Books and other Publications
Latest Publication
Linking the NCCD and The Disability Standards in a meaningful and practical way to support teachers in the provision of meaningful adjustments for a diverse range of students.
Please contact chris@researchhorizons.com.au to order your copy.
Books
What matters in a research to practice cycle? Teachers as researchers
Grima-Farrell, C. (2017). What matters in a research to practice cycle? Teachers as researchers. Singapore: Springer
Theory to Practice in Teacher Education: The critical challenge of translation
Grima-Farrell, C., Loughland, T., & Nguyen, H. M. T. (2020). Theory to Practice in Teacher Education. Singapore: Springer
“What matters most in the research to practice cycle? Strives to inspire, encourage and link scientific and human endeavours to reframe research to practice knowledge and inclusive education philosophy to promote the sustained use of research to enhance meaningful education for all students. In these welcome days of implementation science, research has to be real. There has to be a direct and rich connection between what is known and what translates from such data. In this volume, Grima-Farrell delivers exactly that balance: a triumph of deep analysis on a complex and synergistic area, namely, inclusive classrooms and schools. This is a must-read if you want to know what is happening in this challenging and compelling field and where we need to head if research is to inform daily practice.”
—Professor, School of Education Michael Arthur-Kelly, PhD The University of Newcastle
Inclusion defined
“Inclusive education represents a whole-school concern and works to align special education with general education in a manner that most effectively and efficiently imparts quality education to all students.”
— Grima-Farrell, Bain & McDonagh
Inclusion is a loosely used term. Inaccurate perceived interpretation of this term can inhibit inclusive cultures and student engagement. This definition of inclusion underlies our approach and aligns with the Australian Government Department of Education. Visit this Publication by The Australian Research Alliance for Children and Youth (ARACY) to read more:
Other publications and contributions
Chapters
Datta, P., Grima-Farrell, C. & Coats, M., (2017). Inclusion practices in mainstream schools: An Australian perspective. In S. Halder & L. Assaf (Eds.), Inclusion, Disability and Culture: An ethnographic perspective traversing abilities and challenges (pp. 211-227). Springer.
O’Neill, S. C., Cumming, T., Strnadová, I., Grima-Farrell (2020). The impacts of learning disabilities on adolescents and evidence-based interventions. In, S. Hupp and J. Jewell (Eds.) The encyclopedia of child and adolescent development. Chichester, UK: Wiley.
Rao K., Grima Farrell C., Smith S., Van Horn, Edyburn D. & Yalon-Chamovitz, S. (2019), UDL Reporting Criteria: Your Trusted Companion for UDL Research and Implementation.
O’Neill S.C., Cumming T.M., Strnadová I., Grima-Farrell C. (2018) Transitions from Behind the Fence to the Community: The Australian Experience. In: O’Neill S. (eds) Incarcerated Youth Transitioning Back to the Community. Springer, Singapore DOI https://doi.org/10.1007/978-981-13-0752-2_7
Please see below for a sample of other publications
Peer-reviewed articles
Bentley-Williams, R., Grima-Farrell, C., Long, J., & Laws, C. (2017). Collaborative Partnership: Developing Pre-service Teachers as Inclusive Practitioners to Support Students with Disabilities. International Journal of Disability, Development and Education, 1-13. doi:10.1080/1034912X.2016.1199851
Grima-Farrell, C.R. (2018). Bridging the research-to-practice gap: Implementing the Research- to-Practice Model. Australasian Journal of Special Education, 42(1), 82-91, doi: 10.1017/jsi.2018.9
Grima-Farrell, C. (2015). Mentored pathways to enhancing the personal and professional development of pre-service teachers. The International Journal of Mentoring and Coaching in Education, 4(4)
Grima-Farrell, C., & Coleman, J. (2015). Evolving intercultural partnership models: A collaborative Australian and Vanuatu case study. Australasian Journal of University-Community Engagement, 10 (1), 41-64.
Grima-Farrell, C (2014). Curriculum based measurement of oral reading fluency (CBM-R): An objective orientated evaluation study. Support for Learning, 29 (4), 370-393.
Grima-Farrell, C., Bentley-Williams, R., Laws, C., & Long, J. (Feb, 2014). A school system and university approach to reducing the research to practice gap in teacher education: A collaborative special education immersion project. The Australian Journal of Teacher Education, 39(5), 88-98, http://dx.doi.org/10.14221/ajte.2014v39n5.2
Grima-Farrell, C., Long, J., Bentley-Williams, R., & Laws, C. (2014). A school system and university approach to reducing the research to theory gap in teacher education: A collaborative special education immersion project. Australian Journal of Teacher Education, 39(5), 89-98. doi:10.14221/ajte.2014v39n5.2
Grima-Farrell, C. (2012). Bridging the research to practice gap to respond to student and teacher needs in Catholic school settings: A collaborative school and university approach. Journal of Catholic School Studies, 84(2), 66-75.
Grima-Farrell, C.R., Bain, A., & McDonagh, S. H. (2011). Bridging the research-to-practice gap: A review of the literature focusing on inclusive education. Australasian Journal of Special Education, 35(2), 117-136, doi:10.1375/ajse.35.2.117
Grima-Farrell, C. (2008). Effective, practical and efficient reading assessment. Special Education Perspectives, 17(2), 10-17, ISSN: 1038-6475
Hannigan, S., Grima-Farrell, C. & Wardman, N. (2019). 'Drawing on creative arts therapy approaches to enhance inclusive school cultures and student wellbeing', Issues in Educational Research, vol. 29, pp. 756 – 773.
Long, J., Bentley-Williams, R., Laws, C., & Grima-Farrell, C. (2014). Responding to educational needs: A School System and University partnership. The Diversity Collection, 13(4), 31-43.
Nguyen, H., Grima-Farrell, C., & Loughland, T. (under review). The role of standards in bridging theory and practice in learning conversations in Work Integrated Learning. Journal of Teacher Education
Reports (sample)
Grima-Farrell, C. (2021). A Student-Centered Approach: Merging Inclusive Research, Practice and Policy. Sydney: Catholic Schools NSW Brother John Taylor Fellowship
Bentley-Williams, R., Grima-Farrell, C., Laws, C., & Long, J. (2013). ACU/CEO Sydney Special Education Immersion Project Interim Report Pilot Study 2012. Strathfield: Australian Catholic University.
Grima-Farrell, C. (2006). Premier’s Teacher Scholarship Reports. Retrieved September 27, 2010, from https://www.det.nsw.edu.au/media/downloads/detawscholar/scholarships/yr09/april/spec_christine.doc
Grima-Farrell, C. (2006). Policy becoming practice in collaborative learning environments. Contact CEO, Parramatta, NSW.
CONFERENCE PROCEEDINGS
Keynotes
Grima-Farrell, C. (March, 2021). Research Becoming Practice in Inclusive Education: An Australian National Approach to the Provision of Adjustments to Enhance Meaningful Student Engagement. International Festival of Inclusion, London.
Grima-Farrell, C. (March, 2019). Teachers as researchers: Bringing research to Practice in Education. University of Malta, Valetta.
Grima-Farrell, C. (March, 2019). Teachers as researchers: Bringing research to Practice in Education. University of Rome, Rome.
Grima-Farrell, C. (October, 2017). Teachers as researchers: Linking theory and practice. Sydney University Master of Teaching conference, Sydney, NSW.
Grima-Farrell, C. (June, 2015). Enhancing student wellbeing and resilience for learning. Association of Counsellors of Catholic Secondary Schools Queensland Annual Conference, Brisbane, QLD.
Presentations (sample)
Grima-Farrell, C., Rao, K., Boersma, S. & Bremer, J., (2020). UDL Implementation in the Classroom: Teacher Use of the UDL Reporting Criteria. UDL IRN Summit, San Francisco, On line.
Grima-Farrell, C., (2019). Collaborative Partnerships in Practice. Hawaii International Conference in Education, Waikiki, Hawaii.
Grima-Farrell, C., (2018). Collaborative Partnerships in Practice. Hawaii International Conference in Education, Waikiki, Hawaii.
Grima-Farrell, C., (2017). Stakeholders in Education. Special Education Summit, Sydney, Australia.
Grima-Farrell, C., (2017). Collaborative Partnerships in Practice. Hawaii International Conference in Education, Waikiki, Hawaii.
Bashim, J., Bequist, L., Grima-Farrell, C., Marino, M., Moore, E., Smith, F. & Wojcik, B. (2017). Implementing research in practice. University of Central Florida, Orlando Campus.
Gardner, J., Grima-Farrell, C., Marino, M., Lowrey, A., Moore, E., Rao, K., Smith, S. & Wojcik, B. (2017). UDL Research conversations with the Field. University of Central Florida, Orlando Campus.
Grima-Farrell, C. (2017). Implementing and scaling up UDL in Higher Education. UDL IRN, Orlando, Florida.
Grima-Farrell, C. (2017). Collaborative partnerships in practice: Enhancing the use of research in practice. The Kings School, Parramatta, Sydney.
Grima-Farrell, C. (2017). Enhancing student wellbeing and resilience. St Andrew’s Cathedral School, Town Hall, Sydney.
Grima-Farrell, C. (2017). Enhancing student wellbeing and resilience. Arndell Anglican College, Oakville.
Grima-Farrell, C. (2016). Collaborative school and university partnerships. The Australian Association of Special Education National Conference. September, Melbourne, VIC.
Grima-Farrell, C. (2016). Teacher Education and its impact on Research to practice in Inclusive Education classrooms. Paper presented at the AARE International Education Research Conference, Melbourne, VIC.
Beltman, S. & Grima-Farrell, C. (2015). Featured symposium chair. Beginning teacher resilience: Making a difference. Paper presented at the AARE International Education Research Conference, Freemantle, Perth.
Grima-Farrell, C. (2015). The special education immersion project: A collaborative partnership program. The Australian Association of Special Education National Conference. September, Manly, NSW.
Grima-Farrell, C., (2014). A school system and university partnership to enhance the growth, development and motivation of experienced teachers in inclusive education settings. Australian Teacher Education Association (ATEA) Conference, North Sydney, NSW.
Grima-Farrell, C. (2014). The special education immersion project: A collaborative partnership program. The Australian Association of Special Education National Conference. September, Manly, NSW.
Bentley-Williams, R., Grima-Farrell, C., Long, J., & Laws, C. (July, 2014). Transitioning from pre-service to early career teacher: Understanding the complexity of inclusive education. Australian Teacher Education Association (ATEA) Conference, North Sydney, NSW.
Bentley-Williams, R., Grima-Farrell, C., Laws, C., & Long, J. (2013). A successful Special Education initiative: Enhancing pre-service teachers' understanding of diversity, inclusive education and wellbeing. Paper presented at the AARE International Education Research Conference, Adelaide, SA.
Grima-Farrell, C., Bentley-Williams, R., Laws, C., & Long, J., (October, 2013). A collaborative school and university perspective to reducing the research to practice gap in education. ULearn Conference, Core Education, Hamilton, New Zealand.
Grima-Farrell, C., Bentley-Williams, R., Laws, C., & Long, J., (October, 2013). Special Education Immersion Project: Reflections of project teachers. The Australian Association of Special Education National Conference, Adelaide, SA.
Grima-Farrell, C. (July, 2013). Bridging the Research to practice gap to promote excellence in Teacher Education: An analysis of six research to practice cases. International Study Association on Teachers and Teaching, Ghent, Belgium.
Bentley-Williams, R., Grima-Farrell, C., Laws, C., & Long, J. (June, 2013). The special education immersion project: collaborative partnerships to support students with disabilities. The Australian National Special Education Conference, Sydney, NSW.
Long, J., Bentley-Williams, R., Laws, C., & Grima-Farrell, C., (June, 2013). Responding to educational needs: A School System and University partnership. The 13th International Conference on Diversity in Organizations, Communities and Nations, Darwin, NT.
Grima-Farrell, C. (October, 2012). Identifying factors that bridge the research to practice gap; Responding to the needs of beginning teachers. ULearn Conference, Core Education, Auckland, New Zealand.
Grima-Farrell, C. (September, 2012). Bridging the research to practice gap to assist in addressing the needs of complex classrooms: analysis of six case studies. Australian Association of Special Education Conference, Fremantle, WA.
Grima-Farrell, C. (July 2012). Identifying factors that bridge the research to practice gap in teacher education. Australian Teacher Education Association (ATEA) Conference, Glenelg, SA.
Grima-Farrell, C. (2011). Reducing the Challenges Experienced by Researchers and Educators in Teacher Education as they Strive to Promote Research to Practice Efforts in Mainstream Classrooms to Enhance Inclusion for All Students. Australian Association of Special Education (AASE) Conference, Gold Coast, QLD.
Grima-Farrell, C., Bain, A., and McDonagh, S. (April, 2011). Factors that bridge the research to practice gap in inclusive education: An analysis of six research to practice case studies. Council of Exceptional Children Conference (CEC), National Harbor, MD.
Grima-Farrell, C. (June, 2010). Identifying factors that bridge the research to practice gap in inclusive education: An analysis of six research to practice case studies. Australian Association of Special Education (AASE) and Australian Special Education Principals’ Association (ASEPA) Conference, Darwin, NT.
Grima-Farrell, C. (November, 2015). Enhancing student wellbeing and resilience. Paper presented at The National Learning and Teaching Conference, Sea World, Gold Coast, QLD.
Grima-Farrell, C. (November, 2015). Reducing the research to practice binary to enhance inclusive classrooms. Paper presented at Sea World, The National Learning and Teaching Conference, Sea World, Gold Coast, QLD.
Grima-Farrell, C. (2014): Building student wellbeing and resilience parent session. Paper presented at Pennant Hills Public School, Department of Education, Pennant Hills, NSW.
Grima-Farrell, C. (2014): Building student wellbeing and resilience, bounce back. Paper presented at Baulkham Hills Public School, Department of Education, Pennant Hills, NSW.
Grima-Farrell, C. (2013): Maximising student engagement. Paper presented at Harrington Street, Sydney, Pearson Education, Sydney, NSW.
Grima-Farrell, C. (2012): Enhancing diversity and inclusive education. Paper presented at the Catholic Schools Office, Pennant Hills, NSW.
Grima-Farrell, C. (2012): Introduction to diversity and inclusive education. Paper presented at the Centre for Excellence, Catholic Education Office, Parramatta, NSW.
Grima-Farrell, C. (2012): Differentiated assessment strategies. Paper presented at Stella Maris College, Manly, NSW.
Grima-Farrell, C. (2012): Tracking of student literacy development. Paper presented at St Maroun's College, Sydney, NSW.
Grima-Farrell, C. (2009): Identifying factors that bridge the research to practice gap in inclusive education: An analysis of ten case studies. Paper presented at the meeting for Doctoral Endorsement of Candidature, Charles Sturt University, Bathurst, NSW.
Grima-Farrell, C. (2009): Identifying factors that bridge the research to practice gap in inclusive education: An analysis of ten case studies. Paper presented at the Annual Research Higher Degree Student Forum, Charles Sturt University, Bathurst, NSW.
Grima-Farrell, C. (2008): The role of a special education teacher. Paper presented at the Meeting for Principals and Educators. Catholic Education Office, Parramatta, NSW.
