Chantelle Day
| Contact category | Staff |
|---|---|
| Job title | Research Partnerships Manager |
| Research institute | Institute for Learning Sciences and Teacher Education (ILSTE) |
| Faculty of Education and Arts |
Research outputs
Professionalizing teacher education : Performance Assessment, Standards, Moderation, and Evidence
Wyatt-Smith, Claire Maree, Adie, Lenore Ellen, Haynes, Michele and Day, Chantelle. (2022). Professionalizing teacher education : Performance Assessment, Standards, Moderation, and Evidence Routledge. https://doi.org/10.4324/9780429318504Book
An empirical case study of young adult carers' engagement and success in higher education
Day, Chantelle. (2019). An empirical case study of young adult carers' engagement and success in higher education. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2019.1624843Journal article
2018 Queensland NAPLAN review: School and system perceptions report and literature review
Cumming, Joy, Jackson, Christine, Day, Chantelle, Maxwell, Graham, Adie, Lenore, Lingard, Bob, Haynes, Michele and Heck, Elizabeth. (2018). 2018 Queensland NAPLAN review: School and system perceptions report and literature review Australia: Institute for Learning Sciences and Teacher Education, Australian Catholic University.Report
Enhancing inclusive education through teacher education reforms
Cumming, Joy, Tones, Megan, Day, Chantelle and Heck, Elizabeth. (2018). Enhancing inclusive education through teacher education reforms. In In C. Wyatt-Smith and L. Adie (Ed.). Innovation and accountability in teacher education: Setting directions for new cultures in teacher education pp. 201 - 221 Springer Nature. https://doi.org/10.1007/978-981-13-2026-2_13Book chapter
Young adult carers: A literature review informing the re-conceptualisation of young adult caregiving in Australia
Day, Chantelle. (2015). Young adult carers: A literature review informing the re-conceptualisation of young adult caregiving in Australia. Journal of Youth Studies. 18(7), pp. 855 - 866. https://doi.org/10.1080/13676261.2014.1001826Journal article
1319
total views of outputs445
total downloads of outputs39
views of outputs this month4
downloads of outputs this month