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Mr Mark Oliver

Name Mark Oliver
Position Lecturer (Wellbeing, Counselling and Human Development)
Section School of Education
Office G410
Location Toowoomba Campus
Phone +61 7 4631 2355
Extension 2355
Email
Qualifications BTeach Southern Cross , MEd USQ

Currently teaching courses/programs
EDC1100 - Childhood Development (Undergraduate)
ESP3100 - Social Emotional Wellbeing in Secondary School (Undergraduate)
EDM5001 - Understanding Learners and Learning (Postgraduate)
EDU8317 - Individual Assessment (Postgraduate)
EDU8328 - Consultation and Communication (Postgraduate)
EDU8507 - Counselling in Educational Contexts (Postgraduate)

Teaching experience(Tertiary)
10 Years

Teaching experience(Other)
12 Years



Publications in ePrints

Perera, Harsha N. and McIlveen, PeterORCID: https://orcid.org/0000-0002-1864-9516 and Oliver, Mark E. (2015) The mediating roles of coping and adjustment in the relationship between personality and academic achievement. British Journal of Educational Psychology, 85 (3). pp. 440-457. ISSN 0007-0998

Oliver, Mark E. (2014) Dissonance in participant voice: research strategies that harmonise distortions in participant data. In: Echoes: ethics and issues of voice in education research. Sense Publishers, Rotterdam, Netherlands, pp. 185-195. ISBN 9789462094895

Midgley, Warren and Davies, Andy and Oliver, Mark E. and Danaher, Patrick Alan, eds. (2014) Echoes: ethics and issues of voice in education research. Sense Publishers, Rotterdam, Netherlands. ISBN 978-94-6209-490-1

Midgley, Warren and Davies, Andy and Oliver, Mark E. and Danaher, Patrick AlanORCID: https://orcid.org/0000-0002-2289-7774 (2014) The echoes of voice in education research ethics. In: Echoes: ethics and issues of voice in education research. Sense Publishers, Rotterdam, The Netherlands, pp. 1-11. ISBN 978-94-6209-490-1

Abawi, Lindy ORCID: https://orcid.org/0000-0003-2248-5275 and Oliver, Mark (2013) Shared pedagogical understandings: schoolwide inclusion practices supporting learner needs. Improving Schools, 16 (2). pp. 159-174. ISSN 1365-4802

View full listing in ePrints