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Submissions from 2024

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Family diversity in children's books: What does your book collection say to children, Helen Adam

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Personal values, subjective wellbeing, and the effects of perceived social support in childhood: A pre-registered study, Patricia R. Collins, Joanne Sneddon, and Julie A. Lee

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Continuous professional development strategies of Nepali secondary principals: Navigating challenges in changing times, Shankar Dhakal, Geoffrey W. Lummis, and Andrew Jones

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Engaging stakeholders to inform policy developments in early childhood education and outside school hours care, Fay Hadley, Linda J. Harrison, Leanne Lavina, Lennie Barblett, Susan Irvine, Francis Bobongie-Harris, and Jennifer Cartmel

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Non-specialist secondary mathematics teachers learning in study groups by engaging with activities of algebra, Vesife Hatisaru

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The quest for continuous quality improvement in Australian long day care services: Getting the most out of the assessment and rating process, Susan L. Irvine, Lennie Barblett, Manjula Waniganayake, Fay Hadley, Rebecca Andrews, Maria Hatzigianni, Hui Li, Leanne Lavina, Linda J. Harrison, and Belinda Davis

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The equity of class ability grouping practices in Australian education: Findings from a survey in Western Australia and Queensland, Olivia Johnston, Rebecca Spooner-Lane, Wei Zhang, Suzanne Macqueen, and Nerida Spina

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Unravelling the wellbeing needs of Australian teachers: A qualitative inquiry, Narelle Lemon and Kristina Turner

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Assessing primary school preservice teachers’ confidence to apply their TPACK in specific categories of technologies using a self-audit survey, David A. Martin, Michael D. Carey, Natalie McMaster, and Madeleine Clarkin

Submissions from 2023

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A cause for hope or an unwitting complicity? The representation of cultural diversity in award-listed children's picturebooks in Australia, Helen Adam

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(Re)considering equity, inclusion and belonging in the updating of the early years learning framework for Australia: The potential and pitfalls of book sharing, Helen Adam, Lennie Barblett, Gill Kirk, and Gloria S. Boutte

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‘I’m not from a country, I’m from Australia.’ Costumes, scarves, and fruit on their heads: The urgent need for Culturally Responsive Pedagogy when sharing diverse books with children, Helen Adam and Matthew Byrne

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Gender equity in early childhood picture books: A cross-cultural study of frequently read picture books in early childhood classrooms in Australia and the United States, Helen Adam and Laurie Harper

Investigating multigrade teaching (MGT) and learning practices in Maldives: Developing a framework for MGT, Aniyath Ali

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MAVI 2021 special issue: The growing recognition of affect in mathematics education, Chiara Andrà, Ralf Erens, Vesife Hatisaru, and Benjamin Rott

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Serious games for health promotion in adolescents – A systematic scoping review, Lesley Andrew, Donna Barwood, Julie Boston, Martin Masek, Lauren Bloomfield, and Amanda Devine

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Social media and English language writing performances of a Ghanaian ESL class: The nexus, Ramos Asafo-Adjei, Ronald Osei Mensah, Ernest Kwesi Klu, and Enock Swanzy-Impraim

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Digital literacy: A review of literature, Lennie Barblett, Raisa Akifeva, Leanne Lavina, and Fiona Boylan

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‘We’re not useless, we know stuff!’ Gathering children’s voices to inform policy, Lennie Barblett, Francis Bobongie-Harris, Jennifer Cartmel, Fay Hadley, Linda Harrison, Susan Irvine, and Leanne Lavina

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Transforming transitions to school: Using funds of knowledge and identity, Lennie Barblett, Fiona Boylan, and Amelia Ruscoe

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Surviving child sexual abuse in women's artistic gymnastics: ‘It's beautiful, because had I stayed in the past, I wouldn’t have evolved as a person’, Natalie Barker-Ruchti and Valeria Varea

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Professional teaching standards and inclusion in teacher education: Insights from a hearing-impaired health and physical education pre-service teacher’s professional experience, Donna Barwood, John O'Rourke, Dawn Penney, Andrew Jones, and Jordan Thomas

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Examining single session peer-teaching instructional approaches on pre-service physical education teachers’ throwing techniques, Bradley Beseler, Mandy S. Plumb, Michael Spittle, Nicola F. Johnson, Jack T. Harvey, and Christopher Mesagno

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Conversations with rain: Proposing poetic and non-linear interpretation strategies in the art gallery, Lilly Blue, Jo Pollitt, and Mindy Blaise

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I think I can, I think I can’t: Design principles for fostering a growth mindset in the early years, Fiona Boylan, Lennie Barblett, and Marianne Knaus

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Transforming transitions to primary school: Using children’s funds of knowledge and identity, Fiona Boylan, Lennie Barblett, Leanne Lavina, and Amelia Ruscoe

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Great Muslim leaders: Lessons for education, Melanie C. Brooks and Miriam D. Ezzani

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How public libraries in Western Australia support the language and literacy learning of children from birth to age three years, Jennifer Ruth Campbell-Hicks

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Do children have a right to do nothing? exploring the place of passive leisure in Australian school age care, Jennifer Cartmel, Bruce Hurst, Francis Bobongie-Harris, Fay Hadley, Lennie Barblett, Linda Harrison, and Susan Irvine

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Conceptualising the education and care workforce from the perspective of children and young people, Jennifer Cartmel, Susan Irvine, Linda Harrison, Lennie Barblett, Francis Bobongie-Harris, Leanne Lavina, and Fay Hadley

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Chinese-speaking undergraduates in Australia: A lexical approach to teaching academic writing, Qin Chen, Anne Thwaite, and Brian Moon

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Gendered pedagogy in senior secondary physical education curriculum enactment, Christopher Clark, Dawn Penney, Rachael Whittle, and Andrew Jones

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School leadership, female empowerment and China’s rise, Christine Cunningham

Exploring a semi-immersive experiential program and the development of 21st century skills with early adolescent boys, Meaghan E. Cunnington

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Mapping the leap: Differences in quality improvement in relation to assessment rating outcomes, Belinda Davis, Rosemary Dunn, Linda J. Harrison, Manjula Waniganayake, Fay Hadley, Rebecca Andrews, Hui Li, Susan Irvine, Lennie Barblett, and Maria Hatzigianni

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Teaching writing in primary education (grades 1–6) in Australia: A national survey, Anabela de Abreu Malpique, Debora Valcan, Deborah Pino-Pasternak, and Susan Ledger

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The costs of and economies of scale in supporting students from low socioeconomic status backgrounds in Australian higher education, Marcia Devlin, Liang Cheng Zhang, Daniel Edwards, Glenn Withers, Julie McMillan, Lynette Vernon, and Sue Trinidad

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Leadership as a challenging opportunity: Nepali secondary principals’ contextual understandings and perception of their roles, Shankar Dhakal, Andrew Jones, and Geoffrey W. Lummis

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Introduction: Linguistic discrimination and diversity from an autoethnographic perspective, Sender Dovchin, Qian Gong, Toni Dobinson, and Maggie McAlinden

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Linguistic diversity and discrimination: Autoethnographies from women in academia, Sender Dovchin, Qian Gong, Toni Dobinson, and Maggie McAlinden

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Adding to teachers’ assessment toolboxes: multiple-choice assessments of critical literacy for Australian senior school courses, Patricia Dowsett and Nathanael Reinertsen

An investigation into factors affecting motivation for boys playing string instruments at the transition to secondary school, Katie M. Doyle

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Final report June 2023: Research impact evidence scheme - Research impact: Dr. Helen Adam, Maria Enriquez-Watt and Helen Adam

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“I don’t want to come back now”: Teacher directed violence, Madeleine Erskine, Catherine Ferguson, and Kay Ayre

Who is leading the early years? An investigation of early childhood pedagogical leadership in school settings, Amie L. Fabry

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Readability of Australian road safety information for the general public, Catherine Ferguson and Stephen Winn

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The provision of vocational education and training within contemporary political socio-economic conditions: A review of the literature, Sarah Fogarty, Christine Cunningham, Michelle Striepe, and David Rhodes

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The experiential salience of music in identity for singing teachers, Melissa Forbes, Jason Goopy, and Amanda E. Krause

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Teachers’ understanding of the major sources of self-efficacy in early childhood, Dimity Franks, Lennie Barblett, and Gillian Kirk

The impacts of telescope use and astronomy research programs on United States instructors' and students' astronomy self-efficacy and identity, Rachel Freed

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Confirmatory factor analysis of two self-efficacy scales for astronomy understanding and robotic telescope use, R. Freed, David H. McKinnon, M. T. Fitzgerald, and S. Salimpour

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Developing a resource for arts educators to enhance the social and emotional well-being of young people, Leanne Fried, Christine Lovering, Sarah Falconer, Jacinta Francis, Robyn Johnston, Karen Lombardi, Kevin Runions, Karen Forde, Naomi Crosby, and Lilly Blue

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Achieving public value in human services: Moving beyond the public sector, David Gilchrist and Sarah Jefferson

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Lesbian, anorexic, disabled, and big: Other ways of being a female physical education teacher, Gustavo González-Calvo and Valeria Varea

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Exploring educational interactions in a pandemic situation through comics: an approach to the Spanish context, Gustavo González-Calvo, Valeria Varea, and J. Eduardo Sierra-Nieto

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Intersections and conflicts between adolescent boys’ musical possible selves, university study, and parent values, Jason Goopy

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Sexisms and un/welcome diversity in Australian universities, Emily M. Gray, And Pasley, Mindy Blaise, Jacqueline Ullman, and Emma Fishwick

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‘I'm broken but I'm alive’: Gender, COVID-19 and higher education in Australia, Emily M. Gray, Jacqueline Ullman, Mindy Blaise, and Joanna Pollitt

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Protocol for a mixed-methods investigation of quality improvement in early childhood education and care in Australia, Linda J. Harrison, Rebecca Andrews, Fay Hadley, Susan Irvine, Manjula Waniganayake, Lennie Barblett, Belinda Davis, Maria Hatzigianni, and Hui Li

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Structures and systems influencing quality improvement in Australian early childhood education and care centres, Linda J. Harrison, Manjula Waniganayake, Jude Brown, Rebecca Andrews, Hui Li, Fay Hadley, Susan Irvine, Lennie Barblett, Belinda Davis, and Maria Hatzigianni

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Mathematical connections–a growing construct, Vesife Hatisaru

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Preservice secondary mathematics teachers’ perceptions of teacher knowledge and its sources, Vesife Hatisaru and Julia Collins

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Educational leaders’ perceptions of STEM education revealed by their drawings and texts, Vesife Hatisaru, Garry Falloon, Andrew Seen, Sharon Fraser, Markus Powling, and Kim Beswick

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Did you know mathematicians have hobbies outside mathematics like you and me?, Vesife Hatisaru and Sea Poked

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A structural perspective to mathematics teaching, Vesife Hatisaru and Steven Richardson

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Perceptions of teaching and learning of STEM revealed in university academics’ drawings, Vesife Hatisaru, Andrew Seen, and Sharon Fraser

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The role of digital technologies in supporting quality improvement in Australian early childhood education and care settings, Maria Hatzigianni, Tanya Stephenson, Linda J. Harrison, Manjula Waniganayake, Philip Li, Lennie Barblett, Fay Hadley, Rebecca Andrews, Belinda Davis, and Susan Irvine

Factors affecting the selection of novels for study in Western Australian secondary english classrooms: Understanding teacher choices, Anne-Maree Hays

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Models of school breakfast program implementation in Western Australia and the implications for supporting disadvantaged students, Susan M. Hill, Matthew F. Byrne, Elizabeth Wenden, Amanda Devine, Margaret Miller, Henrietta Quinlan, Donna Cross, Judy Eastham, and Miranda Chester

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Exploring the potential of VR in enhancing authentic learning for EFL tertiary students in Vietnam, Diem T. N. Hoang, Nicola F. Johnson, and Maggie McAlinden

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Extending a learning ecology with virtual reality mobile technology: Oral proficiency outcomes and students’ perceptions, Diem T. N. Hoang, Maggie McAlinden, and Nicola F. Johnson

The feasibility of E-portfolio-based assessment of physical literacy in primary health and physical education: An exploratory study in Western Australia, Jaxon Hogan

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Stakeholder perceptions of the feasibility of e-portfolio-based assessment of physical literacy in primary health and physical education, Jaxon Hogan, Dawn Penney, Eibhlish O’Hara, and Joseph Scott

Inclusive communities? collaborative communication practices between stakeholders supporting secondary students on the autism spectrum, Christina R. Holly

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Investigating policy enactment in community sport coaching: Directions for future research, Ben Ives, Dawn Penney, Jimmy O’Gorman, Adam J. Nichol, Paul Potrac, and Lee Nelson

Inspiring social justice: Teacher educators’ experiences of culturally and linguistically sustaining pedagogies in initial teacher education units, Sasha P. Janes

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Grit or quit? How to help your child develop resilience, Sarah Jefferson

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Whether it’s a new teacher or class – here’s what to do when your child is not loving it, Sarah Jefferson

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The search for marigolds: Positive veteran teachers and why social support matters, Sarah Jefferson, Geoffrey M. Lowe, Christina Gray, and Peter Prout

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Content and frames of ©WeChat and Chinese state media - a critical literacy reflection of the narratives during the early stage of COVID-19 pandemic, Zhe Jing

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More than below, but not quite above: Alterity, exclusion, and silence at 'home', Uma Jogulu and Maggie McAlinden

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Going beyond: Cyber security curriculum in Western Australian primary and secondary schools. Final Report, Nicola F. Johnson, Ahmed Ibrahim, Leslie Sikos, and Marnie McKee

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A systematic literature review of between-class ability grouping in Australia: Enduring tensions, new directions, Olivia Johnston and Becky Taylor

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A grounded theory about how teachers communicated high expectations to their secondary school students, Olivia Johnston, Helen Wildy, and Jennifer Shand

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Students’ contrasting their experiences of teacher expectations in streamed and mixed ability classes: A study of grade 10 students in Western Australia, Olivia Johnston, Helen Wildy, and Jennifer Shand

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Student voices that resonate – constructing composite narratives that represent students’ classroom experiences, Olivia Johnston, Helen Wildy, and Jennifer Shand

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Teenagers learn through play too: Communicating high expectations through a playful learning approach, Olivia Johnston, Helen Wildy, and Jennifer Shand

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Parochial canons: Teaching Australian literature in Western Australia, Claire Jones and Trish Dowsett

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Mathematical connections evident in secondary students’ concept maps on transformations of the parabola, Winfilda Kapofu, Helen Chick, Vesife Hatisaru, and Carol Murphy

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Supporting adolescents' participation in muscle-strengthening physical activity: Protocol for the 'resistance training for teens' (RT4T) hybrid type III implementation-effectiveness trial, Hayden T. Kelly, Jordan J. Smith, Angeliek Verdonschot, Sarah G. Kennedy, Joseph J. Scott, Heather McKay, Nicole Nathan, Rachel Sutherland, Philip J. Morgan, Jo Salmon, Dawn Penney, James Boyer, Rhodri S. Lloyd, Christopher Oldmeadow, Penny Reeves, Kirrilly Pursey, Myna Hua, Sarah Longmore, Jennifer Norman, Alexander Voukelatos, Avigdor Zask, and David R. Lubans

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No time for silence, just repeat after me: A three study perspective on teacher and child interactions over time, Gillian Kirk, Marianne June Knaus, and Beverley Adkin

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‘It was just as political as it was pragmatic’: The (in)formal roles and policy work of ‘curriculum leaders’ in a federated education context, Karen Lambert and Dawn Penney

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Pedagogy of belonging: Pausing to be human in higher education, Narelle Lemon

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Primary specialisations in Australia: Graduates’ perceptions of outcome and impact, Susan Main, Matt Byrne, Joseph Scott, Kevin Sullivan, Annamaria Paolino, Eileen Slater, and Jason Boron

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Improving the reading skills of struggling secondary students in a real-world setting: Issues of implementation and sustainability, Susan Main, Susan Hill, and Annamaria Paolino

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The keys of keyboard-based writing: Student and classroom-level predictors of keyboard-based writing in early primary, Anabela A. Malpique, Debora Valcan, Deborah Pino-Pasternak, Susan Ledger, Mustafa Asil, and Timothy Teo

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Shaping young children’s handwriting and keyboarding performance: Individual and contextual-level factors, Anabela A. Malpique, Debora Valcan, Deborah Pino-Pasternak, Susan Ledger, and Bronte Kelso-Marsh

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Effect sizes of writing modality on K-6 students’ writing and reading performance: A meta-analysis, Anabela A. Malpique, Debora Valcan, Deborah Pino-Pasternak, Susan Ledger, and Margaret Merga

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Primary school teachers’ adaptations for struggling writers: Survey study of grade 1 to 6 teachers in Australia, Anabela Malpique, Deborah Pino-Pasternak, Debora Valcan, and Mustafa Asil

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International trauma-informed practice principles for schools (ITIPPS): Expert consensus of best-practice principles, Karen Martin, Madeleine Dobson, Kate Fitzgerald, Madeleine Ford, Stephan Lund, Helen Egeberg, Rebecca Walker, Helen Milroy, Keane Wheeler, Amanda Kasten-Lee, Lisa Bayly, Angela Gazey, Sarah Falconer, Monique Platell, and Emily Berger