Biography
Dr Elizabeth Rouse has worked in the field of education for over thirty years. She has taught in both early childhood settings as well as in schools. Additionally she has also worked in special education settings, community based family support programs and as a policy advisor at both state and local govenment level. She has worked in initial teacher education since 2010. Dr Rouse has developed a strong research profile in the area of family-school-community partnerships, which was the focus of her doctoral dissertation. Her publication 'Partnerships in the Early Years (2019, Oxford University Press), framed by her doctoral research, is now a prescribed text in a number of Australian Universities as well as in Europe and North America. More recently her research has focused on partnerships during transitions within and across education settings.
Read more on Liz's profileCareer highlights
2016-2018 Project Director - Transition a positive start to school - Professional Learning Program (A DET funded Statewide Initiative)
2019 - Project Director - Reggio Emilia in Schools (Funded by Frank Leydon Trust)
Program Coordinator - MTeach Internship Program
Research interests
Early Childhood Curriculum and pedagogy
Family/school/community Partnerships
Infant and toddler curriculum and learning
Learning spaces in early childhood education and care
Transitions across and within education contexts
Outdoor learning spaces in early years education
Language and literacy in under threes
Pedagogical leadership and professional practice
Affiliations
Member - International Network of Scholars (INET) - Centre for School Family and Community Partnerships, John Hopkins University
Member - Implementation Committee Learning and Development Advisory Group for the Early Learning and Development Framework 0-8
Founding member Victorian Early Childhood Research Consortium
Australian Teacher Education Association
Australian Association for Research in Education
Early Childhood Australia
Victorian Institute of Teachers
Australian Literacy Educators Association
Community Child Care
Reggio Emilia Australia Information Exchange
Knowledge areas
Paren-school-community partnerships
Early childhood learning and development
Teaching and Asssessment in early childhood contexts
Infants and toddler pedagogy
Outdoor learning spaces
Leadership and management in early childhood contexts
Transitions within and across education contexts
Pedagogical leadership
Reggio Emilia Approaches
Conferences
Rouse, E. (2019). Teachers working in hospitals: what do partnerships look like. ERNAPE Conference , Gdansk, 18-20 September.
Hadley, F. & Rouse, E. (2019).Examining parent partnerships in early childhood settings from multiple stakeholders - Listening to parents, educators, teachers, directors and principals. ERNAPE Conference , Gdansk, 18-20 September.
Rouse, E. Garner, R & Nicholas, M. (2018). Transition to school - what challenges teachers? EECERA Conference, Budapest, 28-31 August.
Hadley, F. & Rouse, E. (2018). Parent centred partnerships. Are teachers and parents in early childhood centres on the same page? EECERA Conference Budapest, 28-31 August.
Professional activities
Masters of Teaching Early Childhood Internship Advisory Committee
Coordinator - MTeach Internship program
Chair- Course Advisory Committee- Bachelor of Early Childhood Education and Care - Box Hill Insititute.
Media appearances
AITSL Interview - https://vimeo.com/424634284/4ee661a1cd
Life Matters: Are teachers expecting parents to do the job of mum or dad. https://www.abc.net.au/radionational/programs/lifematters/are-parents-expecting-teachers-to-do-the-job-of-mum-or-dad/119231 84
ABC Baby Talk: Learning from home - https://www.abc.net.au/radio/programs/babytalk/babytalk/12162088
Awards
2017 Deakin University - School of Education Teaching Excellence Award
2017 Deakin University - School of Education Research Excellence Award
Projects
Project Director - Chief Investigator: Reggio Emilia in Schools - what does learning look like (2018-2019).
Chief Investigator: Early Childhood Professional Practice Partnerships (EC PPP) (DET) (2019-2021)
Project Director- Chief Investigator Transition: A positive start to school professional learning project (DET) 2016 - 2017
Chief Investigator: Building futures for newly-arrived migrants through schools - community development in school communities to improve whole family outcomes (2016-2018)
Chief Investigator DEECD - Pilot statewide professional mentoring program for early childhood teachers (2011-2014)
Chief Investigator 2013 -2014 Early Years Education in the Primary Years Programme (PYP): Implementation Strategies and Programme Outcomes
Chief Investigator - Greening Child care Outdoor Learning Spaces
Chief Investigator 2011-2012 Student perspectives on their infant/toddler practicum
Chief Investigator 2012 - The Harbour Outdoors - How it works for children and educators
Publications
Cross-sector collaborations via Facebook: teachers' use of social media
M Nicholas, E Rouse, R Garner
(2024), Vol. 51, pp. 757-779, Australian Educational Researcher, Berlin, Germany, C1
Liz Rouse
(2024), pp. 1-14, International Journal of Children's Spirituality, London, Eng., C1
Elizabeth Rouse, Brendan Hyde
(2024), pp. 1-13, European Early Childhood Education Research Journal, London, Eng., C1
E Rouse, L Wishart
(2024), Journal of Adventure Education and Outdoor Learning, Oxford, Eng., C1
Transition into school-aged care - how do services support children starting school?
Liz Rouse, Rosemarie Garner, Maria Nicholas
(2023), pp. 1-17, European Early Childhood Education Research Journal, London, Eng., C1
Intentionality and the active decision‑making process in play‑based learning
Mia Chen, Liz Rouse, Anne-Marie Morrissey
(2023), pp. 1-16, Australian Educational Researcher, Berlin, Germany, C1
Fay Hadley, Liz Rouse
(2022), Relationships with Families in Early Childhood Education and Care Beyond Instrumentalization in International Contexts of Diversity and Social Inequality, London, Eng., B1
A conversation about insights related to democratic relationships with families
Joanne Lehrer, Fay Hadley, Liz Rouse, Katrien Van Laere, Sylvia Gelabert, Ute Ward
(2022), pp. 185-195, Relationships with families in early childhood education and care: beyond instrumentalization in International contexts of diversity and social inequality, London, Eng., B1
Listening to children's personal reflections for understanding their learning journey
Liz Rouse
(2022), Vol. 5, pp. 265-283, Assessment and data systems in early childhood settings : theory and practice, Singapore, B1
B Hyde, E Rouse
(2022), Vol. 27, pp. 79-96, International Journal of Children's Spirituality, C1
E Rouse
(2022), pp. 1-16, Australian Educational Researcher, Berlin, Germany, C1
E Rouse, M Nicholas
(2022), Journal of Early Childhood Literacy, C1
Brendan Hyde, Elizabeth Rouse
(2022), pp. 1-8, Qualitative Inquiry, London, Eng., C1
Educators listening and partnering with parents: recognising parental wellbeing and agency
Fay Hadley, Liz Rouse
(2022), Vol. 24, pp. 34-45, NZ International Research in Early Childhood Education Journal, Wellington, New Zealand, C1
CHOREOGRAPHING CREATIVITY: EXPLORING CREATIVE CENTRALIZATION IN PROJECT GROUPS
Elizabeth Rouse, Spencer Harrison
(2022), Vol. 8, pp. 384-413, Academy of Management Discoveries, Briarcliff Manor, N.Y., C1
Alexis Spencer, Elizabeth Rouse
(2021), pp. 87-109, Reconceptualizing quality in early childhood education, care and development : understanding the child and community, Cham, Switzerland, B1
Indigenous children's 'Ways of Knowing': Exploring literacy learning for indigenous preschool children in remote communities in Australia
A Spencer, E Rouse
(2021), pp. 87-109, Reconceptualizing Quality in Early Childhood Education, Care and Development: Understanding the Child and Community, Berlin, Germany, B1
Recalling childhood: transformative learning about the value of play through active participation
G Adamson, E Rouse, S Emmett
(2021), Vol. 42, pp. 362-380, Journal of Early Childhood Teacher Education, C1
Learning to read: where should early childhood educators begin?
M Nicholas, E Rouse
(2021), Vol. 55, pp. 3-13, Literacy, C1
Child-centred teaching: Helping each child to reach their full potential
M Nicholas, E Rouse, L Paatsch
(2021), Vol. 11, Education Sciences, C1
R Garner, M Nicholas, E Rouse
(2021), Vol. 29, pp. 764-779, European Early Childhood Education Research Journal, C1
Liz Rouse, Llewellyn Wishart
(2021), Vol. 23, pp. 63-77, New Zealand International Research in Early Childhood Education, Porirua, New Zealand, C1
Deconstructing the use of video research with children - a methodology for truth and meaning
Elizabeth Rouse, Julie Carmel
(2020), pp. 96-110, Seeing the world through children's eyes : visual methodologies and approaches to research in the early years, Leiden, Germany, B1
School readiness - what does this mean? Educators' perceptions using a cross sector comparison
E Rouse, M Nicholas, R Garner
(2020), pp. 1-15, International Journal of Early Years Education, Abingdon, Eng., C1
E Rouse
(2020), Early Years, C1
Fay Hadley, Elizabeth Rouse
(2019), Vol. 25, pp. 137-149, Children’s self-determination in the context of early childhood education and services: discourses, policies and practices, Cham, Switzerland, B1
Pedagogies of outdoor spaces: an early childhood educator professional learning journey
L Wishart, E Rouse
(2019), Vol. 189, pp. 2284-2298, Early Child Development and Care, C1
Elizabeth Rouse, Dawn Joseph
(2019), Vol. 16, pp. 31-47, New Zealand journal of teachers’ work, Aotearoa, New Zealand, C1
Students and learning: The impact of the Reggio Emilia approach on student success
Elizabeth Rouse
(2019), Burwood, Vic., A6
Vicki Ware, Shannon McSolvin, Elizabeth Rouse
(2019), Burwood, Vic., A6
The family-centre partnership disconnect: Creating reciprocity
F Hadley, E Rouse
(2018), Vol. 19, pp. 48-62, Contemporary Issues in Early Childhood, C1
Where did love and care get lost? Educators and parents' perceptions of early childhood practice
E Rouse, F Hadley
(2018), Vol. 26, pp. 159-172, International Journal of Early Years Education, C1
Post-Mortem Evaluation of Potentially Survivable Hemorrhagic Death in a Civilian Population
Craig Goolsby, Elizabeth Rouse, Luis Rojas, Eric Goralnick, Matthew Levy, Thomas Kirsch, Alexander Eastman, Arthur Kellermann, Kandra Strauss-Riggs, Nicole Hurst
(2018), Vol. 227, pp. 502-506, Journal of the American College of Surgeons, Amsterdam, The Netherlands, C1-1
Community development in schools - building connections with and for families
E Rouse, V Ware
(2017), Vol. 84, pp. 24-31, International journal of educational research, Amsterdam, The Netherlands, C1
E Rouse, D O'Brien
(2017), Vol. 42, pp. 45-52, Australasian journal of early childhood, Fyshwick, A.C.T., C1
International students experience in teacher education: Creating context through play workshops
D Joseph, E Rouse
(2017), Vol. 42, pp. 44-58, Australian Journal of Teacher Education, C1
V Ware, E Rouse
(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
The role of the educational leader in long day care - how do they perceive their role?
E Rouse, G Spradbury
(2016), Vol. 186, pp. 497-508, Early child development and care, Abingdon, Eng., C1
Making learning visible - parents perceptions of children's learning outdoors
E Rouse
(2016), Vol. 186, pp. 612-623, Early child development and care, Oxford, Eng., C1
Social presence - connecting pre-service teachers as learners using a blended learning model
R Garner, E Rouse
(2016), Vol. 7, pp. 25-36, Student success, Brisbane, Qld., C1
The power of play: preparing international higher education students for practicum
D Joseph, E Rouse
(2016), Vol. 39, pp. 137-145, HERDSA 2016 : The Shape of Higher Education : Proceedings of the 39th Higher Education Research and Development Society of Australasia International Conference, Freemantle, Western Australia, E1
Mentoring and reflective practice: transforming practice through reflexive thinking
E Rouse
(2015), pp. 25-38, Mentoring in early childhood education: a compilation of thinking, pedagogy and practice, Wellington, New Zealand, B1
Mixed-age grouping in early childhood - creating the outdoor learning environment
E Rouse
(2015), Vol. 185, pp. 742-751, Early child development and care, London, Eng., C1
How do early childhood teachers understand and support the needs of young English language Learners
C Cabezas, E Rouse
(2014), Vol. 8, pp. 57-78, Asia-Pacific journal of research in early childhood education, Korea, C1
E Rouse, L Wishart, A Morrissey, C Scott
(2014), Melbourne, Vic., A6
A Nolan, E Rouse
(2013), Vol. 38, pp. 1-10, Australian journal of teacher education, Katoomba, N. S. W., C1
A Morrissey, L Rouse, B Doig, J Moss, E Chao
(2013), The Hague, The Netherlands, A6
L Rouse, A Morrissey, M Rahimi
(2012), Vol. 32, pp. 87-98, Early years : an international journal of research and development, Abingdon, England, C1
L Rouse
(2012), Vol. 13, pp. 17-26, Contemporary issues in early childhood, Oxford, England, C1
Partnerships in early childhood education and care : empowering parents or empowering practitioners
E Rouse
(2012), Vol. 2, pp. 14-25, Global studies of childhood, Oxford, England, C1
Funded Projects at Deakin
Other Public Sector Funding
Pilot statewide professional mentoring program for early childhood teachers
AsPr Anne-Marie Morrissey, Dr Sarah Ohi, Ms Louise Laskey, A/Prof Liz Rouse, Prof Andrea Nolan
DEECD Department of Education and Early Childhood Development, Victoria University Linkage Coll grant
- 2015: $188,450
- 2013: $64,200
- 2011: $64,200
Transition: A Positive Start to School ¿ State-wide PL Delivery
A/Prof Liz Rouse, Prof Christine Ure, Prof Andrea Nolan, Dr Rosemarie Scott, Dr Maria Nicholas
DETVic Grant - Research - Department of Education and Training Victoria
- 2018: $99,619
- 2017: $967,012
- 2016: $199,239
Early Childhood Professional Practice Partnerships.
Dr Natalie Robertson, Prof Andrea Nolan, AsPr Anne-Marie Morrissey, Prof Louise Paatsch, A/Prof Liz Rouse, Dr Deb Moore
DETVic Grant - Research - Department of Education and Training Victoria
- 2021: $232,252
- 2019: $232,252
Deakin University - Professional Learning and Best Practice Resources to Support Differentiated Play-Based / Inquiry Learning for Foundation Teachers 2021.
Prof Andrea Nolan, Prof Louise Paatsch, AsPr Anne-Marie Morrissey, A/Prof Liz Rouse, Dr Virginia Kinnear, Dr Natalie Robertson, Ms Naomi David, Dr Kim Davies, Dr Deb Moore
DETVic Grant - Research - Department of Education and Training Victoria
- 2021: $240,442
Accelerated Bachelor of Early Childhood Education for diploma qualified educators ("Accelerated BECE") student cohorts
Prof Damian Blake, Dr Natalie Robertson, Prof Amanda Mooney, A/Prof Liz Rouse, Ms Naomi David, Dr Rosemarie Scott
DETVic Grant - Research - Department of Education and Training Victoria
- 2024: $50,000
- 2023: $102,000
- 2022: $698,000
- 2021: $1,120,000
Participation in 2021 National Quality Framework (NQF) Approved Learning Framework (ALFs) update.
AsPr Anne-Marie Morrissey, A/Prof Liz Rouse
Australian Children's Education and Care Quality Authority
- 2022: $1,711
- 2021: $6,847
Industry and Other Funding
Early Years Education in the Primary Years Program PYP Implementation Strategies and Program
AsPr Anne-Marie Morrissey, Dr Brian Doig, A/Prof Liz Rouse
International Baccalaureate Organization
- 2014: $4,458
- 2013: $40,128
The Ballarat KinderGardens Project: The research, evaluation and professional development components - Forrest Hill application
AsPr Anne-Marie Morrissey, A/Prof Liz Rouse, Dr Llewellyn Wishart, Prof Julianne Moss
Foundation of Graduates in Early Childhood Studies
- 2014: $18,000
Building futures for newly-arrived migrants through schools - community development in school communities to improve whole family outcomes
Dr Vicki Ware, A/Prof Liz Rouse
St Gerards Primary School
- 2017: $5,000
- 2016: $10,000
Students and learning: the impact of the Reggio Emilia Approach on student success
A/Prof Liz Rouse
IMPACT Philanthropy Application Program
- 2018: $48,418
Supervisions
Dewi Mulia
Thesis entitled: The role of play in teaching English as a foreign language in early childhood settings in Indonesia
Doctor of Philosophy (Education), School of Education