Mellita Mary Jones
| Contact category | Researcher |
|---|---|
| Job title | Assoc Prof (Maths Sci & Tech Educ) |
| Research institute | School of Education |
| Faculty of Education and Arts |
Research outputs
Learning contexts and visions for STEM in schools
Jones, Mellita Mary, Geiger, Vincent Stephen, Falloon, Garry, Fraser, Sharon, Beswick, Kim, Holland-Twining, Benjamin and Hatisaru, Vesife. (2024). Learning contexts and visions for STEM in schools. International Journal of Science Education. pp. 1-21. https://doi.org/10.1080/09500693.2024.2323032Journal article
Teacher education in Solomon Islands
Jones, Mellita and Cinelli, Renata. (2019). Teacher education in Solomon Islands. In In Karras, K. G. and Wolhuter, C. C. (Ed.). International handbook of teacher education ; volume 3 pp. 273-294 HM Studies and Publishing.Book chapter
Assessing the development of global competence in teacher education programmes : Internal consistency and reliability of a set of rubrics
Parmigiani, Davide, Bar Nir, Aviva, Ferguson-Patrick, Kate, Forkosh Baruch, Alona, Heddy, Eileen, Impedovo, Maria Antonietta, Ingersoll, Marcea, Jones, Mellita, Kimhi, Yael, Lourenço, Mόnica, Macqueen, Suzanne, Pennazio, Valentina, Sokal, Laura, Timkova, Renata, Westa, Sina and Wikan, Gerd. (2023). Assessing the development of global competence in teacher education programmes : Internal consistency and reliability of a set of rubrics. Higher Education Pedagogies. 8(1), p. Article 2216190. https://doi.org/10.1080/23752696.2023.2216190Journal article
Teacher education for global citizenship : What can an international practicum offer?
Jones, Mellita, Cinelli, Renata and Gallagher, Mary. (2022). Teacher education for global citizenship : What can an international practicum offer? In In Zajda, Joseph and Majhanovich, Suzanne (Ed.). Discourses of globalisation, ideology, education and policy reforms pp. 139-158 Springer. https://doi.org/10.1007/978-3-030-71583-0_9Book chapter
‘‘I realized that science isn’t scary’’ : In-service teacher insights regarding science focused partnerships
Gilbert, Andrew, Hobbs, Linda, Kenny, John, Jones, Mellita, Campbell, Coral, Chittleborough, Gail, Herbert, Sandra and Redman, Christine. (2020). ‘‘I realized that science isn’t scary’’ : In-service teacher insights regarding science focused partnerships. School-University Partnerships. 13(1), pp. 22-31.Journal article
Teacher education in the Solomon Islands
Jones, Mellita and Cinelli, Renata. (2019). Teacher education in the Solomon Islands. In In Karras, K. G. and Wolhuter, C. C. (Ed.). International handbook of teacher education ; volume 3 pp. 273-293 HM Studies and Publishing.Book chapter
Principal perceptions regarding the impact of school-university partnerships in primary science contexts
Gilbert, Andrew, Hobbs, Linda, Kenny, John, Jones, Mellita, Campbell, Coral, Chittleborough, Gail, Herbert, Sandra and Redman, Christine. (2018). Principal perceptions regarding the impact of school-university partnerships in primary science contexts. School-Universities Partnerships. 11(2), pp. 73-83.Journal article
Personalising learning in teacher education
Jones, Mellita and McLean, Karen. (2018). Personalising learning in teacher education https://doi.org/10.1007/978-981-10-7930-6Book
Linking theory and practice through partnerships
Chittleborough, Gail and Jones, Mellita. (2018). Linking theory and practice through partnerships. In In L. Hobbs, C. Campbell and M. Jones (Ed.). School-based partnerships in teacher education: A Research informed model for universities, schools and beyond pp. 61 - 82 Springer Nature. https://doi.org/10.1007/978-981-13-1795-8_4Book chapter
Theory and practice: The context of partnerships in teacher education
Kenny, John, Jones, Mellita and Speldewinde, Christopher. (2018). Theory and practice: The context of partnerships in teacher education. In In L. Hobbs, C. Campbell and M. Jones (Ed.). School-based partnerships in teacher education: A Research informed model for universities, schools and beyond pp. 3 - 19 Springer Nature. https://doi.org/10.1007/978-981-13-1795-8_1Book chapter
Models of school-based practice: Partnerships in practice
Campbell, Coral, Chittleborough, Gail, Gilbert, Andrew, Hobbs, Linda, Jones, Mellita, Kenny, John and Redman, Christine. (2018). Models of school-based practice: Partnerships in practice. In In L. Hobbs, C. Campbell and M. Jones (Ed.). School-based partnerships in teacher education: A Research informed model for universities, schools and beyond pp. 39 - 57 Springer Nature. https://doi.org/10.1007/978-981-13-1795-8_3Book chapter
Growing university–school partnerships
Jones, Mellita and Chittleborough, Gail. (2018). Growing university–school partnerships. In In L. Hobbs, C. Campbell and M. Jones (Ed.). School-based partnerships in teacher education: A Research informed model for universities, schools and beyond pp. 99 - 122 Springer Nature. https://doi.org/10.1007/978-981-13-1795-8_6Book chapter
A partnership journey narrative: The case of Damtru, science teacher educator
Jones, Mellita. (2018). A partnership journey narrative: The case of Damtru, science teacher educator. In In L. Hobbs, C. Campbell and M. Jones (Ed.). School-based partnerships in teacher education: A Research informed model for universities, schools and beyond pp. 123 - 137 Springer Nature. https://doi.org/10.1007/978-981-13-1795-8_7Book chapter
Introduction
Nuttall, Joce, Kostogriz, Alex, Jones, Mellita and Martin, Jenny. (2017). Introduction. In In Nuttall, Joce, Kostogriz, Alex, Jones, Mellita and Martin, Jenny (Ed.). Teacher education policy and practice : Evidence of impact, impact of evidence pp. vii-xii Springer. https://doi.org/10.1007/978-981-10-4133-4Book chapter
We were the real teacher': outcomes of an international practicum in the Solomon Islands for Australian preservice teachers
Cinelli, Renata and Jones, Mellita. (2017). We were the real teacher': outcomes of an international practicum in the Solomon Islands for Australian preservice teachers. International Education Journal: Comparative Perspectives. 16(1), pp. 64 - 77.Journal article
"preach or teach?" an ongoing journey to becoming STEPWISE
Jones, Mellita. (2017). "preach or teach?" an ongoing journey to becoming STEPWISE. In In J. L. Bencze (Ed.). Science and Technology Education Promoting Wellbeing for Individuals, Societies and Environments: STEPWISE pp. 503 - 522 Springer Nature. https://doi.org/10.1007/978-3-319-55505-8Book chapter
Toward transformative reflective practice in teacher education
Brandenburg, Robyn and Jones, Mellita. (2017). Toward transformative reflective practice in teacher education. In In R. Brandenburg, K. Glasswell and M. Jones and J. Ryan (Ed.). Reflective theory and practice in teacher education pp. 259 - 274 Springer Nature. https://doi.org/10.1007/978-981-10-3431-2Book chapter
The online space: developing strong pedagogy for online reflective practice
Jones, Mellita and Ryan, Josephine. (2017). The online space: developing strong pedagogy for online reflective practice. In In R. Brandenburg, K. Glasswell and M. Jones and J. Ryan (Ed.). Reflective theory and practice in teacher education pp. 205 - 222 Springer. https://doi.org/10.1007/978-981-10-3431-2Book chapter
Improving a school-based science education task using critical reflective practice
Jones, Mellita. (2017). Improving a school-based science education task using critical reflective practice. In In R. Brandenburg, K. Glasswell and M. Jones and J. Ryan (Ed.). Reflective theory and practice in teacher education pp. 179 - 204 Springer Nature. https://doi.org/10.1007/978-981-10-3431-2Book chapter
The online space: developing strong pedagogy for online reflective practice
Jones, Mellita and Ryan, Josephine. (2017). The online space: developing strong pedagogy for online reflective practice. In In R. Brandenburg, K. Glasswell and M. Jones and J. Ryan (Ed.). Reflective theory and practice in teacher education pp. 205 - 222 Springer Nature. https://doi.org/10.1007/978-981-10-3431-2Book chapter
Teacher education policy and practice : Evidence of impact, impact of evidence
In Nuttall, Joce, Kostogriz, Alexander, Jones, Mellita and Martin, Jenny (Ed.). (2017). Teacher education policy and practice : Evidence of impact, impact of evidence Springer. https://doi.org/10.1007/978-981-10-4133-4Book
Successful university-school partnerships: An interpretive framework to inform partnership practice
Jones, Mellita Mary, Hobbs, Linda, Kenny, John Daniel, Campbell, Coral, Chittleborough, Gail, Gilbert, Andrew, Herbert, Sandra and Redman, Christine. (2016). Successful university-school partnerships: An interpretive framework to inform partnership practice. Teaching and Teacher Education. 60, pp. 108 - 120. https://doi.org/10.1016/j.tate.2016.08.006Journal article
Children's literature as an invitation to science inquiry in early childhood education
McLean, Karen, Jones, Mellita and Schaper, Clare. (2015). Children's literature as an invitation to science inquiry in early childhood education. Australasian Journal of Early Childhood. 40(4), pp. 49 - 56.Journal article
Successful and 'transferable' practice
Jones, Mellita. (2014). Successful and 'transferable' practice. In In M. Jones and J. Ryan (Ed.). Successful teacher education: Partnerships, reflective practice and the place of technology pp. 177 - 194 Sense Publishers. https://doi.org/10.1007/978-94-6209-677-6_11Book chapter
Reflective Practice in the Online Space
Jones, Mellita. (2014). Reflective Practice in the Online Space. In In M. Jones and J. Ryan (Ed.). Successful teacher education: Partnerships, reflective practice and the place of technology Sense Publishers. https://doi.org/10.1007/978-94-6209-677-6_10Book chapter
Communication in the practicum: Fostering relationships between universities and schools
Ryan, Josephine and Jones, Mellita. (2014). Communication in the practicum: Fostering relationships between universities and schools. In In M. Jones and J. Ryan (Ed.). Successful teacher education: Partnerships, reflective practice and the place of technology Sense Publishers.Book chapter
Learning in the practicum : Engaging pre-service teachers in reflective practice in the online space
Jones, Mellita and Ryan, Josephine. (2014). Learning in the practicum : Engaging pre-service teachers in reflective practice in the online space. Asia-Pacific Journal of Teacher Education. 42(2), pp. 132 - 146. https://doi.org/10.1080/1359866X.2014.892058Journal article
Science teacher education partnerships with schools (STEPS) : Partnerships in science teacher education
Kenny, John, Hobbs, Linda, Herbert, Sandra, Jones, Mellita, Chittleborough, Gail, Campbell, Coral, Gilbert, Andrew and Redman, Christine. (2014). Science teacher education partnerships with schools (STEPS) : Partnerships in science teacher education. Australian Journal of Teacher Education. 39(12), pp. 43 - 65. https://doi.org/10.14221/ajte.2014v39n12.4Journal article
Transformative learning in science education: Investigating pedagogy for action
Carter, Lyn, Rodriguez, Carolina Castano and Jones, Mellita. (2014). Transformative learning in science education: Investigating pedagogy for action. In In L. Bencze and S. Alsop (Ed.). Activist science and technology education pp. 531 - 545 Springer Science+Business Media Dordrecht. https://doi.org/10.1007/978-94-007-4360-1_30Book chapter
Personalising learning in teacher education through technology
Jones, Mellita and McLean, Karen. (2012). Personalising learning in teacher education through technology. Australian Journal of Teacher Education. 37(1), pp. 75 - 92. https://doi.org/10.14221/ajte.2012v37n1.1Journal article
Creating a sustainable and supportive teaching practicum in rural and regional locations
Ryan, Josephine, Jones, Mellita and Walta, Caroline. (2012). Creating a sustainable and supportive teaching practicum in rural and regional locations. Australian and International Journal of Rural Education. 22(1), pp. 57 - 72.Journal article
Collaborative partnerships: A model of professional learning in primary science for practising and preservice teachers
Jones, Mellita M.. (2010). Collaborative partnerships: A model of professional learning in primary science for practising and preservice teachers [Thesis]. https://doi.org/10.4226/66/5a95f73ec682fThesis
Enhancing student motivation and their sense of feeling valued through a vertical re-structuring of the curriculum
Jones, Mellita. (2009). Enhancing student motivation and their sense of feeling valued through a vertical re-structuring of the curriculum. Curriculum Perspectives. 29(3), pp. 46 - 67.Journal article
Collaborative partnerships: A model for science teacher education and professional development
Jones, Mellita. (2008). Collaborative partnerships: A model for science teacher education and professional development. Australian Journal of Teacher Education. 33(3), pp. 61 - 76. https://doi.org/10.14221/ajte.2008v33n3.5Journal article
Stories in ICT professional development
McNamara, Sue, Jones, Mellita and McLean, Karen. (2007). Stories in ICT professional development. In Partnerships in ICT Learning Study: Case Studies Department of Education, Employment, and Workplace Relations.Book chapter
Strategic Partnerships in ICT :a model of Professional Development shifting the focus of ICT as a vehicle for learning
McLean, Karen, McNamara, Sue and Jones, Mellita. (2006). Strategic Partnerships in ICT :a model of Professional Development shifting the focus of ICT as a vehicle for learning. IT's up here for thinking! ACEC 2006 Conference Proceedings. Cairns, Australia: Australian Computers in Education Conference. pp. 1 - 6Conference item
Re-engaging students in their learning through middle-school reform: A case study evalution of a vertically structured curriculum
Jones, Mellita M.. (2005). Re-engaging students in their learning through middle-school reform: A case study evalution of a vertically structured curriculum [Thesis]. https://doi.org/10.4226/66/5a94b3215e4b6Thesis
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