Implementation of a Supervisor-Led Resilience Training Extension in the Royal Military College

Journal article

Kho, Madison, Gucciardi, Daniel, Ryan, Mary, Hazel, Gavin and Crane, Monique Frances. (2024). Implementation of a Supervisor-Led Resilience Training Extension in the Royal Military College. Military Behavioral Health. pp. 1-11. https://doi.org/10.1080/21635781.2024.2342254
AuthorsKho, Madison, Gucciardi, Daniel, Ryan, Mary, Hazel, Gavin and Crane, Monique Frances
Abstract

Resilience training offered to military personnel often fails to reinforce training practices into routine military activities. We describe the implementation of a supervisor-led after action review designed to provide personnel with frequent opportunities for the supervisor reinforced application of resilience training skills at work. This paper provides a roadmap for engaging supervisors to support this program and details strategies used across its design and their contribution to implementation fidelity. Strategies included iterative stakeholder engagement in co-design and the use of mixed-methods data collection, including field observational ratings, open ended survey questions, and focus group interviews. The design and implementation process are reported in two phases: initial and re-implementation phases. Chi-square analyses and t-tests of initial phase data indicated that the after action review designed to guide the application of resilience training skills was distinct from preexisting after action reviews of tactical skills and drills. Reflexive interpretations of instructor feedback guided refinement to the extension and subsequent re-implementation phase data indicated implementation fidelity. When engaging leaders and resilience non-specialists in activities that support military resilience training, we recommend involving stakeholders in the design and implementation process, responding flexibly to their concerns, and balancing their experienced work change demands with appropriate resources.

KeywordsSelf-reflection; coping; stress; organizational; leadership
Year01 Jan 2024
JournalMilitary Behavioral Health
Journal citationpp. 1-11
PublisherRoutledge
ISSN2163-5803
Digital Object Identifier (DOI)https://doi.org/10.1080/21635781.2024.2342254
Web address (URL)https://www.tandfonline.com/doi/full/10.1080/21635781.2024.2342254
Open accessPublished as ‘gold’ (paid) open access
Research or scholarlyResearch
Page range1-11
Publisher's version
License
File Access Level
Open
Output statusPublished
Publication dates
Online22 Apr 2024
Publication process dates
AcceptedApr 2024
Deposited27 Aug 2024
Additional information

© 2024 the author(s). Published with license by taylor & Francis Group, llC.

This is an open access article distributed under the terms of the Creative Commons attribution-NonCommercial-NoDerivatives license (http://creativecommons.org/licenses/by-nc-nd/4.0/),which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon inany way. the terms on which this article has been published allow the posting of the accepted Manuscript in a repository by the author(s) or with their consent.

Place of publicationUnited Kingdom
Permalink -

https://acuresearchbank.acu.edu.au/item/90x2z/implementation-of-a-supervisor-led-resilience-training-extension-in-the-royal-military-college

Log in to edit

Download files

Publisher's version
OA_Ryan_2024_Implementation_of_a_supervisor-led_resilience.pdf
License: CC BY-NC-ND 4.0
File access level: Open

  • 19
    total views
  • 11
    total downloads
  • 1
    views this month
  • 2
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Reflexive empathy as social relation : The case for contextualised professional learning
Weber, Lauren Alexandra, Ryan, Mary and Khosronejadtoroghi, Maryam. (2024). Reflexive empathy as social relation : The case for contextualised professional learning. Discourse: studies in the cultural politics of education. 45(1), pp. 159-172. https://doi.org/10.1080/01596306.2023.2283700
Do intercultural education and attitudes promote student wellbeing and social outcomes? An examination across PISA countries
Basarkod, Geetanjali, Dicke, Theresa, Allen, Kelly-Ann, Parker, Philip David, Ryan, Mary, Marsh, Herbert Warren, Carrick, Zoe and Guo, Jiesi. (2024). Do intercultural education and attitudes promote student wellbeing and social outcomes? An examination across PISA countries. Learning and Instruction. 91, pp. 1-13. https://doi.org/10.1016/j.learninstruc.2024.101879
Educators, epistemic reflexivity and post-truth conditions
McCaw, Christopher T., Ryan, Mary and Lunn-Brownlee, Jo. (2023). Educators, epistemic reflexivity and post-truth conditions. Journal of Educational Change. 25, p. 455–484. https://doi.org/10.1007/s10833-023-09499-1
Reflexivity and children’s exploration of moral aesthetics in creative writing
Weber, Lauren Alexandra, Barton, Georgina, Ryan, Mary and Khosronejadtoroghi, Maryam. (2023). Reflexivity and children’s exploration of moral aesthetics in creative writing. English in Education. 57(4), pp. 334-358. https://doi.org/10.1080/04250494.2023.2269973
Sources of teacher efficacy in teaching reading : success, sharing, and support
Ryan, Mary and Hendry, Graham D.. (2023). Sources of teacher efficacy in teaching reading : success, sharing, and support. Australian Journal of Language and Literacy. 46(1), pp. 1-14. https://doi.org/10.1007/s44020-022-00016-0
Teaching creative writing in primary schools : a systematic review of the literature through the lens of reflexivity
Barton, Georgina, Khosronejadtoroghi, Maryam, Ryan, Mary, Kervin, Lisa and Myhill, Debra. (2023). Teaching creative writing in primary schools : a systematic review of the literature through the lens of reflexivity. The Australian Educational Researcher. pp. 1-20. https://doi.org/10.1007/s13384-023-00641-9
Teacher learning as a polyphonic endeavor : A context sensitive model of teacher professional development
Khosronejadtoroghi, Maryam, Weber, Lauren Alexandra and Ryan, Mary. (2023). Teacher learning as a polyphonic endeavor : A context sensitive model of teacher professional development. Teachers and Teaching: Theory and Practice. 29(7-8), pp. 908-923. https://doi.org/10.1080/13540602.2023.2215709
In quest for a dialogic space : A microethnographic approach to classroom interaction about writing
Khosronejadtoroghi, Maryam, Ryan, Mary and Weber, Lauren Alexandra. (2023). In quest for a dialogic space : A microethnographic approach to classroom interaction about writing. Learning, Culture and Social Interaction. 40, pp. 1-11. https://doi.org/10.1016/j.lcsi.2023.100714
Reflexive Epistemic Communities of Practice: Enabling the Profession Through Sustainable Partnerships
Ryan, Mary. (2023). Reflexive Epistemic Communities of Practice: Enabling the Profession Through Sustainable Partnerships. In In Winslade, Matthew, Loughland, Tony and Eady, Michelle (Ed.). Work-Integrated Learning Case Studies in Teacher Education : Epistemic Reflexivity pp. 3 Springer. https://doi.org/10.1007/978-981-19-6532-6_1
How is impact defined in initial teacher education policy in Australia?
Bourke, Theresa and Ryan, Mary. (2023). How is impact defined in initial teacher education policy in Australia? Teachers and Teaching. 29(2), pp. 133-149. https://doi.org/10.1080/13540602.2022.2144824
Teacher educators’ knowledge about diversity: what enables and constrains their teaching decisions?
Bourke, Terri, Ryan, Mary, Rowan, Leonie, Lunn Brownlee, Jo, Walker, Susan and L’Estrange, Lyra. (2023). Teacher educators’ knowledge about diversity: what enables and constrains their teaching decisions? Asia-Pacific Journal of Teacher Education. 51(1), pp. 28-44. https://doi.org/10.1080/1359866X.2022.2119369
Capturing epistemic reflexivity for teacher educators teaching about/to/for diversity in teacher education
L'Estrange, Lyra, Walker, Sue, Lunn-Brownlee, Jo, Ryan, Mary, Bourke, Terri, Rowan, Leonie and Johansson, Eva. (2023). Capturing epistemic reflexivity for teacher educators teaching about/to/for diversity in teacher education. Heliyon. 9(2), p. Article e13754. https://doi.org/10.1016/j.heliyon.2023.e13754
“I get all my ideas from the tree” : Investigating elementary students’ views as reflexive writers
Khosronejad, M., Ryan, M., Barton, G. and Kervin, L.. (2023). “I get all my ideas from the tree” : Investigating elementary students’ views as reflexive writers. Research Papers in Education. 38(2), pp. 227-249. https://doi.org/10.1080/02671522.2021.1961299
Developing a Pedagogy of Teacher Education for Teaching for Diversity : Exploring Teacher Educators' Epistemic Cognition for Epistemic Agency
Lunn Brownlee, Jo, Walker, Sue, L’Estrange, Lyra, Ryan, Mary, Bourke, Theresa, Rowan, Leonie and Johansson, Eva. (2022). Developing a Pedagogy of Teacher Education for Teaching for Diversity : Exploring Teacher Educators' Epistemic Cognition for Epistemic Agency. In Reconstructing the Work of Teacher Educators pp. 263-282 Springer Nature.
How epistemic reflexivity enables teacher educators’ teaching for diversity : Exploring a pedagogical framework for critical thinking
Lunn Brownlee, Jo, Bourke, Terri, Rowan, Leonie, Ryan, Mary, Churchward, Peter, Walker, Sue, L’Estrange, Lyra, Berge, Anita and Johansson, Eva. (2022). How epistemic reflexivity enables teacher educators’ teaching for diversity : Exploring a pedagogical framework for critical thinking. British Educational Research Journal. 48(4), pp. 684-703. https://doi.org/10.1002/berj.3789
What influences teachers’ support for children’s reasoning about social inclusion in primary school education classrooms?
Brownlee, Jo Lunn, Bourke, Terri, Walker, Sue and Ryan, Mary. (2022). What influences teachers’ support for children’s reasoning about social inclusion in primary school education classrooms? The Australian Educational Researcher. 49(1), pp. 155-173. https://doi.org/10.1007/s13384-021-00434-y
Teacher education and teaching for diversity : A call to action
Ryan, Mary, Rowan, Leonie, Lunn-Brownlee, Jo, Bourke, Terri, L’Estrange, Lyra, Walker, Sue and Churchward, Peter. (2022). Teacher education and teaching for diversity : A call to action. Teaching Education. 33(2), pp. 194-213. https://doi.org/10.1080/10476210.2020.1844178
Reflexive writing dialogues : Elementary students’ perceptions and performances as writers during classroom experiences
Ryan, M., Khosronejadtoroghi, M., Barton, G., Myhill, D. and Kervin, L.. (2022). Reflexive writing dialogues : Elementary students’ perceptions and performances as writers during classroom experiences. Assessing Writing. 51, p. Article 100592. https://doi.org/10.1016/j.asw.2021.100592
How does initial teacher education research frame the challenge of preparing future teachers for student diversity in schools? A systematic review of literature
Rowan, Leonie, Bourke, Terri, L’Estrange, Lyra, Lunn Brownlee, Jo, Ryan, Mary, Walker, Susan and Churchward, Peter. (2021). How does initial teacher education research frame the challenge of preparing future teachers for student diversity in schools? A systematic review of literature. Review of Educational Research. 91(1), pp. 112-158. https://doi.org/10.3102/0034654320979171
Generating genuine inclusion in higher education utilising an original, transferable, and customisable model for teaching and assessing reflective learning
Taylor, S., Ryan, M. and Elphinstone, L. (2021). Generating genuine inclusion in higher education utilising an original, transferable, and customisable model for teaching and assessing reflective learning. Reflective Practice. 22(4), pp. 531-549. https://doi.org/10.1080/14623943.2021.1933408
Examining how classroom talk shapes students’ identities as reflexive writers in elementary classrooms
Khosronejad, Maryam, Ryan, Mary, Barton, Georgina, Myhill, Debra and Kervin, Lisa. (2021). Examining how classroom talk shapes students’ identities as reflexive writers in elementary classrooms. Classroom Discourse. 13(1), pp. 64-82. https://doi.org/10.1080/19463014.2021.1936584
A reflexive approach to teaching writing : Enablements and constraints in primary school classrooms
Ryan, Mary, Khosronejad, Maryam, Barton, Georgina, Kervin, Lisa and Myhill, Debra. (2021). A reflexive approach to teaching writing : Enablements and constraints in primary school classrooms. Written Communication. 38(3), pp. 417-446. https://doi.org/10.1177/07410883211005558
Assessing writing : Teacher-led approaches
Ryan, Mary and Daffern, Tessa. (2020). Assessing writing : Teacher-led approaches. In In Daffern, Tessa and Mackenzie, Noella (Ed.). Teaching writing : Effective approaches for the middle years pp. 315-330 Allen & Unwin. https://doi.org/10.4324/9781003117834
Beyond the measures : The antecedents of teacher collective efficacy in professional learning
Loughland, Tony and Ryan, Mary. (2020). Beyond the measures : The antecedents of teacher collective efficacy in professional learning. Professional Development in Education. 48(2), pp. 343-352. https://doi.org/10.1080/19415257.2020.1711801
Impact in education : A discourse analysis of interpretations and negotiations across the field
Ryan, Mary, Bourke, Terri, Lane, Rod, O’Brien, Peter and L’Estrange, Lyra. (2020). Impact in education : A discourse analysis of interpretations and negotiations across the field. Teaching Education. 331(1), pp. 27-41. https://doi.org/10.1080/10476210.2020.1801621
Literacy teachers as reflexive agents? Enablers and constraints
Ryan, Mary and Barton, Georgina. (2020). Literacy teachers as reflexive agents? Enablers and constraints. The Australian Educational Researcher. 47(2), pp. 219-238. https://doi.org/10.1007/s13384-019-00349-9
What does reflection look and feel like for international students? An exploration of reflective thinking, reflexivity and employability
Barton, Georgina and Ryan, Mary. (2020). What does reflection look and feel like for international students? An exploration of reflective thinking, reflexivity and employability. Journal of International Students. 10(Special Issue 2), pp. 1-16. https://doi.org/10.32674/jis.v10iS2.2848
Supporting elementary school children to engage in collaborative argumentation : Developing a kaleidoscope framework of inquiry dialogue
Lunn Brownlee, Joanne and Ryan, Mary. (2020). Supporting elementary school children to engage in collaborative argumentation : Developing a kaleidoscope framework of inquiry dialogue. Teachers and Teaching. 26(7-8), pp. 543-557. https://doi.org/10.1080/13540602.2021.1900811
Preparing teachers for reflexive leadership roles in schools
Ryan, Mary and Loughland, Tony. (2020). Preparing teachers for reflexive leadership roles in schools. Journal of Education for Teaching. 46(5), pp. 676-689. https://doi.org/10.1080/02607476.2020.1771172
Seeking a reflexive space for teaching to and about diversity : Emergent properties of enablement and constraint for teacher educators
Ryan, Mary, Bourke, Terri, Lunn Brownlee, Jo, Rowan, Leonie, Walker, Sue and Churchward, Peter. (2019). Seeking a reflexive space for teaching to and about diversity : Emergent properties of enablement and constraint for teacher educators. Teachers and Teaching. 25(2), pp. 259-273. https://doi.org/10.1080/13540602.2018.1542298
Researching teacher educators’ preparedness to teach to and about diversity : Investigating epistemic reflexivity as a new conceptual framework
Lunn Brownlee, Jo, Rowan, Leonie, Ryan, Mary, Walker, Sue, Bourke, Terri and Churchward, Peter. (2019). Researching teacher educators’ preparedness to teach to and about diversity : Investigating epistemic reflexivity as a new conceptual framework. Asia-Pacific Journal of Teacher Education. 47(3), pp. 230-250. https://doi.org/10.1080/1359866X.2018.1555794
Early career teachers in rural schools : Plotlines of resilience
Crosswell, Leanne, Willis, Jill, Morrison, Chad, Gibson, Andrew and Ryan, Mary. (2018). Early career teachers in rural schools : Plotlines of resilience. In In Wosnitza, Marold, Peixoto, Francisco, Beltman, Susan and Mansfield, Caroline F. (Ed.). Resilience in education : Concepts, contexts and connections pp. 131-146 Springer. https://doi.org/10.1007/978-3-319-76690-4_8
Transitioning to academic success : Textual change and reflexivity in the writing of international postgraduate students
Kettle, Margaret and Ryan, Mary. (2018). Transitioning to academic success : Textual change and reflexivity in the writing of international postgraduate students. In In Spelman Miller, Kristyan and Marie (Ed.). Transitions in writing pp. 170-199 Brill. https://doi.org/10.1163/9789004348905_008
Spatialised metaphors of practice : How teacher educators engage with professional standards for teachers
Ryan, Mary and Bourke, Terri. (2018). Spatialised metaphors of practice : How teacher educators engage with professional standards for teachers. Critical Studies in Education. 59(2), pp. 167-186. https://doi.org/10.1080/17508487.2016.1185641
How do teacher educators use professional standards in their practice?
Bourke, Terri, Ryan, Mary and Ould, Paul. (2018). How do teacher educators use professional standards in their practice? Teaching and Teacher Education. 75, pp. 83-92. https://doi.org/10.1016/j.tate.2018.06.005
Reflection and reflective practice for international students and their supervisors in context
Barton, Georgina and Ryan, Mary. (2017). Reflection and reflective practice for international students and their supervisors in context. In Professional learning in the work place for international students : Exploring theory and practice pp. 93-110 Springer. https://doi.org/10.1007/978-3-319-60058-1_6
Writing reflexively : Students and teachers shaping texts and identities
Ryan, Mary. (2017). Writing reflexively : Students and teachers shaping texts and identities. In In Cremin, Teresa and Locke, Terry (Ed.). Writer identity and the teaching and learning of writing pp. 200-218 Routledge. https://doi.org/10.4324/9781315669373-25
Preparing work-ready nurses : Reflexive learning for diverse students in the Australian vocational education and training sector
Ryan, Mary, Gwinner, Karleen, Mallan, Kerry and Livock, Cheryl. (2017). Preparing work-ready nurses : Reflexive learning for diverse students in the Australian vocational education and training sector. Studies in Continuing Education. 39(3), pp. 268-285. https://doi.org/10.1080/0158037X.2017.1279136
Looking for leadership : The potential of dialogic reflexivity with rural early-career teachers
Willis, Jill, Crosswell, Leanne, Morrison, Chad, Gibson, Andrew and Ryan, Mary. (2017). Looking for leadership : The potential of dialogic reflexivity with rural early-career teachers. Teachers and Teaching: Theory and Practice. 23(7), pp. 794-809. https://doi.org/10.1080/13540602.2017.1287695
Changing teachers' epistemic cognition : A new conceptual framework for epistemic reflexivity
Brownlee, Joanna, Ferguson, Leila E. and Ryan, Mary. (2017). Changing teachers' epistemic cognition : A new conceptual framework for epistemic reflexivity. Educational Psychologist. 52(4), pp. 242-252. https://doi.org/10.1080/00461520.2017.1333430
Informed reflexivity : Enacting epistemic virtue
Weinstock, Michael, Kienhues, Dorothe, Feucht, Florian C. and Ryan, Mary. (2017). Informed reflexivity : Enacting epistemic virtue. Educational Psychologist. 52(4), pp. 284-298. https://doi.org/10.1080/00461520.2017.1349662
Reflexivity and self-care for creative facilitators : Stepping outside the circle
Moffatt, Amanda, Ryan, Mary and Barton, Georgina. (2016). Reflexivity and self-care for creative facilitators : Stepping outside the circle. Studies in Continuing Education. 38(1), pp. 29-46. https://doi.org/10.1080/0158037X.2015.1005067
Changes in preservice teachers' personal epistemologies
Brownlee, Jo Lunn, Schraw, Gregory, Walker, Sue and Ryan, Mary. (2016). Changes in preservice teachers' personal epistemologies. In In Greene, Jeffrey A., Sandoval, William A. and Bråten, Ivar (Ed.). Handbook of epistemic cognition pp. 300-317 Routledge. https://doi.org/10.4324/9781315795225-23
Shaping (reflexive) professional identities across an undergraduate degree programme : A longitudinal case study
Ryan, Mary and Carmichael, Mary-Ann. (2016). Shaping (reflexive) professional identities across an undergraduate degree programme : A longitudinal case study. Teaching in Higher Education. 21(2), pp. 151-165. https://doi.org/10.1080/13562517.2015.1122586
The discursive positioning of graduating teachers in accreditation of teacher education programs
Bourke, Terri, Ryan, Mary and Lloyd, Margaret. (2016). The discursive positioning of graduating teachers in accreditation of teacher education programs. Teaching and Teacher Education. 53, pp. 1-9. https://doi.org/10.1016/j.tate.2015.09.009
Multimodal reflection for creative facilitators : An approach to improving self-care
Moffatt, Amanda, Barton, Georgina and Ryan, Mary. (2016). Multimodal reflection for creative facilitators : An approach to improving self-care. Reflective Practice. 17(6), pp. 762-778. https://doi.org/10.1080/14623943.2016.1220935
The changing experiences of primary teachers : Responding to scenarios involving diverse sexualities
van Leent, Lisa and Ryan, Mary. (2016). The changing experiences of primary teachers : Responding to scenarios involving diverse sexualities. International Journal of Inclusive Education. 20(7), pp. 711-725. https://doi.org/10.1080/13603116.2015.1111443
Juggling priorities : Balancing economic and social drivers to address the language, literacy and numeracy needs of students in the VET sector
Ryan, Mary, Gwinner, Karleen, Mallan, Kerry and Livock, Cheryl. (2016). Juggling priorities : Balancing economic and social drivers to address the language, literacy and numeracy needs of students in the VET sector. International Journal of Training Research. 14(2), pp. 145-160. https://doi.org/10.1080/14480220.2016.1200241
Enhanced student learning in accounting utilising web-based technology, peer-review feedback and reflective practices : a learning community approach to assessment
Taylor, Sue, Ryan, Mary and Pearce, Jon. (2015). Enhanced student learning in accounting utilising web-based technology, peer-review feedback and reflective practices : a learning community approach to assessment. Higher Education Research and Development. 34(6), pp. 1251-1269. https://doi.org/10.1080/07294360.2015.1024625
Framing student evaluations of university learning and teaching : discursive strategies and textual outcomes
Ryan, Mary. (2015). Framing student evaluations of university learning and teaching : discursive strategies and textual outcomes. Assessment and Evaluation in Higher Education. 40(8), pp. 1142-1158. https://doi.org/10.1080/02602938.2014.974503
Schooling teachers : Professionalism or disciplinary power?
Bourke, Terri, Lidstone, John and Ryan, Mary. (2015). Schooling teachers : Professionalism or disciplinary power? Educational Philosophy and Theory. 47(1), pp. 84-100. https://doi.org/10.1080/00131857.2013.839374
Teaching and assessing reflective writing in a large undergraduate core substantive law unit
Cockburn, Tina and Ryan, Mary. (2015). Teaching and assessing reflective writing in a large undergraduate core substantive law unit. In In Ryan, Mary (Ed.). Teaching Reflective Learning in Higher Education: A Systematic Approach Using Pedagogic Patterns pp. 93 Springer International Publishing. https://doi.org/10.1007/978-3-319-09271-3_7
Introduction : Reflective and reflexive approaches in higher education : A warrant for lifelong learning?
Ryan, Mary. (2015). Introduction : Reflective and reflexive approaches in higher education : A warrant for lifelong learning? In In Ryan, Mary (Ed.). Teaching Reflective Learning in Higher Education : A Systematic Approach Using Pedagogic Patterns pp. 3 Springer International Publishing. https://doi.org/10.1007/978-3-319-09271-3_1
Sustainable pedagogical change for embedding reflective learning across higher education programs
Ryan, Michael and Ryan, Mary. (2015). Sustainable pedagogical change for embedding reflective learning across higher education programs. In In Ryan, Mary (Ed.). Teaching Reflective Learning in Higher Education : A Systematic Approach Using Pedagogic Patterns pp. 213 Springer International Publishing. https://doi.org/10.1007/978-3-319-09271-3_15
The dancer as reflective practitioner
Jones, Evan and Ryan, Mary. (2015). The dancer as reflective practitioner. In In Ryan, Mary (Ed.). Teaching Reflective Learning in Higher Education : A Systematic Approach Using Pedagogic Patterns pp. 51 Springer International Publishing. https://doi.org/10.1007/978-3-319-09271-3_4
Teaching peer review reflective processes in accounting
Taylor, Sue and Ryan, Mary. (2015). Teaching peer review reflective processes in accounting. In In Ryan, Mary (Ed.). Teaching Reflective Learning in Higher Education : A Systematic Approach Using Pedagogic Patterns pp. 111 Springer International Publishing. https://doi.org/10.1007/978-3-319-09271-3_8
Multimodal approaches to reflective teaching and assessment in higher education
Barton, Georgina and Ryan, Mary. (2014). Multimodal approaches to reflective teaching and assessment in higher education. Higher Education Research and Development. 33(3), pp. 409-424. https://doi.org/10.1080/07294360.2013.841650
Curriculum to the classroom : Investigating the spatial practices of curriculum implementation in Queensland schools and its implications for teacher education
Barton, Georgina, Garvis, Susanne and Ryan, Mary. (2014). Curriculum to the classroom : Investigating the spatial practices of curriculum implementation in Queensland schools and its implications for teacher education. Australian Journal of Teacher Education. 39(3), pp. 166-177. https://doi.org/10.14221/ajte.2014v39n3.9
Reflexive writers : Re-thinking writing development and assessment in schools
Ryan, Mary. (2014). Reflexive writers : Re-thinking writing development and assessment in schools. Assessing Writing. 22, pp. 60-74. https://doi.org/10.1016/j.asw.2014.08.002
Reflective practice in the arts
Ryan, Mary. (2014). Reflective practice in the arts. In Literacy in the arts : retheorising learning and teaching pp. 77 Springer International Publishing. https://doi.org/10.1007/978-3-319-04846-8_5