Publications

  1. Abawi, L. Fanshawe, M., Gilbey, K., Anderson, C. & Rogers, C. (2019). Celebrating diversity: Focus on inclusion. S. Carter (Ed.). Opening Eyes onto Inclusion and Diversity [Open Book] from pp 41- 91 https://usq.pressbooks.pub/openingeyes/.
  2. Cain, M, Blackstock, D., Fanshawe, M., Sukhai, M., & Latour, A. (2022) The role and place of mentorship for young people with blindness and low vision in educational contexts. International Journal of Mentoring and Coaching in Education. Online
  3. Cain, M., & Fanshawe, M. (2021).Disability – An Invitation to shiFt the Academy. In A. Black & R. Dwyer (Eds.) Toward a Kinder Academy Collaborating, Listening and Understanding for Change. Springer Nature, Cham, Switzerland, pp. 119-134. ISBN 978-3-030-75858-5
  4. Cain, M., & Fanshawe, M. (2021). The Early Intervention Specialist’s role in supporting children who are blind. Infants & Young Children, 34 (3). pp. 225-240. ISSN 0896-3746
  5. Cain, M., & Fanshawe, M. (2020). Catering for the specialised needs of students with vision impairment in mainstream classes: Listening to the students’ voice for academic, physical and social inclusion. S. O’Neill (Ed.). Inclusive theory and practice in special education IGI global. Doi: doi:10.4018/978-1-7998-2901-0  
  6. Cain, M., & Fanshawe, M. (2020), “Talk to Me!”: Empowering students with a vision impairment through audio e-assessment feedback”. In C. Dann, & S. O’Neill, (Eds.). Technology-Enhanced Formative Assessment Practices in Higher Education; pp 1-19.IGI global doi:10.4018/978-1-7998-0426-0
  7. Cain, M., & Fanshawe, M. (2019). Opening eyes to vision impairment: Inclusion is just another way of seeing. In S. Carter (Ed.). Opening Eyes onto Inclusion and Diversity [Open Book] pp239-288 from https://usq.pressbooks.pub/openingeyes/.
  8. Cain, M., Fanshawe, M., Armstrong, E., Lieberman, L. (in print). Barriers to Physical Activity for Australian students with Vision Impairment. International Journal of Disability, Development and Education.
  9. Cain, M., Fanshawe, M., & Goodwin, P. (2021). ‘Come willing to learn’: experiences of parents advocating for their children with severe vision impairments in Australian mainstream education. International Journal of Inclusive Education. pp. 1-19. ISSN 1360-3116
  10. Cain, M., Fanshawe, M., & Goodwin, P. (2021). The Impacts of COVID-19 Restrictions on learning for students with blindness and low vision In Australia and the Pacific. Journal of the South Pacific Educators in Vision Impairment, 14(1). 33-49. ISSN 2652-628X
  11. Fanshawe, M. (2021) SPEVI Community of Practice: Creating a domain to collaborate, share practice, ideas, and resources for SPEVI members during the COVID-19 pandemic. Journal of the South Pacific Educators in Vision Impairment, 13 (1). pp. 58-77. ISSN 1443-7597
  12. Fanshawe, M. & Jones, A. (2021). Accessible mathematics for students with vision impairments. Teaching Mathematics, 46 (3&4), pp. 14-15.
  13. Fanshawe, M., Mandarakas, M., Cain, M., Turner, M., White., Oddoux., M., Angelier, M., Havgaard. (In print). Building a bridge –LEGO as a kinaesthetic tool to facilitate play-based learning in early childhood and beyond. In Barton, G., & S. Garvis (Eds.), Kinaesthetic Learning in Early Childhood: Exploring Theory and Practice for Educators, (Chapter 7). Routledge
  14. Maloney, D., Fanshawe, M., Boys, A., & Terhes, L. (2021). LEAP Up – Transition to tertiary pilot program. Journal of the South Pacific Educators in Vision Impairment, 14(1).94-108. ISSN 2652-628X
  15. Barton, G., Bromdal, N., Burke, K., Fanshawe, M., Farwell, V., Larsen, E., Pillay, Y. (2022). Publishing in the academy: An arts-based, metaphorical reflection towards self-care. The Australian Educational Researcher http://doi.org/10.1007/s13384-022-00547-y
  16. Burke, K., & Fanshawe, M. (2021). The Value of Praxis-Based Assessment to Stimulate Practical Engagement and Classroom Readiness in Online Initial Teacher Education. Australian Journal of Teacher Education, 46(10). https://ro.ecu.edu.au/ajte/vol46/iss10/6
  17. Burke, K., Fanshawe, M., & Tualaulelei, E. (2022). We can’t always measure what matters: revealing opportunities to enhance online student engagement through pedagogical care. Journal of Further and Higher Education, 46 (3). pp. 287-300. ISSN 0309-877X
  18. Cain, M., & Fanshawe, M. (2021). Expectations for success: Analysing opportunities for students with print disabilities to fully engage in online learning environments in Australian higher education. Australasian Journal of Educational Technology, 37(3), 137-151. https://doi.org/10.14742/ajet.6449
  19. Fanshawe, M., & Abawi, L., & Guy, J. (2019). The importance of Indigenous cultural perspectives in education (the danger of the single story). S. Carter (Ed.). Opening Eyes onto Inclusion and Diversity [Open Book] pp 289 – 318 from https://usq.pressbooks.pub/openingeyes/.
  20. Fanshawe, M., Delaney, N., & Powell, A. (2020). Utilising instantaneous feedback to promote self-regulated learning in online higher education course: the case for digital badges. In C. Dann, & S. O’Neill, (Eds.). Technology-Enhanced Formative Assessment Practices in Higher Education; pp 41-59. IGI global doi:10.4018/978-1-7998-0426-0
  21. Fanshawe, M., Saltmarsh, S., & Larsen, E., (2021). Learning and exploring teacher identity: Preparing for teaching and learning in the Partners in Literacy and Numeracy (PLaN) program. Asia Pacific Journal of Education. pp. 1-15. ISSN 0218-8791
  22. Larsen, E., Salton, Y., Fanshawe, M. Gaunt, L., Ryan, L., Findlay, Y., Albion, P. (accepted). Early career researchers’ collective efforts at advocacy within an Australian university context. Australian Journal of Educational Researchers
  23. Tualaulelei, E., Burke, K., Fanshawe, M., & Cameron, C. (2021). You can’t count on the clicks: Mapping pedagogical touchpoints for online student engagement. Active Learning in Higher Education. pp. 1-15. ISSN 1469-7874

melissa.fanshawe@usq.edu.au

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