School of Teacher Education
Julie Lancaster
Course Coordinator Grad Cert, Grad Dip, Masters Inclusive Education
GDipEdSE MSpEd UWS
Julie Lancaster
Bio
My philosophy of teaching involves the use of a practical meta-theory necessary
to fill the space between intent and action in subject design. The approach
is based upon theoretical work related to self-organization and complex adaptive
systems as these theories provide an explanation of how agents in systems work
at all levels together to produce solutions to their needs and drivers. Those
individual agents or participants generate collaborative solutions by working
together and in doing so, they transcend their individual capacities.
As part of the inclusive education team I have utilised the six common theoretical
principles derived from the field of self-organization and complex adaptive
systems (Kauffman, 1995; Prigogene & Stengers,
1984; Waldrop, 1993). Those principles are: Simple Rules, Embedded Design,
Emergent Feedback, Similarity at Scale, Dispersed Control and the Common
Schema, (Bain,
manuscript in submission). When used together these principles generate what
is known as a self-generating capability that makes it possible for the parts
of a system to work together so that the system can make itself (Urry, 2005).
What follows is a definition of each of the principles.
Research
My research interests are firmly embedded within the area of inclusive education for students who have special learning needs as well as teaching these subjects to students in undergraduate and postgraduate courses.
I am currently enrolled in part time PhD through Charles Sturt University.
Teaching
Inclusive education / Special education:
- Teaching students with high support needs
- Teaching use of AAC systems
- Behaviour management
- Use of research based teaching strategies
Professional Engagement
- Australian Association of Special Education (AASE)
- Australian Association of Research in Education (AARE)
- Australian Teacher Education Association (ATEA)
Publications
Refereed Papers and Conference Proceedings
- Lancaster, J. (2002). Teaching receptive and expressive use of augmentative and alternative communication (AAC). Special Education Perspectives 11(1) 31-50.
- Lancaster, J. (2004). Component Analysis: Let’s be more efficient. ATEA Bathurst conference proceedings.
- Lancaster, J. (2004). Pedagogical spaces and memory traces. ATEA Bathurst conference proceedings.
- Bain, A., Zundans, L., Lancaster, J., Hollitt, J. (2004). Collaborative Course Design and mapping: A Team-based Approach to Course Development and Review. ATEA Bathurst conference proceedings.
- Lancaster, J. (2005). Is it really possible? Can students with LD ever achieve higher levels of self-efficacy? Special Education Perspectives 14(2) 46-61.
- Lancaster, J. (2006). Mentoring Matters. CPEC Auckland, New Zealand conference proceedings, 19th – 20th April.
- Bain, A., & Lancaster, J. (2006). Inclusion and Comprehensive School Reform: Lessons from the Field. The Australasian Journal of Special Education. 30(1) 39-50.
- Lancaster, J. & Bain, A. (in submission). The design of inclusive education courses and the self-efficacy of preservice teacher education students. The International Journal of Disability, Development and Education.
- Lancaster, J. & Bain, A. (2007). The design of inclusive education courses and the self-efficacy of preservice teacher education students. The International Journalof Disability, Development and Education.
- Bain, A; Lancaster, J; Parkes, R; & Zundans, L (in press). Embedding Evidence –Based Practice in Pre-Service Teacher Preparation. Teacher Education and Special Education
- Bain, A; Lancaster, J; & Zundans, L. (in press). Pattern Language development in a Pre-service Learning Community. International Journal of Teaching and Learning in Higher Education.
Awards
- Bain,A., Lancaster,J., McDonagh,S., Zundans,L. & Newell,C. (2006). Faculty of Education Teaching Excellence Award (Inclusive Education Team’s course design of the new Masters Degree in Inclusive Education)
Grants
- Bain,A. (CI), Lancaster,J., Parkes,R. and Zundans,L CELT Scholarship in Teaching (2004). Technology Tools for Inclusion: The role of curriculum authoring and feedback tools in preparing inclusive education teachers. $10,000.00
- Bain,A., Lancaster,J., McDonagh,S. and Zundans,L. Faculty
of Education Research and Development Fund (2005). Inclusive Education
research and Development Grant $20,000.00