Dr Wendi Beamish

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PhD, M Education (Hons), Grad Dip Special Education, B Education, Cert of Teaching

Lecturer, School of Education and Professional Studies (Brisbane, Logan)

Contact Details for Dr Wendi Beamish

For more information please go to Professional page

Research expertise

Wendi's research interests focus on teacher practice and reflection in three key areas:

• Early childhood intervention (e.g., quality practice, program improvement, early childhood transitions)
• Positive behavioural support (e.g., individualised interventions, stress management)
• Inclusive education (e.g., co-teaching, social emotional competence)

Action research projects

• CORE project (August-November 2008). Initiative aiming to facilitate preservice teacher reflection by enhancing the capacity of teacher mentors to better engage with and support preservice teachers in critical and reflective thinking. Improving the Practical Component of Teacher Education. Funding: $10,000.
• Perspectives on Co-teaching in Queensland primary schools. 2nd International Conference on Special Education Sharing Knowledge and Experience Around the World. Marmaris, Mugla, Turkey June 18, 21, 2008.

Current teaching areas

• Early childhood intervention individualised intervention planning, positive behavioural support, child-focused interventions (7198EBL, 7199EBL, 7200EBL)
• Positive behavioural support in schools (4204EBL, 7193EBL)
• Individualising the curriculum for students with special needs (7224EBL)
• Professional practice in special education (3232EBL)

Publications

Books

• Beamish, W. (2008). Consensus about program quality: An Australian study in early childhood special education. Saarbrucken, Germany: VDM Publishers. ISBN 978-3-639-02878-2.

Refereed journals

• Beamish, W., Bryer, F., and Davies, M. (2006). Teacher reflections on co-teaching a unit of work. International Journal of Whole Schooling, 2,(2) 3-19.
• Bryer, F., Beamish, W., Davies, M., Marshall, R., Wilson, L., and Caldwell, W. (2005). The first step to school-wide positive behavioural support in a Queensland high school: Laying the foundation for participation. Special Education Perspectives, 14(2), 26-45.
• Bryer, F., Grimbeek, P., Beamish, W., and Stanley, A. (2004). How to use the Parental Attitudes to Inclusion scale as a teacher tool to improve parent-teacher communication. Issues In Educational Research, 14(2), 105-120.
• Beamish, W., Bryer, F., and Wilson, L. (2001). Positive behavioural support: An example of practice in the early years. Australian Association of Special Education (AASE), Special Education Perspectives, 19(1), 14-29.

Refereed proceedings

• Beamish, W., and Davies, M. (2004, July). Responsive intervention training for early interventionists: The Griffith model. In Proceedings of the Early Childhood Intervention Australia, Sixth Biennial Conference, (CD, ISBN 0-646-44011-X). Melbourne, Australia: Early Childhood Intervention Australia.
• Beamish, W., Bryer, F., and Davies, M. (2005). Co-teaching in Queensland primary schools: Teacher reflection. In B. Bartlett, F. Bryer, and D. Roebuck (Eds.), Stimulating the "action" as participants in participatory research, (Vol. 1, pp. 65-80). Brisbane, Australia: School of Cognition, Language, and Special Education, Griffith University.
• Bryer, F., Beamish, W., Hawke, A., Kitching, A., and Wilson, L. (2003). School-wide initiatives in positive behavioural support: Examples of Queensland practice. In B. Fields and M. Aniftos (Eds.), Learning for life, (pp. 1-12). Toowoomba, Queensland: Faculty of Education, University of Southern Queensland.
• Bryer, F., and Beamish, W. (2005). Supporting students with problem behaviour in school settings. In B. Bartlett, F. Bryer, and D. Roebuck (Eds.), Stimulating the "action" as participants in participatory research, (Vol. 1, pp. 146-159). Brisbane, Australia: School of Cognition, Language, and Special Education, Griffith University.
• Bryer, F., Davies, M., and Beamish, W. (2005, September). Adaptation of an American School-wide tool for assessing and improving inclusive practice in one local school context. In Proceedings of the 29th Australian Association of Special Education (AASE) Annual National Conference Making meaning: Creating connections that value diversity, (CD, ISBN 0-646-45100-6). Brisbane, Australia: Australian Association of Special Education (Queensland Chapter).
• Davies, M., and Beamish, W. (2005, August). Developing responsiveness through competence-building with early childhood special education interventionists. In Inclusion: Celebrating diversity. Proceedings of the Inclusive and Supportive Education Congress. (CD, ISBN 1-903618-29-0), Glasgow, Scotland, ISEC.
• Davies, M., Bryer, F., and Beamish, W. (2005, August). Validation of an inclusive practice self-assessment tool to improve school capability. In Inclusion: Celebrating diversity Proceedings of the Inclusive and Supportive Education Congress. (CD, ISBN 1-903618-29-0), Glasgow, Scotland, ISEC.
• Grimbeek, P., Bryer, F., Beamish, W., and D, Netto, M. (2005). Use of data collapsing strategies to identify latent variables in questionnaire data: Strategic management of junior and middle school data on the Cognitive Holding Power (CHP) questionnaire. In B. Bartlett, F. Bryer, and D. Roebuck (Eds.), Stimulating the action as participants in participatory research, (Vol. 2, pp. 125-139). Brisbane, Australia: School of Cognition, Language, and Special Education, Griffith University.
• Handy, A., Beamish, W., and Bryer, F. (2005). A formative study on teacher practice for students with emotional-behavioural problems. In B. Bartlett, F. Bryer, and D. Roebuck (Eds.), Stimulating the "action" as participants in participatory research, (Vol. 2, pp. 166-178). Brisbane, Australia: School of Cognition, Language, and Special Education, Griffith University.
• Hambly, M., Bryer, F., Davies, M., and Beamish, W. (2006). A special educator's beliefs and practice: Reflections on co-teaching a unit of work. In F. Bryer (Ed.), Informing practice; improving research, (pp. 88-101). Brisbane, Australia: Griffith University, School of Cognition, Language, and Special Education and Vanderbilt University.
• Hambly, M., Davies, M., Beamish, W., and Bryer, F. (2005). The impact of coteaching on belief and practice: One teacher's reflections. In B. Bartlett, F. Bryer, and D. Roebuck (Eds.), Stimulating the "action" as participants in participatory research, (Vol. 2, pp. 140-151). Brisbane, Australia: School of Cognition, Language, and Special Education, Griffith University.
• Hartshorne, B., Gray, B., Murray, L., Biggam, J., Beamish, W., and Bryer, F. (2004). Researching practice in a special school: the continuing relationship. In B. Bartlett, F. Bryer, and D. Roebuck (Eds.), Educating: Weaving research into practice, (Vol. 2, pp. 94-103). Brisbane, Australia: School of Cognition, Language, and Special Education, Griffith University.
• Hartshorne, B., Murray, L., Beamish, W., and Bryer, F. (2003). Researching recommended practice in a special school. In B. Bartlett, F. Bryer, and D. Roebuck (Eds.), Re-imagining practice Researching change, (Vol. 2, pp. 29-40). Brisbane, Australia: School of Cognition, Language, and Special Education, Griffith University.
• Martschinke, H., Waugh, C., Beamish, W., and Davies, M. (2004). Layering the reflective process: An approach used to induct new staff into Griffith's practicum model for special education. In B. Bartlett, F. Bryer, and D. Roebuck (Eds.), Educating: Weaving research into practice, (Vol. 2, pp. 260-269). Brisbane, Australia: Griffith University, School of Cognition, Language, and Special Education.
• Stanley, A., Beamish. W., and Bryer, F. (2004). Using stakeholder recommendations to improve learning: Involving the school community in researching practice. In B. Bartlett, F. Bryer, and R. Roebuck (Eds.), Educating: Weaving research into practice, (Vol. 3, pp. 119-129). Brisbane, Australia: School of Cognition, Language, and Special Education, Griffith University.
• Stanley, A., Beamish. W., and Bryer, F. (2005). Communication between home and school of students with Autistic Spectrum Disorder in two south-east Queensland primary schools. In B. Bartlett, F. Bryer, and D. Roebuck (Eds.), Stimulating the "action" as participants in participatory research, (Vol. 3, pp. 113-122). Brisbane, Australia: School of Cognition, Language, and Special Education, Griffith University.
• Stanley, A., Grimbeek, P., Bryer, F., and Beamish. W. (2003). Comparing parents, versus teachers attitudes to inclusion: When PATI meets TATI. In B. Bartlett, F. Bryer, and D. Roebuck (Eds.), Re-imagining practice Researching change, (Vol. 3, pp. 62-69). Brisbane, Australia: School of Cognition, Language, and Special Education, Griffith University.

Government reports

• Meadows, D., Beamish, W., Davies, M., and Elias, G. (2006). Quality outcomes for students with a disability. Brisbane, Australia: Department of Education and the Arts and Griffith University. Quality Outcomes for Students with a Disability
• Meadows, D., Punch, R., Elias, G., Beamish, W., and Davies, M. (2005). Literature review on school to post-school transition. Brisbane, Australia: Department of Education and the Arts and Griffith University.