Assoc. Prof. Robyn Bentley-Williams

Book Chapter

Tuinamuana, K., Bentley-Williams, R., & Yoo, J. (2019). Making visible the invisible work of scholarly writing in an audit culture. In D. Bottrell (Ed). Resisting neoliberalism in higher education Vol I & II.

Journals

Bentley-Williams, R. (2017).  Engaging university casual tutors in collaborative reflection for improving student learning outcomes. Reflective Practice International and Multiple Perspectives, 18(4), 540-553.

Bentley-Williams, R., Grima-Farrell, C., Long, J., & Laws, C. (2016) Collaborative partnership: Developing pre-service teachers as inclusive practitioners to support students with disability. International Journal of Disability, Development and Education, 44, 1-13.

Grima-Farrell, C., Long, J., Bentley-Williams, R. & Laws, C. (2014). A school system and university approach to reducing the research to practice gap in teacher education: A collaborative special education immersion project. Australian Journal of Teacher Education, 39(5), 89-98.

Long, J., Bentley-Williams, R., Grima-Farrell, C. & Laws, C. (2014). Responding to educational needs: A school system and university partnership. The International Journal of Diversity in Education, 13(4), 31-43. 

Bentley-Williams, R. & Morgan, J. (2013). Inclusive Education: Pre-service teachers&rsquo reflexive learning on diversity and their challenging role. Asia Pacific Journal of Teacher Education, 41(2), 173-18.

Bentley-Williams, R. & Morgan, J. (2012). Dilemmas in inclusive education: What does it mean to be an inclusive educator? Special Education Perspectives, 21(2), 17-22.

Conference Publications

Bentley-Williams, R., Barrington, T. & Winchester, J. (Dec, 2019). Rethinking Engagement in Differentiating: Impact on Teacher Education Practice. Peer-reviewed accepted abstract presented at the Australian Association Research in Education (AARE) Conference, Sydney.

Bentley-Williams, R. (Nov, 2016). Qualitative reflective practice with casual tutors in Inclusive Education. Peer-reviewed accepted abstract presented at the Australian Association Research in Education (AARE) Conference, Melbourne.

Bentley-Williams, R. (Oct, 2016). Progressing quality teaching: Effective reflective practices with casual tutors. Peer-reviewed accepted abstract presented at the International Society for the Scholarship of Teaching and Learning Conference, Los Angeles, CA.

Bentley-Williams, R., Grima-Farrell, C., Laws, C., & Long, J. (Dec, 2013). Enhancing pre-service teachers' understanding of diversity, inclusive education and wellbeing through a collaborative Special Education Immersion Project. Peer-reviewed accepted abstract presented at the Australian Association Research in Education Conference, Adelaide.

Bentley-Williams, R., Grima-Farrell, C., Laws, C., & Long, J. (June, 2013). The Special Education Immersion Project: Collaborative partnerships to support students with disabilities. Peer-reviewed accepted abstract presented at the Australian Association of Special Education Conference, Sydney.

Bentley-Williams, R. & Forbes, A. (Dec, 2012). Teacher Educators: Course Experiences of Bachelor of Education Primary Students. Peer-reviewed accepted paper presented at the AARE Conference, Sydney.

Bentley-Williams, R. & Morgan, J. (July, 2012). Inclusive education: What does it mean to an inclusive educator? Peer-reviewed accepted paper presented at the AARE Conference, Hobart.

Bentley-Williams, R. (Nov, 2011). Resilience in a family of a child with a disability: A family&rsquos lived experiences. Peer-reviewed accepted paper presented at the AARE Conference, Hobart.

Bentley-Williams, R. & Morgan, J. (Nov, 2011). Pathways to realisation of equity in inclusive education. Peer-reviewed accepted paper presented at the AARE Conference, Hobart.

Bentley-Williams, R. (Nov, 2010). Diversity: The spice of becoming an inclusive educator. Peer&ndashreviewed accepted paper presented at the Australian Association Research in Education Conference, Melbourne.

Bentley-Williams, R. (Sept, 2010). Enhancing resilience in real-life family contexts. Paper presented at the ACU Research in Practice Conference, Canberra. Formed teacher education collaborations with visiting Canadian scholar, Dr Roy Brown.

Represented the Faculty of Education and Arts on the ACU Human Research and Ethics Committee

Research interests include reflexive practice, inclusive education and collaborative approaches. 

Bentley-Williams, R. (2017). Engaging university casual tutors in collaborative reflection for improving student learning outcomes. Reflective Practice, 18(4), 540-553.

https://doi.org/10.1080/14623943.2017.1323732

Quality ERA ranked B

2017 Journal Impact Factor 0.82, 95 views

Bentley-Williams, R., Grima-Farrell, C., Long, J. & Laws, C. (2016). Collaborative partnerships: Developing pre-service teachers as inclusive practitioners to support students with disabilities. International Journal of Disability, Development and Education, 44, 1-13.

• https://doi.org/10.1080/1034912X.2016.1199851

Joint authorship 25%

Quality ERA ranked B

2016 Journal Impact Factor 0.576, 423 views

Bentley-Williams, R., & Morgan, J. (2013). Inclusive education: Pre-service teachers&rsquo reflexive learning on diversity and their challenging role. Asia-Pacific Journal of Teacher Education, 41(2), 173-185.

• https://doi.org/10.1080/1359866X.2013.777024

Quality ERA ranked A

2016 Journal Impact Factor 0.964, 2075 views

Scopus 11 cross-referenced

• Australian Award for University Teaching 2019 Citation for Outstanding Contribution to Student Learning
• ACARA Advisory Panel Recognised as a leading authority in my discipline in being selected as an Expert Adviser by the Australian Curriculum and Assessment Reporting Authority (ACARA) as a 3 years member of the Equity and Disability Advisory Panel. Advised on adaptations and modifications of curricular materials for supporting students with disabilities, gifted and talented students and students from English as an Additional Language and Dialect contributed to national improvements with representatives from other States/Territories. 
• Peak PwC Consultancy Invited as one of five academics across Australia as Consultant for Pricewaterhouse Cooper (PwC)&rsquos on the trial of the Nationally Consistent Data Collection tool on Students with Disability, conducted in Catholic, Independent and Government schools. 
• Contributed to Teach for Australia negotiations in rolling out Personal Leadership 3 module as Lecturer In-Charge EDFD687 Diversity and Inclusive Education unit
• Led as Chief Investigator/Project Leader, securing external research funding of $15,000 for 3 years successful ACU/Sydney Catholic Schools partnership Special Education Immersion Project (2012-2014).
• Awarded a highly prestigious Creswick Foundation Fellowship of $13,000 to the University of Washington with a 3 month USA/Canadian study visit in early childhood intervention and inclusive education