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Submissions from 2019

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Enacting feminist materialist movement pedagogies in the early years, Mindy Blaise and Veronica Pacini-Ketchabaw

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Correction to: Barriers inhibiting inquiry-based science teaching and potential solutions: Perceptions of positively inclined early adopters, Michael Fitzgerald, Lena Danaia, and David H. McKinnon

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Positive veteran teachers: Who are they, and where are they to be found?, Geoffrey Lowe, Christina Gray, Peter Prout, Sarah Jefferson, and Therese Shaw

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The role of leadership in establishing a positive staff culture in a secondary school, Julia E. Morris, Geoffrey W. Lummis, Graeme Lock, Catherine Ferguson, Susan Hill, and Annette Nykiel

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Reaching out to the disaffected: Mindfulness and art therapy for building resilience to violent extremism, Elisabeth (Lily) Taylor

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Ethical dilemma story pedagogy—a constructivist approach to values learning and ethical understanding, E. Taylor, P. C. Taylor, and J. Hill

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Transformative STEAM education for sustainable development, P. C. S. Taylor and E. Taylor

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Technology teacher education in Australia, P. John Williams and Jeremy Pagram

Submissions from 2018

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Some philosophical musings on the RTSRE conference, David H. McKinnon

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Astronomy alternative conceptions in pre-adolescent students in Western Australia, Eileen V. Slater, Julia E. Morris, and David McKinnon

Submissions from 2017

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Barriers inhibiting inquiry-based science teaching and potential solutions: Perceptions of positively inclined early adopters, Michael Fitzgerald, Lena Danaia, and David H. McKinnon

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Measuring preservice teacher self-efficacy in music and visual arts: validation of an amended science teacher efficacy belief instrument, Julia Morris, Geoff W. Lummis, David H. McKinnon, and John Heyworth

Submissions from 2016

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A large-scale inquiry-based astronomy intervention project: Impact on students' content knowledge performance and views of their high school science classroom, Michael Fitzgerald, David H. McKinnon, Lena Danaia, and James Deehan

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Implementing a studio-based flipped classroom in a first year astronomy course, Jasmina Lazendic-Galloway, Michael Fitzgerald, and David H. McKinnon

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Immersion, relevance and transferability: The motivational preferences of lower secondary students towards a newly created praxis-based class music program, Geoffrey Lowe and Neil Coy

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Supporting positive school culture through interpersonal engagement: phase one report: Mindarie Senior College April 2016, Geoffrey Lummis, Julia Morris, and Graeme Lock

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Creating the student writer: A study of writing identities in non-academic senior English classes, Jennifer Shand and Deslea Konza

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Enhancing the assessment experience: improving student perceptions, engagement and understanding using online video feedback, John West and Will Turner

Submissions from 2015

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Attitudes toward the capabilities of deaf and hard of hearing adults: Insights from the parents of deaf and hard of hearing children, K. Crowe, S. McLeod, David H. McKinnono, and T.Y.C. Ying

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Inquiry-Based Educational Design for Large-Scale High School Astronomy Projects Using Real Telescopes, Michael Fitzgerald, David H. McKinnon, and Lena Danaia

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Photometric and proper motion study of the neglected open cluster NGC 2215, Michael T. Fitzgerald, L. Inwood, David H. McKinnon, W.S. Dias, M. Sacchi, B. Scott, M. Zolinski, L. Danaia, and R. Edwards

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The integration of technology enhanced learning in initial teacher education programmes: collaborative research from Australia and South Africa, Jenny Lane, Arend E. Carl, and Sonja Strydom

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Higher education students' use of technologies for assessment within Personal Learning Environments (PLEs), Lynnette Lounsbury, Paula Mildenhall, David Bolton, Maria Northcote, and Alan Anderson

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Supporting positive school culture through interpersonal engagement: phase one report: Kinross College December 2015, Geoffrey Lummis, Graeme Lock, and Julia Morris

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Exploring first-year pre-service teachers’ experiences and expectations of media arts, Julia E. Morris, Geoff W. Lummis, and Jenny Lane

Submissions from 2014

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The First Year At University: Giving Social Capital a Sporting Chance, Fiona M. Budgen, Susan J. Main, Deborah L. Callcott, and Brenda Hamlett

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Speech, sign, or multilingualism for children with hearing loss: Quantitative insights into caregivers decision making, Katherine Crowe, Sharynne McLeod, David H. Mckinnon, and Teresa Y.C. Ching

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Educational Leadership: What Can China Teach The West About Inclusive Decision Making Practices?, Christine Cunningham

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Challenges of conducting ethical video-based classroom research, Mark W. Hackling

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Methods for multimodal analysis and representation of teaching-learning interactions in primary science lessons captured on video, Mark W. Hackling, Karen J. Murcia, Khadeeja Ibrahim-Didi, and Susan M. Hill

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Number Sense Development In The Pre-Primary Classroom, Paula M. Mildenhall

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A Model For Effectve Leadership In Disadvantaged Rural Schools In Ghana, Erasmus K. Norviewu-Mortty, Glenda H. Campbell-Evans, and Mark W. Hackling

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Teachers And Teacher Aides Initiating Five-Year-Olds Into Science, Anne M. Thwaite

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Divide And Conquer: A Hands-On Exploration Of Divisibility, John D. West

Submissions from 2013

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There's really no other option: Italian Australians' experiences of caring for a family member with dementia, Renee Benedetti, Lynne Cohen, and Myra F. Taylor

Slowmation: A multimodal strategy for engaging children with primary science, Jeff Brown, Karen Murcia, and Mark Hackling

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Through the viewfinder: Reflecting on the collection and analysis of classroom video data, Angela Fitzgerald, Mark Hackling, and Vaille Dawson

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Developing Social Skills Through Music: The Impact of General Classroom Music in an Australian Lower Socio-Economic Area Primary School, John N. Heyworth

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Using semiotic resources when building images of the part-whole model of fractions, Paula M. Mildenhall

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Creative arts: An essential element in the teacher's toolkit when developing critical thinking in children, Caroline Nilson, Catherine M. Fetherston, Ann McMurray, and Tony Fetherston

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International perceptions of stalking and responsibility: The influence of prior relationship and severity of behavior, Adrian J. Scott, Nikki Rajakaruna, Lorraine Sheridan, and Emma Sleath

Submissions from 2012

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The Efficacy of Simulation as a Pedagogy in Facilitating Pre-Service Teachers’ Learning About Emotional Self-Regulation and its Relevance to the Teaching Profession, Terence De Jong, Jeniffer Lane, and Suzanne Sharp

Attendance and non-attendance at school, Jan Gray and Gary Partington

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The impact of a professional learning intervention designed to enhance year six students' computational estimation performance, Paula Mildenhall and Mark Hackling

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Balancing detailed comprehensiveness with a big vision: A suggested conceptual framework for teacher education courses, Christine Ormond

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Developing algebraic thinking: two key ways to establish some early algebraic ideas in primary classrooms, Christine Ormond

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The Future: Directions and best practice, Gary Partington

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Research and mapping for MCEECDYA project: student academic engagement, Christine Ure and Jan Gray

Submissions from 2011

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Jumping through'loops': A reflective study on preparing generalist pre-service teachers to teach music, John Heyworth

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Improving assessment outcomes through the application of innovative digital technologies, Julia Wren, Alistair Campbell, John Heyworth, and Christine Lovering