Dr Melissa Cain

Dr Melissa Cain

Senior Lecturer, Education
National School of Education, Faculty of Education and Arts

Areas of expertise: inclusive education; education for students with blindness and low vision; creative arts education; ITE professional experience

Phone: +61 7 3623 7221

Email: melissa.cain@acu.edu.au

Location: ACU Brisbane Campus

ORCID ID: ORCID ID and ORCID hyperlink: 0000-0001-8628-876X

Melissa Cain is senior lecturer and National Head of Discipline (Secondary Initial Teacher Education) at ACU. She also coordinates the Secondary teaching courses in Queensland. Melissa's teaching and research focuses on Initial Teacher Education, Inclusive Education, and Creative Arts with a current focus on supporting equitable participation for students with vision impairment in mainstream schools. Recent large scale international research projects include "Teaching and Learning in COVID-19 Times" and "The Role of Mentoring for Young People with Blindness and Low Vision". Melissa undertakes research with teams in Canada, the USA, Singapore, and Pacific Small Island Nations, as well as a range of collaborators at Australian universities. She is active in the low vision community, regularly collaborating with Next Sense (RIDBC) and Vision Australia and volunteering her time as a goalball referee. Melissa was a schoolteacher in Australia and Southeast Asia for 22 years, has managed three large-scale national Learning and Teaching projects, and has produced an international MOOC through EdX and Microsoft. Melissa has received several higher education teaching awards and is the recipient of the Callaway Doctoral Award

Select publications

  • Cain, M. (2022, under review). "Those moments are ineffable". Illuminating how empathy and compassion experienced in the Arts empower pre-service teachers to make transformational change. International Journal of Educational Research.
  • Cain, M., Campbell, C., & Fanshawe, M. (2022, under review). What's an innovation? From Zoom to Flipgrid: Opportunities for disruptive innovation in COVID-19 times. Australian Educational Researcher.
  • Cain, M., Fanshawe, M., & Goodwin, P. (2022, under review). Shining a light on disparities to access. The impacts of COVID-19 restrictions on learning for students with blindness and low vision in Australia and the Pacific. International Journal of Inclusive Education.
  • Cain, M., Fanshawe, M., & Goodwin, P. (2022). 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 of Vision Impairment (SPEVI) 14(1), 33-49.
  • Cain, M., Fanshawe, M., Armstrong, E., & Lieberman, L. (2022, under review). Barriers to physical activity for Australian students with vision impairment: A pilot study. Physical Education and Sports Pedagogy.
  • Cain, M., Campbell, C., & Coleman, K. (2022, accepted). 'Kindness and empathy beyond all else'. Challenges to professional identities of Higher Education teachers during COVID-19 times. Australian Educational Researcher.
  • Cain, M., Burke, K., & Nislev, E. (2021, under review). When constellations align: What early childhood preservice teachers need from online learning to become confident and competent teachers of the arts. Australian Educational Researcher.
  • Cain, M., Sukhai, M., Fanshawe, M., & Blackstock, D. (2022, under review). An Antipodean/Northern Lights tale: The role and place of mentorship for young adults with blindness and low vision in Australia and Canada. International Journal of Mentoring and Coaching in Education.
  • Cain, M., Fanshawe, M., & Goodwin, P. (2021). "Come willing to learn": Experiences of parents advocating for their children with severe vision impairments in Australian mainstream education. International Journal of Inclusive Education, 1-doi:10.1080/13603116.2021.1983879
  • Phillips, L., & Cain, M., et al. (2021). Surveying and resonating teacher concerns during COVID-19 pandemic. Teachers and Teaching. Theory and Practice, 1-Online. doi:10.1080/13540602.2021.198269
  • Cain, M. & Campbell, C. (2021). Creating greater awareness and demonstration of the Australian Professional Standards for teachers in initial teacher education. Australian Journal of Teacher Education 46(7), 70-doi:10.14221/ajte.2021v46n7.4
  • Cain, M. & Fanshawe, M. (2021). From emotional crisis to empowerment: The journey of two mothers. Infants and Young Children 34(3), 225-doi:10.1097/IYC.0000000000000194
  • Cain, M., & Fanshawe, M. (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), 137-doi:10.14742/ajet.6449
  • Cain, M., & Phillips, L. (2021). Found poems and imagery of physical and social dis/connections in inclusive education during a pandemic. The kaleidoscope of lived curricula: Learning through a confluence of crises (pp. 109-125). 13th Annual Curriculum and Pedagogy Group Edited Collection.
  • Cain M. & Fanshawe, M. (2021). More than tolerance. A call shiFt the ableist Academy. In A. Black & R. Dwyer, MAKING shiFt HAPPEN: Women creating personal and professional alchemy in the academy. Palgrave Macmillan.
  • Cain, M., Gibbs, K. (2020). 'Please Explain!'-public perception of students with diversity in mainstream education as voiced in Australian online news media. International Journal of Educational Research (Open). doi:10.1016/j.ijedro.2020.100006
  • Cain, M., & Fanshawe, M. (2020). "Talk to Me!": Empowering students with a vision impairment through audio e- assessment Feedback. In C. Dann, & S. O'Neill (Eds.), Technology-Enhanced Formative Assessment
  • Practices in Higher Education (pp. 1-19). Hershey, PA: IGI Global. doi:10.4018/978-1-7998-0426-0.ch001
  • Cain, M., & Fanshawe, M. (2020). Catering for the specialized needs of students with vision impairment in mainstream classes: Listening to student voices for academic, physical, and social inclusion. In H. van Rensburg, & S. O'Neill (Eds.), Inclusive Theory and Practice in Special Education (pp. 192-211).
  • Hershey, PA: IGI Global. doi:10.4018/978-1-7998- 2901-0.ch010
  • Cain, M; Istvandity, L; and Lakhani, A. (2019). Participatory music- making and well-being within immigrant cultural practice: Exploratory case studies in South East Queensland, Australia. Leisure Studies, 2(2), 1-doi:10.1080/02614367.2019.1581248
  • Cain, M. (2019). "But it wouldn't be me". Exploring empathy and compassion for self and others through creative processes. In G. Barton & S. Garvis (eds). Compassion and Empathy in Educational Contexts. Palgrave Macmilllan, pp. 39-57.
  • Cain, M., Le, A. H., & Billett, S. (2019). Sharing stories and building resilience: Student preferences and processes of post practicum interventions. In Billett, S., Newton, J., Rogers, G., & Noble, C. (Eds.). Augmenting health and social care students' clinical learning experiences: Processes and outcomes. Springer, pp. 27-53.
  • Cain, M. & Fanshawe, M. (2019). Opening eyes to vision impairment: Diversity is just another way of seeing. In S. Carter (ed.). Opening eyes onto diversity and inclusion. University of Southern Queensland Press.
  • Cain M. & Walden, J. (2018). Musical diversity in the classroom: Ingenuity and integrity in sound exploration. British Journal of Music Education, 36(1), 5-doi:10.1017/S0265051718000116
  • Cain, M. & Nislev, E. (2018). Art as transformative education: Starting the conversation. Art Education Australia, 39(3). Australian Art Education 39(3), 468-Special theme issue- Borderless: Global narratives in art education. doi:10.3316/aeipt.222987
  • Nislev, E. & Cain, M. (2018). Playing in the corridors of academia. In A. Black and S. Garvis (eds.) Lived experiences of women in academia: Metaphors, manifestos and memoir. UK: Routledge, pp. 98-108.
  • Bartleet, B., Cain, M., Tolmie, D., Power, A., & Shiobara, M. (Eds.). (2018). Many Voices, One Horizon: Community music in Oceania. University of Hawaii Press.
  • Tan, L. & Cain, M. (2018). A tale through two lenses. Community band music in Singapore. In B. Bartleet, M. Cain, D. Tolmie, A. Power, & M. Shiobara. (Eds.). Many Voices, One Horizon: Community music in Oceania. University of Hawaii Press, pp. 221-241.
  • Bartleet, B., Cain, M., Tolmie, D., Power, A., & Shiobara, M. (Eds.) (2018). Community Music in the Asia Pacific: An introduction. In B. Bartleet, M. Cain, D. Tolmie, A. Power, & M. Shiobara, Many Voices, One Horizon: Community music in Oceania. University of Hawaii Press, 1-12.
  • Sonnenschein, K., Barker, M., Hibbins, R, & Cain, M. (2017). Perceptions of different stakeholders about the graduate attributes needed by graduates entering in the Chinese hotel industry. In G. Barton & K. Hartwig, (Eds.). Professional learning in the work place for international students: Exploring theory and practice. UK: Springer, 259-275.
  • Barton, G; Hartwig, K; Bennett, D; Cain, M., et al. (2017). Work placements for international students programs: a model of effective practice. In G. Barton & K. Hartwig, (Eds.). Professional learning in the workplace for international students: Exploring theory and practice. UK: Springer, pp. 13- 34.
  • Billett, S., Cain, M., & Le, A. H. (2016). Augmenting higher education students' work experiences: Preferred purposes and processes. Studies in Higher Education 3(7), 1279-doi:10.1080/03075079.2016.125007
  • Henderson, S; Cain, M; Istvandity, L. & Lakhani (2016). The role of music participation in positive health and wellbeing outcomes for migrant populations: A systematic review. Psychology of Music 45(4), 459-doi:10.1177/030573561666591
  • Cain, M., Lakhani, A. & Istvandity, L. (2015). Short and long term outcomes for CALD and at risk communities in participatory music programs. Arts and Health: An International Journal for Research, Policy and Practice, 8(2), 1-doi:10.1080/17533015.2015.102793
  • Cain, M. Celebrating diversity: Music education in multiracial Singapore (2015). International Journal of Music Education 33(4),463-doi:10.1177/0255761415584295
  • Cain, M. (2015). Music of 'The Other': Overcoming cultural boundaries in music education. British Journal of Music Education, 32(1), 1-doi:10.1017/S0265051714000394
  • Barton, G; Hartwig, K; and Cain, M. (2015). International students' experience of practicum in teacher education: An exploration through internationalization and professional socialization. Australian Journal of Teacher Education 40(8),149-doi:10.14221/ajte.2015v40n8.9
  • Lebler, D., Harrison, S., Carey, G., & Cain, M. (2014). Assessment in Music in the Australian Context: The AiM Project. In D. Lebler, S. Harrison, & G. Carey (Eds.), Assessment in music: From Policy to Practice. Springer, pp. 39-54.
  • Cain, M. (2014). Participants' perceptions of fair and valid assessment practices in higher music education. In D. Lebler, S. Harrison, & G. Carey (Eds.), Assessment in music: From Policy to Practice. UK: Springer, 87-106.
  • Cain, M., Walden, J. & Lindblom, S. (2013). Initiate, create, activate. Practical solutions for making culturally diverse music education a reality. Australian Journal of Music Education, 2, 79-doi:10.3316/aeipt.204750
  • Cain, M. (2010). Singapore International Schools: Best practice in culturally diverse music education. British Journal of Music Education, 27(2), 111-doi:10.1017/S0265051710000033
  • Cain, M. (2010). The origins and foundations of music education [Review]. Research Studies in Music Education. 32(2), 1-4.
  • Schippers, H. & Cain, M. (2010). A tale of three cities. Dreams and realities of cultural diversity in music education. In J. Ballantyne, & B-L. Bartleet (Eds.), Navigating music and sound education. Newcastle: Cambridge Scholars, 161-doi:10.1177/1321103X10386650
  • Cain, M. (2005). Dabbling or deepening - where to begin? Global music in International school elementary education. In P. Campbell et. al. (Eds.), Cultural diversity in music education. Directions and challenges for the 21st century. Brisbane: Australian Academic Press, pp. 103-112.

Projects

Funded projects

  • Total funding received: $77,380
  • 2021: ACU Teaching Development Grant. $10,386
  • 'Enhancing practicum performance: Positively impacting retention, self-efficacy, resilience, confidence, and competency in pre-service teachers'.
  • Melissa Cain, Kathleen McGuire & Rebecca Pagano
  • 2020: South Pacific Educators of Vision Impairment. $5,000 'Learning to access': Lessons for Learning in COVID-19 Times. Melissa Cain
  • 2017: Griffith University, Teacher Education Research Program. $5,000
  • 'Evaluating a School/University Approach to Professional Experience'. Dr Jennifer Clifton, Dr Mia O'Brien, and Dr Melissa Cain
  • 2016: Queensland Curriculum and Assessment Authority $50,000 'Evaluation of Endorsement Trials' Dr Katie Weir and Dr Melissa Cain

Unfunded projects

  • 2020-present: "Learning and Teaching in COVID-19 Times". Dr Melissa Cain, Associate Professor Louise Phillips (Southern Cross University), Associate Professor Chris Campbell (Charles Sturt University), Dr Kate Coleman (University of Melbourne).
  • 2020-present: "The Role of Mentoring for Young People with Blindness and Low Vision". Dr. Melissa Cain, Distinguished Service Professor Dr Lauren Lieberman (State University of New York), Dr Mahadeo Sukhai (Canadian Institute for the Blind), Dr Melissa Fanshawe (University of Southern Queensland).
  • 2019-present: "Teaching the Creative Arts Online". Dr Melissa Cain, Dr Katie Burke (University of Southern Queensland), Dr Eva Nislev (Griffith University).
  • 2018-present: "Experiences of students with a vision impairment, their teachers, and parents in mainstream schooling".
  • Dr Melissa Cain, Dr Melissa Fanshawe (University of Southern Queensland).

Accolades

  • 2016: Most Effective Lecturer Dean's Commendation List. Faculty of Humanities and Social Sciences, University of Queensland.
  • 2015: Award for Tutoring Excellence. Faculty of Humanities and Social Sciences, University of Queensland.
  • 2013: Callaway Doctoral Award. Australian Society for Music Education.

Appointments

Teaching and research

  • Australian Catholic University: 2018 to present. Head of Discipline (Secondary ITE), Course Coordinator Secondary Teaching Programs (Queensland), Lecturer-in-charge for units in inclusive education and arts education, HDR primary supervisor.
  • Griffith University: 2012 to Convenor of seven large courses, team member, Graduate Teacher Performance Assessment (GTPA), lecturer in Professional experience, Childhood development, Curriculum and assessment, Arts education, Design and Technologies education, and Music education, University practicum liaison.
  • The University of Queensland: 2012 to 2017 (sessional). Course coordinator, lecturer, and lead tutor (sessional) in Educational Leadership, Literacies education, Arts education, Design and Technologies education and Music education.
  • Queensland University of Technology: 2013 to Course coordinator and lecturer (sessional) in Music education.

Project management

  • 2016-2017: Deep Learning through Transformative Pedagogies MOOC. University of Queensland (UQx, Edx),
  • 2015-2017: Augmenting students' learning for employability through post-practicum educational processes. Griffith University, (OLT research project)
  • 2014 to 2016: Work Placements for International Students. Griffith University, (OLT research project)
  • 2011-2014: Assessment in Music. Queensland Conservatorium (OLT research project)

Editorial roles

  • Book editor: Bartleet, B., Cain, M., Tolmie, D., Power, A., & Shiobara, M. (Eds.). (2018). Many Voices, One Horizon: Community music in Oceania. University of Hawaii Press.

Public engagement activities

Media publications

  • Cain, M. & Phillips, L. (2021). What have we learnt from teaching online in 2021? ABC Victoria radio interview with Jonathon Kendall. January 13, 2021.
  • Cain, M. (2021). Teachers calling it quits over Zoom. The Herald Sun, January 13.
  • Cain, M. & Phillips, L. (2020). 'Exhausted beyond measure': What teachers are saying about COVID-19 and the disruption to education. 'The Conversation, August 4.
  • Cain, M. & Fanshawe, M. (2019). A positive view for vision impaired children. ABC radio interview with Kathryn Feeney, August 15, 2019.
  • Cain, M. & Fanshawe, M. (2019). Mums advocate for all vision- impaired students. The Courier Mail, August 9, 2019.
  • Cain, M. & Fanshawe, M. (2019). Four things students with vision impairment want you (their teachers and friends) to know. The Conversation, June 10.
  • Cain, M. & Fanshawe, M. (2019). Researchers on mission to remove barriers for blind students. Queensland Times, August 15.
  • Cain, M. & Fanshawe, M. (2019). See the whole child before you see the disability. Press release. Australian Catholic University, June 5.
  • Cain, M. (2019). A clear vision. ACU Impact, October 10.
  • Cain, M. & Fanshawe, M. (2018). Talking Vision radio interview. December Vision Australia, edition 453.

Other publications

  • Cain, M. (2021). What was COVID-19's impact on teaching and learning in 2020? The Educator Australia, January 14.
  • Cain, M. & Fanshawe, M. (2019). A positive view for vision impaired children. Education Review, August 15.
  • Cain, M. (2013). Assessment in Music Symposium. HERDSA News 35(2), p. 37.
  • Cain, M., & Learning Futures. (2017). Improving work placements for international students, their supervisors and other stakeholders (WISP).
  • Cain, M. (2002). The Musical Adventures with Maestrosaurus. Singapore: Singapore Symphonia Company Limited.
  • Cain, M. (1996-2005). Concert Programme Notes written for the Singapore Symphony Orchestra.
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