Jenna K Gillett-Swan

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Jonathon SargeantAustralian Catholic UniversityVerified email at acu.edu.au
Professor Linda J. GrahamQueensland University of Technology (QUT)Verified email at qut.edu.au
Deanna Grant-SmithProfessor, Queensland University of TechnologyVerified email at qut.edu.au
Haley TancrediQueensland University of TechnologyVerified email at hdr.qut.edu.au
Vicki CoppockProfessor of Social Sciences: Childhood Studies & Mental HealthVerified email at edgehill.ac.uk
Suzanne CarringtonProfessor Education QUTVerified email at qut.edu.au
Kate de BruinSenior Lecturer, School of Curriculum, Teaching and Inclusive Education, Faculty of EducationVerified email at monash.edu
Ilektra SpandagouThe University of SydneyVerified email at sydney.edu.au
Juliet DavisGriffith UniversityVerified email at griffith.edu.au
Callula KillinglyQueensland University of TechnologyVerified email at qut.edu.au
Laura de ZwaanSenior Lecturer, Queensland University of TechnologyVerified email at griffith.edu.au
Laura LundyProfessor, Queen's University, BelfastVerified email at qub.ac.uk
Lisa van LeentQueensland University of TechnologyVerified email at qut.edu.au
Gabriela Martinez SainzUniversity College DublinVerified email at ucd.ie
Ann QuennerstedtProfessor of Education, Örebro UniversityVerified email at oru.se
Jill WillisAssociate Professor in Education, Queensland University of TechnologyVerified email at qut.edu.au
Nick KellyQueensland University of TechnologyVerified email at qut.edu.au
Zoe MoodyUniversity of Teacher Education, ValaisVerified email at hepvs.ch
Adam Brodie-McKenzieMelbourne Graduate School of Education, University of MelbourneVerified email at unimelb.edu.au
Jill FranzQueensland University of TechnologyVerified email at qut.edu.au

Jenna K Gillett-Swan

Associate Professor in Education, Queensland University of Technology

Verified email at qut.edu.au

Child rights Student voice wellbeing participatory research student wellbeing


Title Sort by citations Sort by year Sort by title	Cited by Cited by	Year
The Challenges of Online Learning: Supporting and Engaging the Isolated Learner J Gillett-Swan Journal of Learning Design 10 (1), 20-30, 2017	1078	2017
Wellbeing as a Process of Accrual: Beyond Subjectivity and Beyond the Moment JK Gillett-Swan, J Sargeant Social Indicators Research 121 (1), 135-148, 2015	100	2015
Empowering the disempowered through voice-inclusive practice: Children’s views on adult-centric educational provision J Sargeant, JK Gillett-Swan European Educational Research Journal 14 (2), 177-191, 2015	60	2015
WiL wellbeing: Exploring the impacts of unpaid practicum on student wellbeing D Grant-Smith, J Gillett-Swan, R Chapman National Centre for Student Equity in Higher Education, 2017	58	2017
A framework for managing the impacts of work-integrated learning on student quality of life JK Gillett-Swan, D Grant-Smith International Journal of Work Integrated Learning 19 (2), 129-140, 2018	56	2018
Assuring children’s human right to freedom of opinion and expression in education J Gillett-Swan, J Sargeant International journal of speech-language pathology 20 (1), 120-127, 2018	52	2018
Voice inclusive practice, digital literacy and children's participatory rights JK Gillett‐Swan, J Sargeant Children & Society 32 (1), 38-49, 2018	50	2018
Investigating Tween Children's Capacity to Conceptualise the Complex Issue of Wellbeing JK GILLETT-SWAN Global Studies of Childhood 4 (2), 64-76, 2014	46	2014
Beyond Salamanca: A citation analysis of the CRPD/GC4 relative to the Salamanca Statement in inclusive and special education research LJ Graham, M Medhurst, C Malaquias, H Tancredi, C De Bruin, ... International Journal of Inclusive Education 27 (2), 123-145, 2023	43	2023
Voice-Inclusive Practice (vip): A Charter for Authentic Student Engagement J Sargeant, JK Gillett-Swan The International Journal of Children's Rights 27 (1), 122-139, 2019	38	2019
Perils of perspective: Identifying adult confidence in the child’s capacity, autonomy, power and agency (CAPA) in readiness for voice-inclusive practice JK Gillett-Swan, J Sargeant Journal of Educational Change 20 (3), 399-421, 2019	33	2019
Addressing mentor wellbeing in practicum placement mentoring relationships in initial teacher education J Gillett-Swan, D Grant-Smith International Journal of Mentoring and Coaching in Education 9 (4), 393-409, 2020	26	2020
Unintentional power plays: interpersonal contextual impacts in child-centred participatory research JK Gillett-Swan, J Sargeant Educational Research 60 (1), 1-16, 2018	26	2018
Children, classrooms and challenging behaviour: do the rights of the many outweigh the rights of the few? JK Gillett-Swan, L Lundy Oxford Review of Education 48 (1), 95-111, 2022	23	2022
‘It’s the worst, but real experience is invaluable’: pre-service teacher perspectives of the costs and benefits of professional experience D Grant-Smith, L Zwaan, R Chapman, J Gillett-Swan Teacher education in and for uncertain times, 15-33, 2018	23	2018
Children's rights, Educational Research, and the UNCRC J Gillett-Swan, V Coppock Symposium Books Ltd. ISBN 978-1-873927-95-3, 2016	23	2016
‘You Can't Have Well‐being If You're Dead… or Can You?’Children's Realistic and Logical Approach to Discussing Life, Death and Wellbeing JK Gillett‐Swan Children & Society 31 (6), 497-509, 2017	22	2017
Managing the personal impact of practicum: Examining the experiences of graduate diploma in education students D Grant-Smith, J Gillett-Swan Teacher education policy and practice: Evidence of impact, impact of …, 2017	21	2017
Inclusive education as a human right J Davis, J Gillett-Swan, LJ Graham, C Malaquias Inclusive education for the 21st century, 79-99, 2020	19	2020
Does it matter if students (dis) like school? Associations between school liking, teacher and school connectedness, and exclusionary discipline LJ Graham, J Gillett-Swan, C Killingly, P Van Bergen Frontiers in Psychology 13, 2022	18	2022

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