A/Pr Melissa Fanshawe

A/Pr Melissa Fanshawe
NameA/Pr Melissa Fanshawe
Email Addressmelissa.fanshawe@unisq.edu.au
Job TitleAssociate Professor (Mathematics Curriculum and Pedagogy)
QualificationsBA Griffith, GDipEd QUT, MSpecEd Newcastle, PhD USQ
DepartmentSchool of Education
ORCIDhttps://orcid.org/0000-0001-7399-7663
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Biography

Melissa Fanshawe is an associate professor (mathematics curriculum and pedagogy) in the School of Education at University of Southern Queensland. She has over twenty-five years’ experience within schools as a teacher, advisory teacher, Deputy and Principal. In the tertiary space, Melissa is passionate about student success and access to education and online learning. She specialises in preparing pre-service teachers to feel confident in teaching mathematics in primary classrooms. Melissa has won a number of teaching awards including an Australian Awards for University Teaching citation for supporting students learning, an ADCET Accessibility in Action award, an ASCILITE innovation award and a Commonwealth Bank teaching award.

Melissa is also a qualified and experienced teacher for students with vision impairment, gaining her Masters at the Royal Institute for the Deaf and Blind. Her PhD explored participation in learning and preparation for employment for students with blindness and low vision in mainstream secondary schools. She enjoys her volunteer roles as Vision Australia's education ambassador for LEGO braille bricks, co-President of the South Pacific Educators of Vision Impairment and an executive member of the Australian Braille Authority.

Melissa is passionate about sharing information to increase access to education and employment. She believes that with the right knowledge and structures, we can create inclusive environments where all people feel valued and have the opportunity to shine.

Employment

PositionOrganisationFromTo
Associate Professor University of Southern Queensland2016

Expertise

Mathematics education

Inclusive education

Online learning

Teaching

Mathematics in early primary

Mathematics in middle and upper primary

Preparing for the Profession

Fields of Research

  • 390109. Mathematics and numeracy curriculum and pedagogy
  • 390303. Higher education
  • 390304. Primary education
  • 390411. Special education and disability

Professional Membership

Professional MembershipYear
Member - Queensland Association of Mathematics Teachers
Co-President - South Pacific Educators of Vision Impairment
Executive - Australian Braille Authority
BA
Griffith
1998
GDipEd
QUT
1999
MSpecEd
Newcastle
2015
PhD
USQ
2021

Current Supervisions

Research TitleSupervisor TypeLevel of StudyCommenced
An interpretative phenomenological analysis of the experiences of Queensland autistic students following school disciplinary absences (suspensions and exclusions)Associate SupervisorDoctoral2025
Access to curriculum for braille students to ensure high level educational opportunities and outcomesPrincipal SupervisorDoctoral2024
Investigating the usefulness of the GIW-12P model for teacher leaders to guide decision-making regarding wellbeing promotion within schools.Principal SupervisorDoctoral2024
Exploring the Impact of Emotion Coaching on the Educator-Student Relationship, Educator Wellbeing, and Self-Regulation Among Neurodiverse StudentsPrincipal SupervisorDoctoral2024
Investigating the use of spaced learning practices in Mathematics to improve cohort results and student progression in their learningAssociate SupervisorMasters2024

Completed Supervisions

Research TitleSupervisor TypeLevel of StudyCompleted
The Experiences of Australian Dyslexic Children and their Parents: An Exploration of Allyship and Parent-School PartnershipsAssociate SupervisorDoctoral2023
Project titleDetailsYear
National Accreditation of certificates for senior secondary students who are blind or have low visionVision Australia Limited2021

Building a bridge: LEGO as a kinaesthetic tool to facilitate play-based learning in early childhood and beyond

Fanshawe, Melissa, Mandarakas, Monique, Cain, Melissa, Turner, Michelle, White, Marie, Oddoux, Marie, Angelier, Marc and Havgaard, Per. 2023. "Building a bridge: LEGO as a kinaesthetic tool to facilitate play-based learning in early childhood and beyond." Barton, Georgina and Garvis, Susanne (ed.) Kinaesthetic Learning in Early Childhood: Exploring Theory and Practice for Educators. United States. Routledge. pp. 113-136

Invited Speaker: Using LEGO® Braille Bricks to Develop Literacy and Numeracy for Students with Blindness and Low Vision

Fanshawe, Melissa. 2023. "Invited Speaker: Using LEGO® Braille Bricks to Develop Literacy and Numeracy for Students with Blindness and Low Vision." Australian Association of Special Education National Conference 2023. Adelaide, Australia 06 - 08 Sep 2023 Australia.

The role and place of mentorship for young people with blindness and low vision in educational contexts

Cain, Melissa, Blackstock, Danika Rhiannon, Fanshawe, Melissa, Sukhai, Mahadeo and Latour, Ainsley. 2023. "The role and place of mentorship for young people with blindness and low vision in educational contexts ." International Journal of Mentoring and Coaching in Education. 12 (1), pp. 33-46. https://doi.org/10.1108/IJMCE-01-2022-0004

Developing higher education students’ intellectual virtues through intentional practice

Larsen, Ellen, Fanshawe, Melissa and Oliver, Mark. 2023. "Developing higher education students’ intellectual virtues through intentional practice." 45th Higher Education Research and Development Society of Australasia Annual Conference (HERDSA 2023). Brisbane, Australia 09 Jun - 05 Jul 2023 Australia.

Publishing in the academy: An arts-based, metaphorical reflection towards self-care

Barton, Georgina, Bromdal, Annette, Burke, Katie, Fanshawe, Melissa, Farwell, Vicki, Larsen, Ellen and Pillay, Yosheen. 2023. "Publishing in the academy: An arts-based, metaphorical reflection towards self-care." The Australian Educational Researcher. 50 (4), pp. 1105-1126. https://doi.org/10.1007/s13384-022-00547-y

Online engagement through praxis-based assessment

Burke, Katie and Fanshawe, Melissa. "Online engagement through praxis-based assessment." 2022 Australian Teacher Education Association Conference (2022 ATEA). Online 06 - 08 Jul 2022

“I Want to Contribute, but…”: Exploring the Perceived Valuing of Doctoral Qualifications Held by Teachers in Schools

Larsen, Ellen, Fanshawe, Melissa and Salton, Yvonne. 2024. "“I Want to Contribute, but…”: Exploring the Perceived Valuing of Doctoral Qualifications Held by Teachers in Schools ." The Educational Forum. 88 (2), pp. 136-150. https://doi.org/10.1080/00131725.2023.2229389

Early career researchers’ collective advocacy work within an Australian university context

Larsen, Ellen, Salton, Yvonne, Fanshawe, Melissa, Gaunt, Lorraine, Ryan, Lisa, Findlay, Yvonne and Albion, Peter. 2024. "Early career researchers’ collective advocacy work within an Australian university context." The Australian Educational Researcher. 51, pp. 275-296. https://doi.org/10.1007/s13384-022-00604-6

Place value, operations and a game!

Fanshawe, Melissa. 2023. "Place value, operations and a game!" LEGO® Braille Bricks.

The Importance of Accessibility

Fanshawe, Melissa. 2023. "The Importance of Accessibility ." 12th Global Accessibility Awareness Day (GAAD). Australian Government - Intellectual Property 18 - 18 May 2023 Australia.

Bringing Braille LEGO bricks downunder

Fanshawe, M. and Wu, T.. 2023. "Bringing Braille LEGO bricks downunder." 2023 Round Table Information Access for People with Print Disabilities Inc.. Sydney, Australia 07 - 09 May 2023 Australia.

Barriers and Enablers for Preparation for Employment for Students with Blindness and Low Vision in Mainstream Secondary Schools

Fanshawe, Melissa. 2023. "Barriers and Enablers for Preparation for Employment for Students with Blindness and Low Vision in Mainstream Secondary Schools." 2023 Round Table Information Access for People with Print Disabilities Inc.. Sydney, Australia 07 - 09 May 2023 Australia.

LEGO Foundation LEGO Braille bricks and numeracy

Fanshawe, Melissa. 2023. "LEGO Foundation LEGO Braille bricks and numeracy." LEGO Braille Bricks Live . LEGO Foundation 01 - 01 Feb 2023

Part, Part, Whole

Fanshawe, Melissa. 2023. "Part, Part, Whole." LEGO® Braille Bricks.

Helping children learn mathematics, 4th ed.

Reys, Robert, Rogers, Anna, Bragg, Leicha, Cooke, Audrey, Fanshawe, Melissa and Gronow, Mark. 2022. Helping children learn mathematics, 4th ed. Milton, Brisbane. John Wiley & Sons.

MATHGAMES! (Years 4-6)

Ferrie, Chris, Fanshawe, Melissa and Noon, Karlie. 2022. "MATHGAMES! (Years 4-6)." World Science Festival. Brisbane, Australia 10 Mar 2022

The process of implementing a disability specific curriculum for students with blindness and low vision throughout Australia

Fanshawe, Melissa. 2022. "The process of implementing a disability specific curriculum for students with blindness and low vision throughout Australia." Round Table on Information Access for People with Print Disabilities Conference: Inclusion and Access to Information in Our Changing World (2022). Virtual conference 16 - 18 May 2022 Sydney, New South Wales.

Accessible mathematics for students with vision impairments

Fanshawe, Melissa and Jones, Alison. 2021. "Accessible mathematics for students with vision impairments." Teaching Mathematics. 46 (3/4), pp. 14-16.

LEAP Up – Transition to Tertiary Pilot Program

Maloney, Dominica, Fanshawe, Melissa, Boys, Alexandra and Terhes, Lauren. 2022. "LEAP Up – Transition to Tertiary Pilot Program." Journal of the South Pacific Educators in Vision Impairment. 14 (1), pp. 94-108.

Shining a light on disparities to access: the impacts of COVID-19 restrictions on learning for students with blindness and low vision in Australia, New Zealand and the Pacific

Cain, Melissa, Fanshawe, Melissa and Goodwin, Polly. 2022. "Shining a light on disparities to access: the impacts of COVID-19 restrictions on learning for students with blindness and low vision in Australia, New Zealand and the Pacific." Round Table on Information Access for People with Print Disabilities Conference: Inclusion and Access to Information in Our Changing World (2022). Virtual conference 16 - 18 May 2022 Sydney, New South Wales.

Preparing young people with VI for adulthood

Fanshawe, Melissa. 2022. "Preparing young people with VI for adulthood." VIEW Conference 2022: Specialist Skills Development and Best Practice. United Kingdom 14 - 31 Mar 2022 United Kingdom.

The Impacts of COVID-19 Restrictions on Learning for Students with Blindness and Low Vision In Australia and the Pacific

Cain, Melissa, Fanshawe, Melissa and Goodwin, Polly. 2021. "The Impacts of COVID-19 Restrictions on Learning for Students with Blindness and Low Vision In Australia and the Pacific." Journal of the South Pacific Educators in Vision Impairment. 14 (1), pp. 33-49.

Update on national accreditation of an expanded core curriculum in senior secondary

Fanshawe, Melissa. 2021. "Update on national accreditation of an expanded core curriculum in senior secondary." Vision Impairment Conference (VISCON 2021). Virtual conference 19 - 20 Aug 2021 Australia.

An Antipodean/Northern Lights Tale: The Role and Place of Mentorships for Young Adults with Blindness and Low Vision in Australia and Canada

Cain, Melissa, Fanshawe, Melissa, Sukhai, Mahadeo and Blackstock, Danika. 2021. "An Antipodean/Northern Lights Tale: The Role and Place of Mentorships for Young Adults with Blindness and Low Vision in Australia and Canada." Vision Impairment Conference (VISCON 2021). Virtual conference 19 - 20 Aug 2021 Australia.

VISCON 2021: ‘Learning to Access’ Lessons from learning in COVID-19 times

Cain, Melissa, Fanshawe, Melissa and Goodwin, Polly. 2021. "VISCON 2021: ‘Learning to Access’ Lessons from learning in COVID-19 times." Vision Impairment Conference (VISCON 2021). Virtual conference 19 - 20 Aug 2021 Australia.

'I got a badge!' Using badges to promote student engagement

Fanshawe, Melissa and Burke, Katie. 2022. "'I got a badge!' Using badges to promote student engagement." ASCILITE TELall Blog.

MATHGAMES! (Years 7-12)

Ferrie, Chris, Fanshawe, Melissa and Noon, Karlie. 2022. "MATHGAMES! (Years 7-12)." World Science Festival. Brisbane, Australia 10 Mar 2022 Brisbane, Australia.

More than tolerance: a call to shiFt the ableist academy towards equity

Cain, Melissa and Fanshawe, Melissa. 2021. "More than tolerance: a call to shiFt the ableist academy towards equity." Black, Alison L. and Dwyer, Rachael (ed.) Reimagining the Academy: ShiFting Towards Kindness, Connection, and an Ethics of Care. Switzerland. Springer. pp. 119-134

The Value of Praxis-Based Assessment to Stimulate Practical Engagement and Classroom Readiness in Online Initial Teacher Education

Burke, Katie and Fanshawe, Melissa. 2021. "The Value of Praxis-Based Assessment to Stimulate Practical Engagement and Classroom Readiness in Online Initial Teacher Education." Australian Journal of Teacher Education. 46 (10), pp. 91-109. https://doi.org/10.14221/ajte.2021v46n10.6

Tangrams: Making unexpected discoveries

Powell, Alwyn and Fanshawe, Melissa. 2022. "Tangrams: Making unexpected discoveries." Australian Primary Mathematics Classroom. 27 (2), pp. 18-24.

What makes inclusive education work: perspectives and advice from students in Australia with a vision impairment, their parents and teachers

Fanshawe, Melissa and Cain, Melissa. 2021. "What makes inclusive education work: perspectives and advice from students in Australia with a vision impairment, their parents and teachers." VIEW (UK) Online Professional Development Event 2021. United Kingdom 15 - 24 Mar 2021 United Kingdom.

Perspectives of parents: w hat's working in mainstream schools today?

Cain, Melissa and Fanshawe, Melissa. 2021. "Perspectives of parents: w hat's working in mainstream schools today?" SPEVI 2021 Online Conference: Celebrating Change. Online 18 - 19 Jan 2021

Update on the national accreditation of the Expanded Core Curriculum

Fanshawe, Melissa. 2021. "Update on the national accreditation of the Expanded Core Curriculum." SPEVI 2021 Online Conference: Celebrating Change. Online 18 - 19 Jan 2021

‘Come willing to learn’: experiences of parents advocating for their children with severe vision impairments in Australian mainstream education

Cain, Melissa, Fanshawe, Melissa and Goodwin, Polly. 2024. "‘Come willing to learn’: experiences of parents advocating for their children with severe vision impairments in Australian mainstream education." International Journal of Inclusive Education. 28 (7), pp. 1166-1184. https://doi.org/10.1080/13603116.2021.1983879

Expectations for success: auditing opportunities for students with print disabilities to fully engage in online learning environments in higher education

Cain, Melissa and Fanshawe, Melissa. 2021. "Expectations for success: auditing opportunities for students with print disabilities to fully engage in online learning environments in higher education." Australasian Journal of Educational Technology. 37 (3), pp. 137-151. https://doi.org/10.14742/ajet.6449

From emotional crisis to empowerment: the journey of two mothers

Cain, Melissa and Fanshawe, Melissa. 2021. "From emotional crisis to empowerment: the journey of two mothers." Infants and Young Children: an interdisciplinary journal of special care practices. 34 (3), pp. 225-240. https://doi.org/10.1097/IYC.0000000000000194

Learning and exploring teacher identity: Preparing for teaching in the Partners in Literacy and Numeracy (PLaN) programme

Fanshawe, Melissa, Saltmarsh, Sue and Larsen, Ellen. 2023. "Learning and exploring teacher identity: Preparing for teaching in the Partners in Literacy and Numeracy (PLaN) programme." Asia Pacific Journal of Education. 43 (1), pp. 1-15. https://doi.org/10.1080/02188791.2020.1866492

An Antipodean/Northern Lights Tale: The Role and Place of Mentorships for Young Adults with Blindness and Low Vision in Australia and Canada

Fanshawe, Melissa, Cain, Melissa, Sukhai, Mahadeo and Blackstock, Danika. 2021. "An Antipodean/Northern Lights Tale: The Role and Place of Mentorships for Young Adults with Blindness and Low Vision in Australia and Canada." Connecting the Dots 2021. Online 22 - 23 Aug 2021

Mapping pedagogical touchpoints: Exploring online student engagement and course design

Tualaulelei, Eseta, Burke, Katie, Fanshawe, Melissa and Cameron, Cathy. 2022. "Mapping pedagogical touchpoints: Exploring online student engagement and course design." Active Learning in Higher Education. 23 (3), pp. 189-203. https://doi.org/10.1177/1469787421990847

We can’t always measure what matters: revealing opportunities to enhance online student engagement through pedagogical care

Burke, Katie, Fanshawe, Melissa and Tualaulelei, Eseta. 2022. "We can’t always measure what matters: revealing opportunities to enhance online student engagement through pedagogical care." Journal of Further and Higher Education. 46 (3), pp. 287-300. https://doi.org/10.1080/0309877X.2021.1909712

Why practical content really matters for assessment in online learning

Fanshawe, Melissa and Burke, Katie. 2021. "Why practical content really matters for assessment in online learning ." EduResearch Matters: A Voice for Australian Education Researchers. 8 March 2021.

SPEVI Community of Practice: Creating a domain to collaborate, share practice, ideas, and resources for SPEVI members during the COVID-19 pandemic

Fanshawe, Melissa. 2021. "SPEVI Community of Practice: Creating a domain to collaborate, share practice, ideas, and resources for SPEVI members during the COVID-19 pandemic." Journal of the South Pacific Educators in Vision Impairment. 13 (1), pp. 58-77.

Barriers and enablers to participation in learning and future employability for students with blindness and low vision in Australian mainstream secondary schools: a bioecological systems perspective

Fanshawe, Melissa June. 2021. Barriers and enablers to participation in learning and future employability for students with blindness and low vision in Australian mainstream secondary schools: a bioecological systems perspective. PhD Thesis Doctor of Philosophy. University of Southern Queensland. https://doi.org/10.26192/q713z

Effective school engagement

Fanshawe, Melissa and Penton, Kirstie. 2020. "Effective school engagement." 2019 NAPSA Biennial Conference. Sydney, Australia 06 - 08 Nov 2019 Sydney, Australia.

Hear my voice; the importance of self-advocacy for students who are blind or vision impaired

Fanshawe, Melissa. 2020. "Hear my voice; the importance of self-advocacy for students who are blind or vision impaired." Blind/Vision Impaired Masterclass Series 2020 (28th August). Sydney, Australia 28 Aug 2020 Sydney, Australia.

How to effectively advocate in school, services and the community for your child with a vision impairment

Fanshawe, Melissa. 2020. "How to effectively advocate in school, services and the community for your child with a vision impairment." Blind/Vision Impaired Masterclass Series 2020 (7th August). Sydney, Australia 07 Aug 2020 Sydney, Australia.

Toolbox of technology: what is required for students who are blind or have a vision impairment to use problem solving skills and adaptive technology to access the curriculum

Fanshawe, Melissa. 2020. "Toolbox of technology: what is required for students who are blind or have a vision impairment to use problem solving skills and adaptive technology to access the curriculum." Blind/Vision Impaired Masterclass Series 2020 (5th June). Sydney, Australia 05 Jun 2020 Sydney, Australia.

The role of social skills in community participation, inclusion and employment

Fanshawe, Melissa. 2020. "The role of social skills in community participation, inclusion and employment." Blind/Vision Impaired Masterclass Series 2020 (1st May). Sydney, Australia 01 May 2020 Sydney, Australia.

Being blind when the world is designed for those who can see; the importance of the Expanded Core Curriculum

Fanshawe, Melissa. 2020. "Being blind when the world is designed for those who can see; the importance of the Expanded Core Curriculum." Blind/ Vision Impaired Masterclass Series 2020 (6th March). Sydney, Australia 06 Mar 2020 Sydney, Australia.

What’s working in schools today: perspectives and advice from students with a vision impairment, their parents and teachers

Cain, Melissa and Fanshawe, Melissa. 2020. "What’s working in schools today: perspectives and advice from students with a vision impairment, their parents and teachers." Creating a Clear Vision for the Future (2020). Adelaide, Australia 12 - 15 Jan 2020 Adelaide, Australia.

Implementation of the expanded core curriculum; the process of accrediting standardised national curriculum to provide equitable access to schooling for students who are blind

Fanshawe, Melissa, Goodwin, Polly and Kaine, Natalie. 2020. "Implementation of the expanded core curriculum; the process of accrediting standardised national curriculum to provide equitable access to schooling for students who are blind." Creating a Clear Vision for the Future (2020). Adelaide, Australia 12 - 15 Jan 2020 Adelaide, Australia.

What’s working in schools today: perspectives and advice from students with a vision impairment, their parents and teachers

Cain, Melissa and Fanshawe, Melissa. 2019. "What’s working in schools today: perspectives and advice from students with a vision impairment, their parents and teachers." The Changing Landscape for Accessible Information (2019). Brisbane, Australia 04 - 07 May 2019 Brisbane, Australia.

Creating Emotional Engagement in Online Learning

Fanshawe, Melissa, Burke, Katie, Tualaulelei, Eseta and Cameron, Cathy. 2020. "Creating Emotional Engagement in Online Learning." EDUCAUSE Review. 31 August 2020.

Focus on maths: fostering student understanding of mathematics through a growth mindset

Fanshawe, Melissa. 2019. "Focus on maths: fostering student understanding of mathematics through a growth mindset." Teaching Mathematics. 44 (2), pp. 8-12.

Teaching mathematics through a growth mindset

Fanshawe, Melissa. 2020. "Teaching mathematics through a growth mindset." Teaching Mathematics Through a Growth Mindset 2020 (23rd January). Brisbane, Australia 23 Jan 2020 Brisbane, Queensland.

Teaching mathematics through a growth mindset

Fanshawe, Melissa. 2019. "Teaching mathematics through a growth mindset." Teaching Mathematics Through a Growth Mindset 2020 (20th May). Rockhampton, Australia 20 May 2020 Rockhampton, Queensland.

Teaching mathematics through a growth mindset

Fanshawe, Melissa. 2019. "Teaching mathematics through a growth mindset." Teaching Mathematics Through a Growth Mindset 2019 (25th March). Emerald, Australia 25 Mar 2019 Emerald, Queensland.

Teaching mathematics through a growth mindset

Fanshawe, Melissa. 2019. "Teaching mathematics through a growth mindset." Teaching Mathematics Through a Growth Mindset 2019 (18th March). Mackay, Australia 18 Mar 2019 Mackay, Queensland.

Teaching mathematics through a growth mindset

Fanshawe, Melissa. 2019. "Teaching mathematics through a growth mindset." Teaching Mathematics Through a Growth Mindset 2019 (11th March). Gladstone, Australia 11 Mar 2019 Gladstone, Queensland.

Focus on MATHS

Fanshawe, Melissa. 2019. "Focus on MATHS." Drawing Conclusions - early and Middle Years Conference (2019). Moorooka, Australia 23 - 24 Feb 2019 Moorooka, Queensland.

Teaching mathematics through a growth mindset

Fanshawe, Melissa. 2018. "Teaching mathematics through a growth mindset." Teaching Mathematics Through a Growth Mindset 2018 (22nd October). Brisbane, Australia 22 Oct 2018 Brisbane, Queensland.

Strengthening preservice teachers’ school based experience while providing in school, face-to-face support to secondary students studying early tertiary programs with USQ

Fanshawe, Melissa, Silk, Kirsty and Penton, Kirstie. 2019. Strengthening preservice teachers’ school based experience while providing in school, face-to-face support to secondary students studying early tertiary programs with USQ. Toowoomba. University of Southern Queensland.

Catering for the Specialized Needs of Students With Vision Impairment in Mainstream Classes: Listening to Student Voices for Academic, Physical, and Social Inclusion

Cain, Melissa and Fanshawe, Melissa. 2020. "Catering for the Specialized Needs of Students With Vision Impairment in Mainstream Classes: Listening to Student Voices for Academic, Physical, and Social Inclusion." van Rensburg, Henriette and O'Neill, Shirley (ed.) Inclusive Theory and Practice in Special Education. Hershey, United States. IGI Global. pp. 192-211

Lighting the way through the home: development of early braille literacy

Fanshawe, Melissa. 2017. "Lighting the way through the home: development of early braille literacy." 2017 Biennial SPEVI Conference: Shining the Light on Vision Education. Brisbane, Queensland 08 - 12 Jan 2017 Australia.

Opening Eyes onto Inclusion and Diversity

Carter, Susan, Abawi, Lindy-Anne, Lawrence, Jill, Brownlow, Charlotte, Desmarchelier, Renee, Fanshawe, Melissa, Gilbey, Kathryn, Turner, Michelle and Guy, Jillian. Carter, Susan (ed.) 2019. Opening Eyes onto Inclusion and Diversity . Australia. University of Southern Queensland.

Four things students with vision impairment want you (their teachers and friends)to know

Cain, Melissa and Fanshawe, Melissa. 2019. "Four things students with vision impairment want you (their teachers and friends)to know." The Conversation. 10 June 2019, pp. 1-5.

'Talk to Me!': Empowering students with a vision impairment through audio e-assessment feedback

Cain, Melissa and Fanshawe, Melissa. 2020. "'Talk to Me!': Empowering students with a vision impairment through audio e-assessment feedback." Dann, Christopher Ewart and O'Neill, Shirley (ed.) Technology-enhanced formative assessment practices in higher education. United States. IGI Global. pp. 1-19

Utilising instantaneous feedback to promote self-regulated learning in online higher education course: the case for digital badges

Fanshawe, Melissa, Delaney, Nicole and Powell, Alwyn. 2020. "Utilising instantaneous feedback to promote self-regulated learning in online higher education course: the case for digital badges." Dann, Christopher Ewart and O'Neill, Shirley (ed.) Technology-enhanced formative assessment practices in higher education. United States. IGI Global. pp. 41-59

Celebrating diversity: focus on inclusion

Abawi, Lindy, Fanshawe, Melissa, Gilbey, Kathryn, Andersen, Cecily and Rogers, Christina. 2019. "Celebrating diversity: focus on inclusion." Carter, Susan (ed.) Opening eyes onto inclusion and diversity. Toowoomba, Australia. University of Southern Queensland. pp. 41-91

The importance of Indigenous cultural perspectives in education (the danger of the single story)

Fanshawe, Melissa, Abawi, Lindy and Guy, Jillian. 2019. "The importance of Indigenous cultural perspectives in education (the danger of the single story)." Carter, Susan (ed.) Opening eyes onto inclusion and diversity. Toowoomba, Australia. University of Southern Queensland. pp. 289-318

Opening eyes to vision impairment: inclusion is just another way of seeing

Cain, Melissa and Fanshawe, Melissa. 2019. "Opening eyes to vision impairment: inclusion is just another way of seeing." Carter, Susan (ed.) Opening eyes onto inclusion and diversity. Toowoomba, Australia. University of Southern Queensland. pp. 239-288

The implications of monocular vision on orientation and mobility

Fanshawe, Melissa. 2015. "The implications of monocular vision on orientation and mobility." Journal of the South Pacific Educators in Vision Impairment. 8 (1), pp. 77-86.

The practice of using NAPLAN numeracy test results: a review of the literature

Getenet, Seyum and Fanshawe, Melissa. 2018. "The practice of using NAPLAN numeracy test results: a review of the literature." Hunter, Jodie, Darragh, Lisa and Perger, Pam (ed.) 41st Annual Conference of the Mathematics Education Research Group of Australasia (MERGA41). Auckland, New Zealand 01 - 05 Jul 2018 Adelaide, Australia.

The LAB school project: A socio-ecological investigation into the intersection between literacy, the arts and wellbeing in a rural early years classroom setting

Barton, Georgina and Fanshawe, Melissa. 2024. "The LAB school project: A socio-ecological investigation into the intersection between literacy, the arts and wellbeing in a rural early years classroom setting." Australian Journal of Language and Literacy. 47 (3), pp. 403-426. https://doi.org/10.1007/s44020-024-00070-w

The perceptions parents of dyslexic children have on barriers to meaningful parent–school partnerships in Australia

Leslie, Rachel, Fanshawe, Melissa, Larsen, Ellen and Brown, Alice. 2024. "The perceptions parents of dyslexic children have on barriers to meaningful parent–school partnerships in Australia." Exceptionality: a special education journal. https://doi.org/10.1080/09362835.2024.2389081

Relationship Between Pre-Service Teachers' Early Mathematics Experiences and Their Current Self-Perception on Mathematics

Getenet, Seyum, Adeniji, Saidat and Fanshawe, Melissa. 2024. "Relationship Between Pre-Service Teachers' Early Mathematics Experiences and Their Current Self-Perception on Mathematics." Getenet, Seyum (ed.) 46th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA46). Gold Coast, Australia 30 Jun - 04 Jul 2024 Australia.

Making sense of student feedback and engagement using artificial intelligence

Dann, Christopher, Redmond, Petrea, Fanshawe, Melissa, Brown, Alice, Getenet, Seyum, Shaik, Thanveer, Tao, Xiaohui, Galligan, Linda and Li, Yan. 2024. "Making sense of student feedback and engagement using artificial intelligence." Australasian Journal of Educational Technology. 40 (3). https://doi.org/10.14742/ajet.8903

What’s an innovation? Capitalising on disruptive innovation in higher education

Cain, Melissa, Campbell,Chris and Fanshawe, Melissa. 2024. "What’s an innovation? Capitalising on disruptive innovation in higher education." Teachers and Teaching: Theory and Practice. 30 (5), pp. 684-700. https://doi.org/10.1080/13540602.2024.2365141

Student perceptions of supports for managing study in higher education according to internal and external locus of control 

Burke, Katie and Fanshawe, Melissa. 2024. "Student perceptions of supports for managing study in higher education according to internal and external locus of control ." Journal of Further and Higher Education. 48 (5), pp. 555-566. https://doi.org/10.1080/0309877X.2024.2362843

“It is more than the average parent goes through”: Using the experiences of Australian parents of dyslexic children to draw a distinction between advocacy and allyship

Leslie, Rachel, Larsen, Ellen, Fanshawe, Melissa and Brown, Alice. 2024. "“It is more than the average parent goes through”: Using the experiences of Australian parents of dyslexic children to draw a distinction between advocacy and allyship." Australian Journal of Learning Difficulties. 29 (1), pp. 53-74. https://doi.org/10.1080/19404158.2024.2342523

Shining a light on disparities to access. Specialist teachers’ perceptions on the impacts of COVID-19 restrictions on learning for students with blindness and low vision in Australia, New Zealand, and the Pacific

Cain, Melissa, Fanshawe, Melissa and Goodwin, Polly. 2024. "Shining a light on disparities to access. Specialist teachers’ perceptions on the impacts of COVID-19 restrictions on learning for students with blindness and low vision in Australia, New Zealand, and the Pacific." International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2024.2303106

Reflecting on rapport: strategies for online interviews about sensitive or distressing topics with vulnerable children

Leslie, Rachel, Brown, Alice, Larsen, Ellen and Fanshawe, Melissa. 2024. "Reflecting on rapport: strategies for online interviews about sensitive or distressing topics with vulnerable children." International Journal of Research and Method in Education. https://doi.org/10.1080/1743727X.2023.2294781

Barriers to Physical Activity for Australian Students with Vision Impairment

Cain, Melissa, Fanshawe, Melissa, Armstrong, Ellen and Lieberman, Lauren. 2024. "Barriers to Physical Activity for Australian Students with Vision Impairment." International Journal of Disability Development and Education. 71 (6), pp. 908-926. https://doi.org/10.1080/1034912X.2023.2232327

Enablers and barriers to equitable participation for students with blindness or low vision in Australian mainstream secondary schools

Fanshawe, Melissa, Barton, Georgina, Mandarakas, Monique, Cain, Melissa and Todd, Nicole. 2024. "Enablers and barriers to equitable participation for students with blindness or low vision in Australian mainstream secondary schools." International Journal of Inclusive Education. 28 (14), pp. 3470-3486. https://doi.org/10.1080/13603116.2023.2265915

PhD by LMS: Using a learning management system to facilitate self-directed learning in a doctoral study

Fanshawe, Melissa and Barton, Georgina. 2023. "PhD by LMS: Using a learning management system to facilitate self-directed learning in a doctoral study." Australasian Journal of Educational Technology. 39 (4), pp. 104-126. https://doi.org/10.14742/ajet.8615

Initial teacher education: Are we missing something?

Larsen, E., Burke, K., Fanshawe, M., Oliver, M. and Salton, Y.. 2023. "Initial teacher education: Are we missing something?" BERA.