Tay GarradUniversity of Notre Dame Australia
Tay Garrad
Doctor of Philosophy (Education)
About
7
Publications
7,340
Reads
How we measure 'reads'
A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more
76
Citations
Citations since 2017
Introduction
Currently employed as a Lecturer in Inclusive Education at UNDA, I have a passion for research in working with children with autism spectrum disorder (ASD). My main area of research is in examining teachers' decision-making processes concerning the adoption and cessation of evidence-based practices when working with students with ASD in mainstream schools. Working in the field of Implementation Science, I am dedicated to improving pre-service and professional development training for educators.
Additional affiliations
January 2018 - July 2020
February 2014 - October 2014
Position
- Teachers' Attitudes to the inclusion of students with Autism Spectrum Disorders in Australian mainstream primary schools
Description
- Honours in a Bachelor of Education (Primary) and am researching current attitude levels of Australian primary school teachers in mainstream education, towards the inclusion of students with ASDs. Achieved First Class Honours.
Education
January 2015 - June 2018
February 2011 - October 2014
Publications
Publications (7)
Diagnoses of autism spectrum disorder (ASD) have risen dramatically in the last 10 years, with recent estimates at one in every 100 children within Australia. This has resulted in considerable increases in the number of students with ASD entering mainstream education. Teachers’ attitudes towards inclusion have been recognised as a key indicator for...
Many teachers are sporadic in using evidence‐based practice (EBP) concerning students with autism spectrum disorder (ASD). Numerous reasons have been posited for this. However, no single study has worked to understand the relative importance of identified criteria in the EBP decision‐making processes of teachers. Through the development of a new su...
At the time of writing, the largest state in Australia is once more in full lockdown because of surging cases from the new variant strain of COVID-19. During the last lockdown in early 2020, we conducted a study analyzing the efficacy of mapping best-practice face-to-face university teaching into the online space. This article reports on the result...
Autism spectrum disorder (ASD) is a neurodevelopmental condition that can affect a person’s ability to manage the complexities of varied social and environmental situations. This is particularly evident in the dynamic context of a school classroom. To assist students with ASD to navigate the complexities of Australian primary and secondary mainstre...
Inclusive education in Australia has resulted in a concerted push for the differentiation of pedagogical teaching approaches by educators across Kindergarten to Year 12 (K-12) learning environments. Such approaches have been shown to meet a diverse range of learner needs found in today's classrooms. While progress is evident at the primary and seco...
While there is developing interest and value of the use of Virtual Teams to build collaboration, there is relatively little research into the benefits of adopting the Virtual Teams approach to address student learning in online university environments. Adoption of pedagogies to address the inability for students to meet face to face because of COVI...
Candidate wellbeing is recognised as a continual challenge for doctoral programs, with government mandates requiring an institutional response. This article explores the experiences of candidates undertaking intensive writing sessions (‘Write-Ins’) and their influence on their wellbeing. Exploratory findings demonstrate opportunities for Write-In m...
Questions
Question (1)
I have 151 participants who were asked to indicate the level of importance of nine factors on a five point likert scale in their decision to adopt the use of an innovation.
For example, participants were asked to indicate the importance of the buying a new mobile phone device based on nine attributes:
Size least important 1 2 3 4 5 most important
Colour
Weight
Ease of use
Camera quality
Battery life
Price
Choice of apps
Manufacturer
So for each of the factor above, the made a choice of the level of importance in their decision to buy a mobile phone device. A total of 151 participants answered the survey.
If I want to determine a pattern of decision making could I use Friedman's test to determine a rank order for each of the variables relative to one another?
So, I would end up with a pattern that determined that across the sample the relative importance of each of the nine variables might be listed as:
Manufacturer
Ease of use
Camera Quality
Price
Size
Battery Life
Choice of apps
Colour
Weight
So basically by looking at how all the participants ranked each of the variables in the level of importance in their decision making to buy a new phone, I could see a pattern of choice by comparing the ranks across all the variables.
Projects
Projects (2)
The education of children with autism spectrum disorder (ASD) in Australian mainstream education is approaching a critical juncture. Teachers are not generally employing efficacious evidence based practices (EBP) but rather favouring the use of emerging or pseudoscientific strategies. The aim of this research project is to examine the types of EBPs being used by teachers with students with ASD and the decision-making processes they employ in adopting and implementing these practices. Focusing on 27 EBPs that have been identified as a result of extensive literature reviews by researchers, the extent to which Australian teachers in mainstream educational settings are employing EBPs will be identified, measured and examined through Roger’s ‘Diffusion of Innovation’ theoretical framework. Analysis of the dissemination of information on EBPs and the challenges that teachers face in mainstream classrooms in relation to the adoption, implementation and maintenance of practices when working with students with ASD, will provide invaluable information in relation to the research to practice gap.
