Keeping connected: the design and overview of the research

Moss, Julianne 2014, Keeping connected: the design and overview of the research, International journal of inclusive education, vol. 18, no. 3, pp. 219-226, doi: 10.1080/13603116.2012.676086.

Attached Files
Name Description MIMEType Size Downloads

Title Keeping connected: the design and overview of the research
Author(s) Moss, JulianneORCID iD for Moss, Julianne
Journal name International journal of inclusive education
Volume number 18
Issue number 3
Start page 219
End page 226
Total pages 8
Publisher Routledge
Place of publication Abingdon, England
Publication date 2014
ISSN 1360-3116
Keyword(s) inclusive education
education policy
Summary The special issue Keeping Connected: Identity, Social Connection and Education for Young People opens with a paper that discusses the research design and overview of a three-year project by a Melbourne (Australia)-based multi-disciplinary team. Over 2007–2009, the Keeping Connected team of 10 researchers investigated the lives of adolescents with ongoing health conditions. The project centrally is developed by the young people's perspectives, their identity and wellbeing, relationships with others and engagement within changing contexts and their altered opportunities in the world. The research design includes image production underpinned by visual methods and a narrative-informed approach to interview and interpretation of images. The study, which crosses the health and education interface, set out to highlight differences of perspectives adopted by 31 young people, their families and the professional groups, such as teachers and health professionals. The special issue discusses key project findings and contributes a body of scholarship that expands our knowledge of evidence-based research across the education and health interface. The longitudinal study highlighted two themes of importance for education, and poorly catered for in current policies and guidelines: that the situation of these young people needs to be addressed by schools as a process over time (including prospectively); and that the young people's identity is strongly marked by a desire to be seen and treated as ‘normal’ combined with an awareness of being vulnerable.
Language eng
DOI 10.1080/13603116.2012.676086
Field of Research 130313 Teacher Education and Professional Development of Educators
Socio Economic Objective 939903 Equity and Access to Education
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2012, Taylor & Francis
Persistent URL

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
Connect to link resolver
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 1 times in TR Web of Science
Scopus Citation Count Cited 3 times in Scopus
Google Scholar Search Google Scholar
Access Statistics: 627 Abstract Views, 13 File Downloads  -  Detailed Statistics
Created: Wed, 20 Feb 2013, 12:43:53 EST by Julianne Moss

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact