Dr. Joseph Seyram Agbenyega
Dr Joseph Seyram Agbenyega is an Associate Professor in the Counseling, Special Education and Neuroscience Division at Emirates College for Advanced Education (ECAE). He is currently the Research Chair at ECAE. Dr Agbenyega is a certified Teacher Educator with more than 25 years of experience. He started his career as an elementary school teacher in 1990. He obtained his Professional Doctorate (EdD) from Monash University in Melbourne, Australia in 2005. Prior to joining ECAE, Dr Agbenyega worked at University of Ghana from 2006-2007 and at Monash University from 2008 to 2020. He was the Director of Graduate Research Education and Chair of Examiners, Graduate Research Education from 2017-2020.
The focus of his research is the psychological and sociological understandings of educational inclusion and inequality among children and youth. At the micro level, he explores the impact of teacher dispositions, cultural and family practices on inclusive teaching and learning. At the macro level, he explores how policy and government support for education orchestrate educational equity and quality. He is interested in understanding how the worldwide problem of underachievement and exclusion of children and youth with a disability and/or significant learning needs can be addressed. He applies both qualitative and quantitative methodologies with diverse theoretical perspectives including critical theory, postcolonial theory, Bordieuan theory and cultural historical theory to his research.
Dr Agbenyega has international research networking with several universities, including Mahidol University, Thailand; Monash University, Australia, University of Ghana; University of Cape Coast, Ghana, Millersville University, PA, USA and Universitas Negeri Jakarta (UNJ). He has published widely in his field of expertise.
- Agbenyega, J.S, Fleer, M. (eds), 2010, International Research in Early Childhood Education (IRECE) Journal, Faculty of Education, Monash University, Australia.
- Power, K.M.,Agbenyega, J.S. (eds), 2010, Journal of Australian Research in Early Childhood Education - Special Mathematics Issue, Monash University, Faculty of Education, Australia.
- Agbenyega, J. S., & Tamaklo, D. (2021). Using collaborative instructional Approaches to Prepare Competent Inclusive Education Pre-Service Teachers.). In S. Semon & P. Jones (ed.). Instructional Collaboration in International Inclusive Education Contexts(V.17). Emerald Publishers.
- Agbenyega, J. S., Ikegame, K., & Rivalland, C. (2021). Soka education philosophy as a foundation for teacher preparation in creating inclusive education. In J. Goldman, J. Lambrecht, and T. Loreman (Ed). Resourcing Inclusive Education: International Perspectives on Inclusive Education, Volume 15, (pp. 117–132). Emerald Publishing Limited. ISSN: 1479-3636/doi:10.1108/S1479-363620210000015010
- Agbenyega, J. S., Athinodorou, E. & Monk, H. (2018). Rising from the “Ashes”: Quality Early Childhood Education as a Panacea for National Development in Sierra Leone. In Fleer, M. & van Oers, B. (eds.). International Handbook of Early Childhood Education Vol. 1, (pp. 691-705). Springer.
- Supple, B & & Agbenyega, J. S. (2018). Reconceptualising Inclusive Policy and Practice in Higher Education: A Bourdieuian Theorisation. In B. Boufoy-Bastick & L.D. Cook (Eds). International Cultures of Educational Inclusion (pp.1-27). Strasbourg, France: Analytrics.
- Agbenyega, J. S. (2018). Examining Early Childhood Education System in Ghana: How Can Bourdieuian Theorisation Support a Transformational Approach to Pedagogy? In Fleer, M. & van Oers, B. (eds.). International Handbook of Early Childhood Education volume 1 (pp. 673-705). Springer.
- Agbenyega, J.S. (2015). Strengthening literacy and numeracy in early childhood. In Joanne M. Deppeler, Tim Loreman, Ron Smith, Lani Florian (Ed.), International Perspectives on Inclusive Education Volume 7 (pp. 25-43): Bradford, UK: Emerald Group Publishing.
- Agbenyega, J. S., Klibthong, S. (2015). Re-imagining inclusive research and practice: a focus on Bourdieu's concepts of habitus, capital, doxa and field. In Phyllis Jones & Scot Danforth (Ed.), Foundations of Inclusive Education Research vol. 6 (pp. 149-167), Bradford, UK: Emerald Group Publishing.
- Agbenyega, J.S., & Sharma, U. (2014). Leading Inclusive education: Measuring ‘effective’ leadership for inclusive education through a Bourdieuian lens. In C. Forlin &T. Loreman (Ed.), International Perspectives on Inclusive Education: Volume 3 Measuring Inclusive Education (pp.115-132). Bradford, UK: Emerald Group Publishing.
- Agbenyega, J.S. (2014). How Does Inclusive Theory Look Like in Practice? Resolving the Pedagogical Dilemmas of Preservice Teachers. In B. Boufoy-Bastick (Ed). International Cultures of Educational Inclusion. Strasbourg, France: Analytrics. (ISBN 979-10-90365-06-3)
- Supple, B., & Agbenyega, J.S. (2014). Inclusion in higher education: Perspectives and practices. In B. Boufoy-Bastick (Ed), International Cultures of Educational Inclusion. Strasbourg, France: Analytrics. (ISBN 979-10-90365-06-3)
- Fridani, L., & Agbenyega, J.S. (2014). Rethinking school readiness and transition policy and practices in early childhood education: a whole schooling framework. In B. Boufoy-Bastick (Ed). Handbook of International Culture of Education Policy (pp.121-154). Strasbourg, France: Analytrics. (ISBN 979-10-90365-03-2)
- Agbenyega, J. S. (2014). Beyond alienation: unpacking the methodological issues in visual research with children. In M. Fleer & A. Ridgeway (Eds.).Visual methodologies and digital tools for researching with young children: transforming visuality (pp. 153-168), Switzerland: Springer
- Klibthong, S. & Agbenyega, J. S. (2013). Thai Early Childhood Educators’ Perspectives: Transforming Inclusive Teachers to Move Beyond Religiosity. In P. Jones (Ed.), Bringing Insider Perspectives into Inclusive Teacher learning: Potentials and Challenges for Educational Professionals (pp. 121-132). London, UK: Taylor & Francis/Routledge.
- Supple, B., Agbenyega, J., (2012). Reconceptualising policy and practice in higher inclusive education: a Bourdieuian theorization. In (Eds. TBC) Cultures of Education Policy: International issues of policy-outcome relationships. Analytics: Strasbourg
- Deppeler, J., Moss, J., Agbenyega, J. S. (2008). The ethical dilemmas of working the visual and digital across space, in Researching education: Visually digitally spatially, (eds) J. Moss, Sense, Rotterdam, Netherlands, pp. 209-227.
PUBLISHED PEER-REVIEWED JOURNAL PAPERS
- Klibthong, S., & Agbenyega, J.S. (2020). Assessing issues of inclusive education from the perspectives of Thai early childhood teachers. Journal: International Journal of Early Years Education https://doi.org/10.1080/09669760.2020.1823205 .
- Munchan, L., & Agbenyega, J.S. (2020). Exploring early childhood educators’ experiences of teaching young children with disability. Australasian Journal of Early Childhood, 45(3), 280-291. https://doi.org/10.1177/1836939120944635
- Agbenyega, J.S. & Klibthong, S. (2020). A qualitative study to explore Thai early childhood teachers’ experiences of inclusive teaching practices. Australian Education Researcher, 48(1), 125-143. https://doi.org/10.1007/s13384-020-00380-1
- Klibthong, S. & Agbenyega, J. (2020). Inclusive Early Childhood Settings: Analyses of the Experiences of Thai Early Childhood Teachers, International Education Studies,13(1), 21-31.
- Adams, M., & Agbenyega, J. S (2019). Futurescaping: school choice of internationally mobile global middle-class families temporarily residing in Malaysia. Discourse: Studies in the Cultural Politics of Education, 40(5), 647-665. https://doi.org 10.1080/01596306.2019.1576266
- Timothy, S., & Agbenyega, J. S. (2019). Insider perspectives on catalysing the development and use of individual education plans. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2019.1642401
- Timothy, S. & Agbenyega, J. S. (2018). Inclusive school leaders' perceptions on the implementation of individual education plans. International Journal of Whole Schooling,14(1), 1-30.
- Klibthong, S. & Agbenyega, J. S. (2018). Exploring professional knowing, being and becoming through inclusive pedagogical approach in action (IPAA) framework, Australian Journal of Teacher Education, 43 (3), 109-123.
- Opoku, M. P., Mprah, K. W., Badu, E., Mckenzie, J., & Agbenyega, J. (2017). Decade of inclusive education in Ghana: perspectives of special educators. Journal of Social Inclusion, 8(1), 4-20.
- Agbenyega, J. S. (2017). When belonging becomes belonging: A Bourdieuian theorisation. International Journal of Whole Schooling, 1, 5-16.
- Agbenyega, J. S., Tamakloe, D. & Klibthong, S. (2017). Folklore epistemology: How does traditional folklore contribute to children’s thinking and concept development? International Journal of Early Years Education, 25 (2), 112-126.
- Tamakloe, D. E. & Agbenyega, J. S. (2017). Exploring preschool teachers' and support staff's use and experiences of assistive technology with children with disabilities. Australasian Journal of Early Childhood, 42 (2), 29-36.
- Agbenyega, J. S., & Deku, P. (2016). Children with Disabilities, Locus of Control, and Perceived Vulnerability to Physical and Sexual Assault in Three Special Schools in Ghana. Cogent Social Services, 2, 1-12.
- Macaulay, L. W. E., Deppeler, J. M. & Agbenyega, J. S. (2016). Access to quality education for students with disability. Journal of Social Inclusion, 7(2) 3-17.
- Agbenyega, J.S., Klibthong, S. (2015). Understanding the contribution of visual methods to early childhood research: a cross-cultural investigation, MIER Journal of Educational Studies, Trends & Practices, 5(1), 1- 13.
- Agbenyega, J. S., & Davis, E. (2015). Exploring the intersection of English as an instructional language and inclusive pedagogy in primary mathematics classrooms in Ghana. International Journal of Whole Schooling, 11(2), 45-64.
- Agbenyega, J.S., Klibthong, S. (2015). Transforming Thai preschool teachers' Knowledge on inclusive practice: A collaborative inquiry. Australian Journal of Teacher Education, 40 (7), 57-69.
- Loo, J.K.Y. Agbenyega, J.S. (2015). A critical analysis of the Australian ECEC policy reform: An opportunity for transforming educators into pedagogical leaders? Australasian Journal of Early Childhood 40 (2), 127-131.
- Supple, B., & Agbenyega, J.S. (2015). Reframing the Self in an International Learning Context: Experiences of International Students with a Disability. Current Issues in Education 18(1), 1-13.
- Klibthong, S., Ikegame, K., Fridani, L., & Agbenyega, J. S. (2014). The relationship between quality early childhood programs and transition services in inclusive education for young children. Asian Journal of Inclusive Education, 2 (1), 35-55.
- Ikegame, K., & Agbenyega, J. S. (2014). Exploring educator’s perspectives: How does learning through happiness promote quality early childhood education? Australian Journal of early Childhood Education, 39(3), 46-55.
- Agbenyega, J. S & Tamakloe, D. (2014). Where do I send my child with disability? How Australian parents negotiate their kindergarten placement dilemmas. Asian Journal of inclusive Education, 2 (1), 17-33.
- Agbenyega, J. S. (2014).Theorising rural transformation through Bourdieuian lenses: trumping dominant models with sustainable Indigenous practices. Journal of Education and Research, 4 (2), 20-35.
- Agbenyega, J. S., & Klibthong, S. (2014). Assessing Thai early childhood teachers' knowledge of inclusive education. International Journal of Inclusive Education, 18(12), 1247-1261. DOI:10.1080/13603116.2014.886306
- Salifu, I., & Agbenyega, J. S. (2013). Viewing teacher motivation in Ghana through a postcolonial lens. Current Issues in Education, 16 (3), 1-15.
- Agbenyega, J. S., & Klibthong, S. (2013). A whole schooling approach: Has inclusive education gone astray? International Journal of Whole Schooling, 9 (1), 1-22.
- Peers, C., & Agbenyega, J. S. (2013). When caring ‘Is’. Educational Philosophy and Theory, 1-15.
- O’Nell, S., Fleer, M., Agbenyega, J. S., Ozanne-Smith, J., & Urlichs, M. (2013). A cultural-historical construction of safety education programs for preschool children: Findings from SeeMore Safety, the Pilot Study. Australasian Journal of early childhood Education, 38 (1), 74-84.
- Patel, W & Agbenyega, J. S. (2013). How we view Australian early childhood education practice: Indian migrant parents’ perspectives. Australian Journal of Early Childhood Education, 38 (1), 49-54.
- Salifu, I., & Agbenyega, J. S. (2013). Teacher motivation and identity issues: issues affecting professional practice. MIER Journal of Educational Studies, Trends and Practices, 3(1), 58-74.
- Agbenyega, J. S. (2012). Early Childhood Education in Sub-Saharan Africa. In Oxford Bibliographies in Education. Ed. Luanna Meyer. New York: Oxford University Press
- Salifu, I., & Agbenyega, J. S. (2012). Impact of discipline issues on school effectiveness: the views of some Ghanaian principals. Journal of Education Studies, Trends and Practices, 2(1), 50-65.
- Agbenyega, J. S. (2012). How we view our theoretical competency: Early childhood pre-service teachers’ self-evaluation of a professional placement experience. Australian Journal of Early Childhood Education, 37(2), 141-147.
- Chen, Y., & Agbenyega, J. S. (2012). Interpreting Chinese parents’ perspectives on home-kindergarten partnership. Australian Journal of Early Childhood Education, 37(2), 95-104.
- Agbenyega, J. S, & Klibthong, S. (2012). Learning inclusively in higher education: a problem-based approach. Journal of Educational Studies, Trends and Practices, 2(1), 105-121.
- Davis, E., & Agbenyega, J.S. (2012). Language Policy and Instructional Practice Dichotomy: The case of primary schools in Ghana. International Journal of Educational Research, 53, 341-347.
- Agbenyega, J. S, & Klibthong, S. (2012). Transforming selves for Inclusive Practice: Experiences of Early Childhood Preservice Teachers. Australian Journal of Teacher Education, 37(4), 24-36.
- Agbenyega, J., (2011). Institutional practices in early childhood teachers' construction and management of learning spaces: an encounter for inclusion or exclusion? International Journal of Equity and Innovation in Early Childhood, 9(1), 62-76.
- Agbenyega, J. S. (2011). Researching children's understanding of safety: an auto-driven visual approach, Contemporary Issues in Early Childhood, 12(2), 163-174.
- Agbenyega, J. S., Deku, P. (2011). Building new identities in teacher preparation for inclusive education in Ghana, Current Issues in Education, 14(1), 1-36. Arizona State University (Mary Lou Fulton Teachers College.
- Agbenyega, J. S., & Klibthong, S. (2011). Early Childhood Inclusion: A postcolonial analysis of pre-service teachers' professional development and pedagogy in Ghana, Contemporary Issues in Early Childhood, 12 (4), 403-414.
- Supple, B., Agbenyega, J. S. (2011). Developing the understanding and practice of inclusion in higher education for international students with disabilities/additional needs: A whole schooling approach, International Journal of Whole Schooling,7(2), 93-108. Whole Schooling Consortium, United States.
- Agbenyega, J. S., & Peers, C. (2010). Early childhood inclusion: A silver lining in the dark clouds for African immigrant children? International Journal of Whole Schooling, 6 (2), 46-58 Whole Schooling Consortium, United States.
- Agbenyega, J.S., (2009). Enhancing anticipation, coordination and conflict resolution skills in children through 'ampe', Every Child, 15 (2), 22-23. Early Childhood Australia Inc., ACT, Australia
- Agbenyega, J.S. (2009). The Australian Early Development Index, who does it measure: Piaget or Vygotsky's child?, Australian Journal of Early Childhood, 34 (2) pp. 31-37.
- Agbenyega, J. S. (2008). Developing the understanding of the influence of school place on student’s’ identity, pedagogy and learning, visually, International journal of whole schooling, The whole school press/EBSCO Publishing, Canada, pp. 52-66.
- Deppeler, J., Moss, J., Agbenyega, J. S. (2008). The ethical dilemmas of working the visual and digital across space, in Researching education: Visually digitally spatially, (eds) J. Moss, Sense, Rotterdam, Netherlands, pp. 209-227.
- Agbenyega, J. S. (2008). Development of early years policy and practice in Ghana: Can outcomes be improved for marginalised children? Contemporary Issues in Early Childhood, 9 (4), 400-404.
- Agbenyega, J. S. (2008). Early childhood education in Ghana: The policy hiatus, Journal of Australian research in early education, 15 (2), 25-40.
- Agbenyega, J. S. (2007). Examining teachers’ concerns and attitudes to inclusive education in Ghana, International Journal of Whole Schooling, 3 (1), 41-56.
- Agbenyega, J. S. (2006). Corporal punishment in the schools of Ghana: Does inclusive education suffer? The Australian Educational Researcher, 33 (3), 107-122.
- Agbenyega, J. S., Deppeler, J. M., Harvey, D. H. (2005). Developing an instrument to measure teachers’ attitudes toward inclusive education for students with disabilities, Journal of Research and Development in Education, 5, 1-10.
FULL PEER REVIEWED CONFERENCE PUBLICATIONS
EXTERNAL RESEARCH GRANTS
- 2017-2020: Respective relationships and gender equality. Department of Education and Training, Victoria, Melbourne: Cis Joseph Agbenyega, Marilyn Fleer, Hilary Monk, Corine Rivalland (DET - $980,000.00)
- 2013-2014: Review and Evaluation of the Victorian Curriculum and Assessment Authority, Inquiry into Implementation Project, Melbourne: CIs.-Duhn I, Fleer, M., Harrison, L., Agbenyega, J.S. (DEECD - $197, 000.00)
- 2013-2015: An Inclusive and Early Intervention Immersion program for Directors of the Ministry of Education of Thailand Ministry of Education, Thailand: CIs.-Agbenyega, J. S., & Klibthong, S. (MOE, Thailand - $136,800.00)
- 2012: Developing Parents' & Teachers' Understanding of Disability/Additional Needs Support & Learning within the Victorian Early Years Learning Framework: CIs. Agbenyega, J.S., & Rivalland C. (Yooralla Disability Services - $19, 971.00)
- 2011: Early Year Learning Framework Baseline Study: CIs. Fleer, M, Agbenyega, J.S., Bone, J, Hammer, M, Power, K, Ridgway, A, Shah, C. (Australian Department of Education and Workplace Relations - $372,136.00)
- 2011: Building a collective leadership and professional capacity for early childhood educators, Agbenyega, J. S., Fleer, M, Peers, C. (Australian Leaders Fellowship - $32,366.00)
- 2010: Contemporary Child Development Theory for Early Childhood Educators, CIs Fleer, M, Blaise, M, Agbenyega, J. S., Peers, C, Ridgway, A, Monk, H, Rivalland, C. (Victorian Department of Education and Early Childhood Development, Melbourne (DEECD) - $272,244.00)
- 2010: Evaluation: Early Start Kindergarten Partnerships - CIs Fleer, M, Blaise, M, Agbenyega, J. S., Hammer, M. (Victorian Department of Education and Early Childhood Development, Melbourne (DEECD) - $145,959.00)
- 2009 - Early Childhood Education for Master Trainers and project managers CIs: Rivalland, C. & Agbenyega, J.S. (Government of Indonesia, Jakarta International College - $103,000)
- Assessment practices for diverse children: Assumptions, beliefs and practices: CIs. Agbenyega, J.S, Fleer, M., Blaise, M., & Peers C.(The South Australian Department of Education and Early Childhood Education -$10,000.00)
- 2007-Youth Behavior Change in HIV Education in Ghana: A Docu-drama project: Research report submitted to United Nation Population Fund CIs. Agbenyega, J. S., Tefe, T. &, Agor, K. (UNFPA, Accra, Ghana).
INTERNAL RESEARCH GRANTS
- 2020-2021- Towards a better education for all students. A cross-cultural pilot study of effective application of quality research evidence in schools Agbenyega, J.S, Woolsey, M., Tamakloe, D., Klibthong S., & Davis, (ECAE, AED47,000.)
- 2009 - Schools First: Networking Communities to improve Learning and Social Opportunities: Faculty of Education Monash University: CIs: Agbenyega, J.S & Zyngier, D. (Monash University -$7, 810.50)
- 2009 - Inclusive Early childhood Education: accessibility issues faced by children of African families. Faculty of Education, Monash University: CIs. Agbenyega, J.S., & Peers, C (Monash University - $7,640.80)
- 2009 - International strategic initiative fund CIs Fleer, M., Peers, C., & Agbenyega, J.S (Monash University - $14,701.00)
- 2008 - Teacher and child construction of learning spaces: A cross-cultural visual knowing of child development and learning. Faculty of Education, Monash University, Australia. CIs: Agbenyega, J. S. (Monash University- $ 5,051.16
RESEARCH REPORTS TO INDUSTRY/ORGANIZATIONS
INVITED UNIVERSITY AND COMMUNITY-BASED PRESENTATIONS
GRADUATE RESEARCH SUPERVISION AND COMPLETIONS
|Student Name||Year Completed||Research Topic||Degree Type/University|
|Toni Sanfilippo||2021||A study of Young Victorian Muslims’ Lived Experiences, Identities and Counternarratives||PhD (Monash University|
|Roy Rozario||2021||Understanding human-computer interactions between primary school expert teachers, students, mobile technologies and effective pedagogies to attain deep learning- A Melbourne case-study using expansive learning framework||PhD (Monash University)|
|Luke Macaulay||2020||The transition to adulthood: Experiences and perspectives of Australian Sudanese and South Sudanese youths in Melbourne, Australia||PhD (Monash University)|
|Nite Fuamatu||2019||Quality of life of Samoans with a disability||PhD (Monash University|
|Shamala Timothy||2019||Pragmatism in inclusive education: An exploration of school practitioners’ experience of Individualised Education Plans (IEPs)||PhD (Monash University)|
|Susan Jackman||2018||Literacy through love: A multi-case study of the role of playgroups in supporting vulnerable families to engage in developing their young children’s early literacies||PhD (Monash University)|
|Rucelle Claire Hughes||2018||Equity and Quality Education: Lived experiences of Teachers and Students||PhD (Monash University)|
|Wahyu Nahayarti||2017||School readiness and transition to school in Indonesia||PhD (Monash University)|
|Mohamed Kairul||2017||Problem based learning in Brunei Secondary Schools||PhD (Monash University)|
|Ann Rebecca France||2017||Investigating the Use of Dialogue in the Construction of Scientific Understanding in the Junior Primary Classroom||M.Ed. (Monash University)|
|Eleni Athinodorou||2016||Early childhood transformation in Sierra Leone||PhD (Monash University)|
|Susie O’Neill||2016||Safety risk intelligence: a cultural historical approach||PhD (Monash University)|
|Alhasan Habib||2015||Exploring young Bangladeshi students’ sense of belonging to school: A phenomenological study||PhD (Monash University)|
|Kiiko Ikegame||2015||Exploration of quality EC education: The Soka kindergarten model||PhD (Monash University)|
|Moska Mirkhil||2015||The use of digital technology in EC settings||PhD (Monash University)|
|Lara Fridani||2015||School readiness and transition in Indonesia||PhD (Monash University)|
|Ayumi Burrow||2015||Emotional intelligence in children||Honours (Monash University)|
|Sunanta Klibthong||2014||Inclusive early childhood education in Thailand, teachers and policy makers’ beliefs, knowledge and practices||PhD (Monash University)|
|Mr Inusah Salifu||2014||Teacher motivation in the Ghana Education Service-A postcolonial analysis||PhD (Monash University)|
|Miss Shuhuan Pang||2014||Play-based early childhood curriculum in China: A document analysis of conceptualisations.||Honours (Monash University)|
|Miss Rachel Molenaar||2013||Understanding Children's Construction of Gender though Play: A Vygotskian Perspective||Honours (research)|
|Brioni Supple||2013||Inclusion in higher education: an analysis of policy, good practice and attitudes at one Melbourne University||PhD (Monash University)|
|Alshahrani, Khalid Saeed||2013||eLearning in Context: Teaching practises and conceptions Mediated by eLearning within the Sociocultural context of a Saudi Arabian University||PhD (Monash University)|
|Banu Mahmuda Shaila||2012||Exploring the quality of classroom teaching practices in preschools in Bangladesh||PhD (Monash University)|
|Miss Wills Andrea Jane||2012||Improving Children’s Reading through the Fleming Effective Teaching Model||M.Ed. (Monash University))|
|Adamopoulos, Themistocles Anthony||2011||The historical development and paradigmatic transformation of early childhood education in Kenya||PhD (Monash University)|
|Christodulou, Kelly||2010||Engaging students at risk: identifying the barriers and facilitators||M.Ed. (Monash University))|
|Feiyan Chen||2010||A Study into Home-Kindergarten Partnerships in China||M.Ed. (Monash University))|
|Arpana Asrani||2010||Child Rearing Practices of Working Parents: A Cross Cultural Analysis||M.Ed. (Monash University)|
|Phua Cheng Yee||2010||Exploring everyday teacher-child interaction in Singapore preschools||M.Ed. (Monash University)|
|Sowmya Karthikeyan||2009||From childhood to consumerhood: exploring the implications||M.Ed. (Monash University)|
|Megan Adams||2009||Early Childhood Education in Malaysian International Schools: Exploring the cultural experiences of expatriates||M.Ed. (Monash University)|
|Resham Vishamkar Adnani||2009||
Early childhood workforce and male under-representation:
Are there implications for child development, learning and practice
|Sweta Patel||2009||Early Childhood Education in Australia: Exploring the intercultural experiences of Indian migrant Parents||M.Ed. (Monash University)|