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A/Prof. Liz Rouse

STAFF PROFILE

Position

Associate Professor, Education (Early Childhood)

Faculty

Faculty of Arts and Education

Department

School of Education

Campus

Melbourne Burwood Campus

Qualifications

Doctor of Education, Victoria University, 2015
Master of Education, Victoria University, 2008
Bachelor of Education, La Trobe University, 1989
Graduate Diploma in Special Education, Inst. of Early Childhd Dvlpmt, 1981

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 profile

Career 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

Filter by

2022

Parent-centred partnerships Early childhood educators addressing barriers to building reciprocal partnerships with parents

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

book chapter

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

book chapter

Teacher voice for reflections on practice: using the voice-centred relational method to determine early childhood teachers' understanding of spirituality

B Hyde, E Rouse

(2022), Vol. 27, pp. 79-96, International Journal of Children's Spirituality, C1

journal article

'If you don't feel respect then morally, it just takes a lot out of everything you're doing": learning in a pedagogical approach inspired by Reggio Emilia middle years school settings

E Rouse

(2022), pp. 1-16, Australian Educational Researcher, Berlin, Germany, C1

journal article

Literacy learning in infant-toddler programs: Practice architectures as a lens for examining educator pedagogy

E Rouse, M Nicholas

(2022), Journal of Early Childhood Literacy, C1

journal article

Relationships with Families in Early Childhood Education and Care

Taylor Group

(2022), A7

edited book
2021

Indigenous children's 'ways of knowing': exploring literacy learning for indigenous preschool children in remote communities in Australia

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

book chapter

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

journal article

Learning to read: where should early childhood educators begin?

M Nicholas, E Rouse

(2021), Vol. 55, pp. 3-13, Literacy, C1

journal article

Child-centred teaching: Helping each child to reach their full potential

M Nicholas, E Rouse, L Paatsch

(2021), Vol. 11, Education Sciences, C1

journal article

Cross-sector early years teacher collaboration: using professional learning workshops as boundary objects for professional boundary crossing

R Garner, M Nicholas, E Rouse

(2021), Vol. 29, pp. 764-779, European Early Childhood Education Research Journal, C1

journal article

Educator perceptions of risk taking, safety and resilience in the outdoors: a rural early childhood education and care case study

Liz Rouse, Llewellyn Wishart

(2021), Vol. 23, pp. 63-77, New Zealand International Research in Early Childhood Education, Porirua, New Zealand, C1

journal article
2020

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

book chapter

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

journal article

The family-teacher partnership: What is the nature of this relationship when children are schooled in hospital?

E Rouse

(2020), Early Years, C1

journal article
2019

Discourses/1, Australia: whose rights? The child's right to be heard in the context of the family and the early childhood service: an Australian early childhood perspective

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

book chapter

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

journal article

The theory-practice challenge: International early childhood education students making connections in Australia

Elizabeth Rouse, Dawn Joseph

(2019), Vol. 16, pp. 31-47, New Zealand journal of teachers’ work, Aotearoa, New Zealand, C1

journal article

Students and learning: The impact of the Reggio Emilia approach on student success

Elizabeth Rouse

(2019), Burwood, Vic., A6

research report/technical paper

Free to learn? Removing unfreedoms in school communities to improve learning outcomes: Final report of Phase 2 SMAG Cluster Project 2018-19

Vicki Ware, Shannon McSolvin, Elizabeth Rouse

(2019), Burwood, Vic., A6

research report/technical paper
2018

The family-centre partnership disconnect: Creating reciprocity

F Hadley, E Rouse

(2018), Vol. 19, pp. 48-62, Contemporary Issues in Early Childhood, C1

journal article

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

journal article
2017

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

journal article

Mutuality and reciprocity in parent-teacher relationships: understanding the nature of partnerships in early childhood education and care provision

E Rouse, D O'Brien

(2017), Vol. 42, pp. 45-52, Australasian journal of early childhood, Fyshwick, A.C.T., C1

journal article

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

journal article

Free to learn? Removing unfreedoms in school communities to improve learning outcomes: final report on SMAG cluster pilot project 2016-17

V Ware, E Rouse

(2017), [Melbourne, Vic.], A6

research report/technical paper

Transition: a positive start to school: statewide professional learning delivery final report

E Rouse, Rosemarie Garner, Maria Nicholas, Christopher Speldewinde

(2017), [Melbourne, Vic.], A6

research report/technical paper
2016

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

journal article

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

journal article

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

journal article

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

conference
2015

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

book chapter

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

journal article
2014

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

journal article

The Harbour outdoors: Investigating how children and educators engage with the outdoor learning space at the Harbour Family and Children's Centre

E Rouse, L Wishart, A Morrissey, C Scott

(2014), Melbourne, Vic., A6

research report/technical paper
2013

Where to from here? Career choices of pre-service teachers undertaking a dual early childhood / primary qualification

A Nolan, E Rouse

(2013), Vol. 38, pp. 1-10, Australian journal of teacher education, Katoomba, N. S. W., C1

journal article

Early years education in the primary years programme (PYP): Implementation strategies and programme outcomes : interim report

A Morrissey, L Rouse, B Doig, J Moss, E Chao

(2013), The Hague, The Netherlands, A6

research report/technical paper
2012

Problematic placement : pathways pre-service teachers' perspectives on their infant/toddler placement

L Rouse, A Morrissey, M Rahimi

(2012), Vol. 32, pp. 87-98, Early years : an international journal of research and development, Abingdon, England, C1

journal article

Family-centred practice : empowerment, self-efficacy, and challenges for practitioners in early childhood education and care

L Rouse

(2012), Vol. 13, pp. 17-26, Contemporary issues in early childhood, Oxford, England, C1

journal article

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

journal article
2011

First choice : early childhood

A Nolan, E Rouse

(2011), Melbourne, Vic, A6-1

research report/technical paper
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Relationships with Families in Early Childhood Education and Care

Joanne Lehrer, Fay Hadley, Katrien Van Laere, Elizabeth Rouse

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book chapter

Funded Projects at Deakin

Other Public Sector Funding

Pilot statewide professional mentoring program for early childhood teachers

A/Prof Anne-Marie Morrissey, Dr Sarah Ohi, Ms Louise Laskey, A/Prof Liz Rouse, Prof Andrea Nolan

Victoria University Linkage Coll grant, DEECD Department of Education and Early Childhood Development

  • 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, Mrs Rosemarie Garner, 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, A/Prof 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, A/Prof 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, A/Prof Amanda Mooney, A/Prof Liz Rouse, Ms Naomi David, Mrs Rosemarie Garner

DETVic Grant - Research - Department of Education and Training Victoria

  • 2022: $698,000
  • 2021: $1,120,000

Participation in 2021 National Quality Framework (NQF) Approved Learning Framework (ALFs) update.

A/Prof 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

A/Prof 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

A/Prof 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

Co-supervisor
2016

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