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Creating better futures for Australian children through effective parent education

Funding: 2015: $123,000
2016: $124,000
2017: $124,000

Project Member(s): Hopwood, N.

Funding or Partner Organisation: Australian Research Council (ARC DECRA Scheme)

Start year: 2015

Summary: Children born into circumstances of socioeconomic disadvantage are at risk of missing out on the developmental, educational and social opportunities that give them the best possible start in life. By helping parents in disadvantaged families to cope with adversity, parent education services can mitigate these risks, build resilience in families, and change children¿s prospects for the future. This project will identify the most effective ways that parent educators can create lasting positive impacts for families. It will also find out what needs to change to make these best practices more widespread and cost effective, including learning from study of low-cost community-based services.

Publications:

Hopwood, N & Nerland, M 2019, 'Epistemic Practices in Professional-Client Partnership Work', Vocations and Learning.
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Hopwood, N, Clerke, C & Nguyen, A 2018, 'A pedagogical framework for facilitating parents' learning in nurse-parent partnership.', Nursing Inquiry, vol. 25, no. 2, pp. 1-11.
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Hopwood, N 2017, 'Agency, learning and knowledge work: epistemic dilemmas in professional practices' in Goller, M & Paloniemi, S (eds), Agency at work: an agentic perspective on professional learning and development., Springer, Dordrecht, pp. 121-140.
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Hopwood, N 2017, 'Expertise, learning, and agency in partnership practices in services for families with young children' in Edwards, A (ed), Working Relationally in and across Practices: A Cultural-Historical Approach to Collaboration, Cambridge University Press, UK, pp. 25-42.
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Hopwood, N 2017, 'Practice, the body and pedagogy: attuning as a basis for pedagogies of the unknown' in Grootenboer, P, Edwards-Groves, C & Choy, S (eds), Practice Theory Perspectives on Pedagogy and Education Praxis, Diversity and Contestation, Springer, Singapore, pp. 87-106.
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Clerke, T, Hopwood, N, Chavasse, F, Fowler, C, Lee, S & Rogers, J 2017, 'Using professional expertise in partnership with families: a new model of capacity- building', Journal of Child and Family Health, vol. 21, no. 1, pp. 74-84.
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Hopwood, N & Edwards, A 2017, 'How common knowledge is constructed and why it matters in collaboration between professionals and clients', INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH, vol. 83, pp. 107-119.
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Hopwood, N & Gottschalk, B 2017, 'Double stimulation “in the wild”: Services for families with children at-risk', Learning, Culture and Social Interaction, vol. 13, pp. 23-37.
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Hopwood, N & Clerke, T 2016, 'Professional pedagogies of parenting that build resilience through partnership with families at-risk: a cultural-historical approach', Pedagogy, Culture and Society, vol. 24, no. 4, pp. 599-615.
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Hopwood, N, Edwards, A & Day, C 2016, 'Partnership practice as collaborative knowledge work: overcoming common dilemmas through an augmented view of professional expertise', Journal of Children's Services: research informing policy and practice, vol. 11, no. 2, pp. 111-123.
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Keywords: Education, learning, professional practice, parenting, families, children, disadvantage, community, activity theory, workplace learning, adult education

FOR Codes: Equity and Access to Education, Continuing and Community Education, Educational Psychology, Learner and Learning Processes