathematics Education, Berlin, Germany, C1
Where to stand? Researcher involvement in early education outdoor settings
C Speldewinde
(2022), Vol. 64, pp. 208-223, Educational Research, London, Eng., C1
STEM Teaching and Learning in Bush Kinders
C Speldewinde
(2022), Vol. 22, pp. 444-461, Canadian Journal of Science, Mathematics and Technology Education, Heidelberg, Germany, C1
Guiding Science and Mathematics Learning when Students Construct Representations
V Prain, V Prain, L Xu, L Xu, C Speldewinde, C Speldewinde
(2022), Research in Science Education, C1
Christopher Speldewinde
(2022), pp. 1-3, Australian Journal of Environmental Education, Cambridge, Eng., C1
V Millar, L Hobbs, C Speldewinde, J van Driel
(2022), International Journal of Mentoring and Coaching in Education, C1
'Bush kinders': developing early years learners technology and engineering understandings
C Speldewinde, C Campbell
(2022), International Journal of Technology and Design Education, Berlin, Germany, C1
Mathematics learning in the early years through nature play
C Speldewinde, C Campbell
(2022), pp. 1-18, International Journal of Early Years Education, London, Eng., C1
Nature's Laboratory: STEM learning in the outdoors
Chris Speldewinde, Anna Kilderry, Coral Campbell
(2022), Canberra, A.C.T., A6
Linda Hobbs, Seamus Delaney, Coral Campbell, Chris Speldewinde, Jerry Lai
(2021), pp. 126-150, Methodological approaches to STEM education research. Volume 2, Newcastle upon Tyne, Eng., B1
L Xu, V Prain, C Speldewinde
(2021), Vol. 43, pp. 844-867, International Journal of Science Education, C1
Ethnography and Bush Kinder Research: A Review of the Literature
C Speldewinde, A Kilderry, C Campbell
(2021), Vol. 46, pp. 263-275, Australasian Journal of Early Childhood, C1
'All the things children can see': understanding children's noticing in bush kinders
C Speldewinde, A Kilderry, C Campbell
(2021), Vol. 24, pp. 151-167, Journal of Outdoor and Environmental Education, C1
An interdisciplinary approach to primary school mathematics and science learning
R Tytler, J Mulligan, V Prain, P White, L Xu, M Kirk, C Nielsen, C Speldewinde
(2021), Vol. 43, pp. 1926-1949, International Journal of Science Education, C1
Bush kinders: enabling girls' STEM identities in early childhood
C Speldewinde, C Campbell
(2021), Journal of Adventure Education and Outdoor Learning, C1
Teaching Across Subject Boundaries in STEM: Continuities in Beliefs about Learning and Teaching
C Vale, C Vale, C Campbell, C Campbell, C Speldewinde, C Speldewinde, P White, P White
(2020), Vol. 18, pp. 463-483, International Journal of Science and Mathematics Education, C1
Beyond the preschool gate: teacher pedagogy in the Australian 'bush kinder'
Christopher Speldewinde, Anna Kilderry, Coral Campbell
(2020), pp. 1-15, International journal of early years education, Abingdon, Eng., C1
Affordances for science learning in "bush kinders"
C Campbell, C Speldewinde
(2020), Vol. 28, pp. 1-13, International journal of innovation in science and mathematics education, Sydney, N.S.W., C1
Julianne Lynch, Glenn Auld, Anne Cloonan, Joanne O'Mara, Christopher Speldewinde
(2020), Geelong, Vic., A6
Girls' Future- Our Future- Invergowrie Foundation STEM Report 2020 Update
Coral Campbell, Linda Hobbs, Victoria Millar, Adam Ragab Masri, Chris Speldewinde, Russell Tytler, Jan van Driel
(2020), Melbourne, Vic., A6
Bush kinder in Australia: A new learning 'place' and its effect on local policy
C Campbell, C Speldewinde
(2019), Vol. 17, pp. 541-559, Policy Futures in Education, C1
Julianne Lynch, Glenn Auld, Anne Cloonan, Joanne O'Mara, Christopher Speldewinde
(2019), Sydney, N.S.W., A6
Sustaining school-university partnerships: threats, challenges and critical success factors
E Herbert, Christine Redman, Christoper Speldewinde
(2018), pp. 169-192, School-based partnerships in teacher education : a research informed model for universities, schools and beyond, Singapore, B1
Theory and practice: the context of partnerships in teacher education
J Kenny, M Jones, C Speldewinde
(2018), pp. 3-19, School-based partnerships in teacher education: a research informed model for universities, schools and beyond, Singapore, B1
Case studies exploring the applicability of the STEPS interpretive framework in other professions
J Kenny, C Speldewinde, A Marlow, I Parsons
(2018), pp. 259-269, School-based partnerships in teacher education: a research informed model for universities, schools and beyond, Singapore, B1
STEM practice in the early years
Coral Campbell, Coral Campbell, C Speldewinde, C Speldewinde, C Howitt, C Howitt, A MacDonald, A MacDonald
(2018), Vol. Volume 9, pp. 11-25, Creative Education, Wuhan, China, C1
Digital me, digital us: curious, critical & creative pilot project evaluation report
C Beavis, L Pangrazio, Michelle Grossman, A Keddie, T Cinque, M Vergani, C Eveley, V Trundle, C Speldewinde
(2018), [Melbourne, Vic.], A6
Support for children and families at risk of experiencing vulnerability: practice review report
A Nolan, A Kilderry, J Beahan, C Lanting, C Speldewinde
(2017), Melbourne, Vic., A6
Transition: a positive start to school: statewide professional learning delivery final report
E Rouse, Rosemarie Garner, Maria Nicholas, Christopher Speldewinde
(2017), [Melbourne, Vic.], A6
Linda Hobbs, Cheryl Jakab, Victoria Millar, Vaughan Prain, Christine Redman, Christopher Speldewinde, Russell Tytler, Jan van Driel
(2017), Melbourne, Vic., A6
"A different kettle of fish": mental health strategies for Australian fishers, and farmers
T King, S Kilpatrick, K Willis, C Speldewinde
(2015), Vol. 60, pp. 134-140, Marine policy, Amsterdam, The Netherlands, C1
C Speldewinde, C Speldewinde, I Parsons, I Parsons
(2015), Vol. 15, pp. 1-11, Rural and remote health, Cairns, Qld., C1
How democracy works; an ethnographic theory of politics, by Marcio Goldman
C Speldewinde, C Speldewinde, C Speldewinde
(2015), Vol. 25, pp. 110-112, Anthropological forum, Abingdon, Eng., C1
Establishing school university partnerships to teach science - Does what worked for us work for you?
J Kenny, J Kenny, L Hobbs, L Hobbs, C Speldewinde, C Speldewinde, M Jones, M Jones, C Campbell, C Campbell, A Gilbert, A Gilbert, G Chittleborough, G Chittleborough, E Herbert, E Herbert, C Redman, C Redman
(2015), Vol. Part 13, pp. 2029-2040, ESERA 2015: Proceedings of the 11th Conference for the Science Education Research Association: Engaging learners for a sustainable future, Helsinki, Finland, E1-1
Adventures in Aidland: the anthropology of professionals in international development
C Speldewinde, C Speldewinde
(2012), Vol. 22, pp. 105-107, Anthropological forum, Abingdon, Eng., C1
Funded Projects at Deakin
Other Public Sector Funding
Defining and mapping out-of-field (OOF) teaching in Victorian government schools.
A/Prof Linda Hobbs, Prof Coral Campbell, Dr Seamus Delaney, Mr Chris Speldewinde
DETVic Grant - Research - Department of Education and Training Victoria
- 2020: $45,048
Supervisions
No completed student supervisions to report