Dr Martyn Mills-Bayne

Excludes commercial-in-confidence projects.

Other projects

Successful Grant Applications

• 2016: OLT Extension Grant: Celebrating Cultural Diversity Practicum Preparatory Program: Enhancing learning Outcomes for International Pre-Service Teachers Undertaking Practicum in Western Contexts ($30,000) - Team member
• 2016: UniSA Unijam Funding Grant: Crossing the 10% Horizon: Promoting UniSA as a centre for outstanding male student experience through the MENtor Program for Males in ECE ($4500) - Project Leader
• 2013: Experience Plus Grant: MENtor Program Networking Event ($500) - Lead Applicant
• 2012: Experience Plus Grant: The MENtor Program Launch Event ($1050) - Lead Applicant
• 2011: CEASA Professional Learning Funding: ‘SAAPIC Teacher Training’ ($2400) - Lead Applicant
• 2010: CEASA Professional Learning Funding: ‘Philosophy for Australian Schools Professional Learning Series 2010’ ($4130) - Lead Applicant

Citations & Industry Engagement

• Mills-Bayne, M 2016, ‘Fostering empathic reasoning and ethical understanding through the community of inquiry approach’, Australian Curriculum Studies Association (ACSA) Webinar Series, 26 July 2016.
• Cited in Higher Education Policy Institute 2016, Boys to men: The underachievement of young men in higher education – and how to start tackling it, HEPI Report no. 84, Oxford, UK, pp. 39-40. http://www.hepi.ac.uk/2016/05/12/3317/
• Cited in McCrea, NL 2015, Leading and managing early childhood settings: Inspiring people, places and practices, Cambridge University Press, Port Melbourne, p. 26.
• Cited in Reynolds, R, Bradbery, D, Brown, J, Carroll, K, Donnelly, D, Ferguson-Patrick, K & Macqueen, S 2015, Contesting and constructing international perspectives in global education, Sense Publishers, Rotterdam, The Netherlands, p. 29.

Research outputs for the last seven years are shown below. Some long-standing staff members may have older outputs included. To see earlier years visit ORCID or Scopus

Open access indicates that an output is open access.

Highlights

Chapters

Journal Articles

Conferences

Reports

Other outputs

• Mills-Bayne, M 2017, ‘”I had the feeling that parents didn’t want to talk to me”: Supporting male pre-service teachers on Early Childhood Education placements’, NAFEA Conference 2017, ‘WIL: Bridging the gap’, Adelaide, 12-14 July.
• Soong, H, Mills-Bayne, M, Geer, R, Lucas, B & Reid-Nguyen, R 2017, 'Bridging the gap - connecting lifeworld experiences to Australian schooling: Experiences of international pre-servive teachers (IPSTs) in the 'Celebrating Cultural Diversity' Program at UniSA', NAFEA Conference 2017, ‘WIL: Bridging the gap’, Adelaide, 12-14 July.

• Mills-Bayne, M 2016, ‘The MENtor program for males in early childhood education: Addressing the impacts of gender imbalance on student experience’, Exploring inclusive models in teacher education: New perspectives on developing capacities to aid transition and retention of pre-service teachers Symposium, AARE Conference, Melbourne, 27 November-1 December.

• Geer, R, Lucas, B, Mills-Bayne, M, Reid-Nguyen, R, Soong, H & Whitington, V 2016, ‘Enhancing better learning outcomes for international pre-service teachers: Reflections from teacher educators on professional experience placement in a ‘Celebrating Cultural Diversity’ Program, Exploring inclusive models in teacher education: New perspectives on developing capacities to aid transition and retention of pre-service teachers Symposium, AARE Conference, Melbourne, 27 November-1 December.

• Mills-Bayne, M, Raymond, S & Webb-Williams, J 2016, ‘Transforming play: the nature of modern childhood and implications for education’, AARE Conference, Melbourne, 27 November-1 December.

• Mills-Bayne, M 2016, ‘Building an empathic pedagogy’, The Space, no. 44, pp. 18-19.

• Mills-Bayne, M 2016, 'Stepping out of isolation: Supporting males in early childhood education through the MENtor program', Celebrating the many roles of men in ECE, Men in Early Childhood Care and Education Network New Zealand (ECMENz) Annual Forum, 8-9 April 2016.

• Mills-Bayne, M 2015, ‘Fostering empathic reasoning and ethical understanding through the Community of Inquiry Approach’, Australian Curriculum Studies Association (ACSA) Biennial Curriculum Conference: Curriculum Leadership for a Diverse Australia, Adelaide, 30 September – 2 October 2015.

• Webb-Williams, J, Mills-Bayne, M & Raymond, S 2015, Children’s voices in play: Report prepared for City of Salisbury Council, University of South Australia. http://search.library.unisa.edu.au/record/UNISA_ALMA71129439680001831

• Mills-Bayne, M 2014, ‘Fostering empathic reasoning and ethical understanding through the Community of Inquiry approach’, The 21st Century Learner, School of Education Centre for Research Education (CREd) Conference, University of South Australia, Magill, 14 November.

• Mills-Bayne, M & Kinnear, V 2014, 'Children's use of justificatory language within and without the Community of Inquiry', Philosophy's Contribution to School Education, The 2014 Federation of Australasian Philosophy in Schools Associations (FAPSA) Conference, Australian National University, Canberra, 7-8 July 2014.

• Mills-Bayne, M 2013, The MENtor program for males in early childhood education', Every Child, vol. 19, no. 3, pp. 40-41.

• Mills-Bayne, M 2013, ‘Giving male Early Childhood Educators a voice: A survey of male ECE graduates from UniSA 2003-2013’, AARE Annual International Conference, Adelaide, 1-5 December. (presented as part of invited symposium)

• Mills-Bayne, M 2013, ‘Emotional dialogue in the Community of Inquiry: building an empathic pedagogy’, The Federation of Australasian Philosophy in Schools Associations (FAPSA)  2013 Annual Conference, University of Notre Dame, Sydney, 12-13 July. http://search.library.unisa.edu.au/record/UNISA_ALMA71108596510001831

• Mills-Bayne, M 2012, ‘The Community of Inquiry: strengthening the teacher/researcher collaborative relationship’, The Joint AARE and APERA Conference, Sydney, 2 December - 6 December 2012.

• Mills-Bayne, M 2012, ‘The Identity Web: deepening our dialogue about social and cultural similarities through engagement with wool and words’, The Joint AARE and APERA Conference, Sydney, 2 December - 6 December 2012.

• Kinnear, V & Mills-Bayne, M 2011, ‘Ways of listening: ‘community of inquiry’ as a methodological participatory tool for children’s voice in research and pedagogy’, AARE International Research in Education Conference, Hobart, 27 November - 1 December 2012.

• Mills-Bayne, M 2009, ‘A lesson in underestimating young children’, Critical & Creative Thinking: The Australasian Journal of Philosophy in Education, vol. 17, no. 1, May, pp. 35-41. http://search.library.unisa.edu.au/record/UNISA_ALMA51119831840001831

• Mills-Bayne, M 2008, ‘Because it’s being nice: an exploratory study of moral reasoning, tolerance and values in early childhood’, Critical & Creative Thinking: The Australasian Journal of Philosophy in Education, vol. 16, no. 1, May, pp. 101-125. http://search.library.unisa.edu.au/record/UNISA_ALMA51109028240001831

• Moral development in young children,
• Critical thinking in Early Childhood Educational settings,
• Empathic Pedagogy in Junior Primary,
• Males in Early Childhood Education