Mia O'Brien
Mia O'Brien
School of Education & Professional Studies, Griffith University
Verified email at griffith.edu.au
TitleCited byYear
Becoming a pharmacist: Students’ perceptions of their curricular experience and professional identity formation
C Noble, M O’Brien, I Coombes, PN Shaw, L Nissen, A Clavarino
Currents in Pharmacy Teaching and Learning 6 (3), 327-339, 2014
Navigating the SoTL landscape: A compass, map and some tools for getting started.
M O'Brien
International Journal for the Scholarship of Teaching & Learning 2 (2), 2008
Experiences of academic staff in using threshold concepts within a reformed curriculum
S Rodger, M Turpin, M O'Brien
Studies in Higher Education 40 (4), 545-560, 2015
Concept mapping to evaluate an undergraduate pharmacy curriculum
C Noble, M O'Brien, I Coombes, PN Shaw, L Nissen
American journal of pharmaceutical education 75 (3), 2011
A comparison of international occupational therapy competencies: implications for Australian standards in the new millennium
S Rodger, M Clark, R Banks, M O’Brien, K Martinez
Australian Occupational Therapy Journal 56 (6), 372-383, 2009
Threshold concepts for university teaching and learning: A study of troublesome knowledge and transformative thinking in the teaching of threshold concepts
M O’Brien
Threshold concepts within the disciplines, 289-305, 2008
Education development units and the enhancement of university teaching
D Chalmers, M O’Brien
Education development and leadership in higher education, 50, 2004
Troublesome concepts in statistics: a student perspective on what they are and how to learn them
M Bulmer, M O’Brien, S Price
Proceedings of The Australian Conference on Science and Mathematics …, 2012
Curriculum for uncertainty: certainty may not be the answer
C Noble, PN Shaw, L Nissen, I Coombes, M O'Brien
American journal of pharmaceutical education 75 (1), 2011
9 Blurring the Boundaries
K Makar, M O’Brien
The role of participants in education research: ethics, epistemologies, and …, 2013
Threshold concepts and troublesome knowledge in a secondlevel mathematics course
S Worsley, M Bulmer, M O’Brien
Proceedings of The Australian Conference on Science and Mathematics …, 2012
New Zealand bipolar HVDC earth/sea return operation–environmental experiences
M OBrien, M Zavahir, M Clark, D Boyle, P Milosevic
CIGRE Session 41, B4-206, 2006
A national evaluation of the Australian Occupational Therapy Competency Standards (1994): a multistakeholder perspective
S Rodger, M Clark, R Banks, M O’Brien, K Martinez
Australian occupational therapy journal 56 (6), 384-392, 2009
Philosophy and education: Integrating curriculum, teaching and learning
G Burgh, M O'Brien
Critical & Creative Thinking: The Australasian Journal of Philosophy for …, 2002
Using expectancy-value theory to explore aspects of motivation and engagement in inquiry-based learning in primary mathematics
J Fielding-Wells, M O’Brien, K Makar
Mathematics Education Research Journal 29 (2), 237-254, 2017
Fostering a creativity mindset for teaching (and learning)
M O’Brien
LEARNing Landscapes 6 (1), 315-333, 2012
New pedagogies in the knowledge society: why this challenge is an epistemological one
M O'Brien
AARE (Australasian Association of Research in Education, 2002
Focus on clinical psychology postgraduate training: Taking the curriculum into the next decade
NA Pachana, KV Sofronoff, M O'Brien
Australian Psychologist 43 (4), 219-221, 2008
Towards a positive pedagogy: designing pedagogical practices that facilitate positivity within the classroom
M O’Brien, L Blue
Educational Action Research 26 (3), 365-384, 2018
How Inquiry Pedagogy Enables Teachers to Facilitate Growth Mindsets in Mathematics Classrooms.
M O'Brien, J Fielding-Wells, K Makar, J Hillman
Mathematics Education Research Group of Australasia, 2015
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