Annie Venville
TitleCited byYear
Student perspectives on disclosure of mental illness in post-compulsory education: Displacing doxa
A Venville, A Street, E Fossey
Disability & Society 29 (5), 792-806, 2014
252014
Navigating the complexity of disability support in tertiary education: Perspectives of students and disability service staff
E Fossey, L Chaffey, A Venville, P Ennals, J Douglas, C Bigby
International Journal of Inclusive Education 21 (8), 822-832, 2017
212017
Promoting twenty-first-century student competencies: a wellbeing approach
M Whiteside, E Bould, K Tsey, A Venville, Y Cadet-James, ME Morris
Australian Social Work 70 (3), 324-336, 2017
122017
Good intentions: Teaching and specialist support staff perspectives of student disclosure of mental health issues in post-secondary education
A Venville, AF Street, E Fossey
International Journal of Inclusive Education 18 (11), 1172-1188, 2014
122014
Supporting students with invisible disabilities: A scoping review of postsecondary education for students with mental illness or an acquired brain injury
A Venville, M Mealings, P Ennals, J Oates, E Fossey, J Douglas, C Bigby
International Journal of Disability, Development and Education 63 (6), 571-592, 2016
112016
Supporting tertiary students with disabilities: individualised and institution-level approaches in practice
A Venville, E Fossey, L Chaffey, P Ennals, J Douglas, C Bigby
National Centre for Vocational Education Research (NCVER), 2015
112015
Risky business: Mental illness, disclosure and the TAFE student
A Venville
International Journal of Training Research 8 (2), 128-140, 2010
112010
Unfinished business: student perspectives on disclosure of mental illness and success in VET
A Venville, A Street
National Centre for Vocational Education Research (NCVER), 2012
102012
Supporting people with an intellectual disability and mental health problems: A scoping review of what they say about service provision
A Venville, AM Sawyer, M Long, N Edwards, S Hair
Journal of Mental Health Research in Intellectual Disabilities 8 (3-4), 186-212, 2015
82015
Controlled, constrained, or flexible? How self-management goals are shaped by patient–provider interactions
M Franklin, S Lewis, K Willis, A Rogers, A Venville, L Smith
Qualitative health research 29 (4), 557-567, 2019
72019
Exploring the potential of a collaborative web-based E-portfolio in social work field education
A Venville, H Cleak, E Bould
Australian Social Work 70 (2), 185-196, 2017
62017
Testing satisfaction with a group-based social work field liaison model: A controlled mixed methods study
H Cleak, A Venville
Australian Social Work 71 (1), 32-45, 2018
52018
Managing reading and related literacy difficulties: University students’ perspectives
T Serry, J Oates, P Ennals, A Venville, A Williams, E Fossey, G Steel
Australian Journal of Learning Difficulties 23 (1), 5-30, 2018
32018
Supporting Students with Mental Health Issues and Acquired Brain Injury: University Teaching Staff Perspectives
E Fossey, C Bigby, L Chaffey, M Mealings, A Williams, T Serry, A Venville, ...
JANZSSA-Journal of the Australian and New Zealand Student Services …, 2017
22017
Smoke and mirrors: Recruiting hidden populations in VET
A Venville, A Street, E Fossey
Creative Approaches to Research 6 (2), 45, 2013
22013
A Systematic Approach to the Evaluation of the Student Experience in Work-Integrated Learning.
A Venville, B Lynch, E Santhanam
International Journal of Work-Integrated Learning 19 (1), 13-21, 2018
12018
Goals for living with a chronic condition: The relevance of temporalities, dispositions, and resources
M Franklin, S Lewis, K Willis, A Rogers, A Venville, L Smith
Social Science & Medicine 233, 13-20, 2019
2019
Supporting tertiary students with disabilities: student and staff perspectives of what works
A Venville, E Fossey
Australian Disability Clearinghouse on Education and Training, Launceston …, 2016
2016
Ethics in action: The challenges associated with engaging disadvantaged and often hidden student populations in VET research.
A Venville
International Journal of Training Research 12 (1), 2014
2014
Good intentions are not enough: supporting post-secondary students with diverse learning needs.
A Venville
2014
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Articles 1–20