Submissions from 2025
Students as designers with robotics and control systems, Katie Waters, David A. Martin, Natalie McMaster, Ben Zunica, Bronwyn Tregenza, and Martin Levins
Ability grouping in primary physical education in England: Moving beyond binary discourses and practices, Shaun D. Wilkinson and Dawn Penney
A national survey of gendered grouping practices in secondary school physical education in England, Shaun D. Wilkinson and Dawn Penney
It makes me feel dysphoric: Transgender and non-binary students’ perspectives of gendered grouping practices and curriculum provision in secondary school physical education in England, Shaun D. Wilkinson and Dawn Penney
Experimenting with diffractive analysis practices while walking-with river: Audiowalking and micromapping, Vanessa Wintoneak
Regenerative values in sustainability education: Learning with ecological family, Sandra Wooltorton, Mindy Blaise, Anne Poelina, and Laurie Guimond
Submissions from 2024
Family diversity in children's books: What does your book collection say to children, Helen Adam
‘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
Where are the diverse families in Australian children’s literature? Impacts and consideration for language and literacy in the early years, Helen Adam, Sally Murphy, Yvonne Urquhart, and Katira Ahmed
The transformational possibilities of liberal vocationalism: A case study of post-year 10 outdoor education in Western Australia, David Aldous and Dawn Penney
A figurational analysis of health and/or physical education teacher educators’ conceptualisations of policy, and their sociogenesis, Laura Alfrey, Dylan Scanlon, David Aldous, Jenna Lorusso, Kellie Baker, Christopher Clark, and Mo Jafar
West African families' experiences and perspectives regarding the Australian education system: An ethnographic case study in Western Australia, Davida Aba Mensima Asante-Nimako
Prioritising children’s participation in research: Including children’s voices in updating a national early learning framework, Lennie Barblett, Jennifer Cartmel, Leanne Lavina, Fay Hadley, Susan Irvine, Linda J. Harrison, and Francis Bobongie-Harris
Learning through video gameplay: A case study, Pauline Bellamy
An exploration into the influence of a literacy-based text messaging program on home literacy practices, Amanda Binns
The benefits of a literacy and numeracy service-learning program for pre-service teachers: A partnership approach, Julie Boston and Nicola F. Johnson
Critical reflection through a growth mindset: Project report, Fiona Boylan
Fostering children's growth mindset in the early years, Fiona Boylan
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
Hot leadership, cool leadership: How education policies are implemented (and ignored) in schools, Jeffrey S. Brooks and Melanie C. Brooks
Two schools, one Islam, Melanie Brooks
Islam, education, and freedom: An uncommon perspective on leadership, Melanie C. Brooks and Miriam D. Ezzani
In the eyes of the other: Parental perspectives on youth mental illness, Natalie K. M. Brown
Self-regulation and metacognition in a flipped classroom: EFL students’ perspectives at a Vietnamese university, Thi H. Bui and Nicola F. Johnson
An expanded early literacy role for public libraries, J. R. Campbell-Hicks
The development and validation of a self-audit survey instrument that evaluates preservice teachers’ confidence to use technologies to support student learning, Michael D. Carey, David A. Martin, and Natalie McMaster
The living room peer support training: Leading the way in unlocking mental health benefits for university students in peer-led service models in higher education, Amanda L. Cole and Dawn Reid
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
The impact of literacy on Aboriginal people who have contact with the criminal justice system, Annmaree Cox
Institutional responses to ChatGPT: Analysing the academic integrity policies of four public and private institutions of higher education in Australia, Carmela De Maio
Promoting equity and inclusivity: Exploring equitable leadership practices in diverse Nepali schools, Shankar Dhakal
Continuous professional development strategies of Nepali secondary principals: Navigating challenges in changing times, Shankar Dhakal, Geoffrey W. Lummis, and Andrew Jones
From perspectival myopia to professional transformation: An autoethnographic retrospection of a high school principal from Nepal, Shankar Dhakal, Geoffrey W. Lummis, and Andrew Jones
Using historical narrative analysis to determine language choices in postcolonial education contexts, Mary dos Santos, Wendy Cumming-Potvin, and Elizabeth Jackson-Barrett
Navigating the role of English in multilingual postcolonial classrooms: Literacies, pedagogy and language choice, Mary dos Santos, Wendy Cumming-Potvin, and Libby Jackson-Barrett
Narratives of families who speak English as an additional language or dialect on engaging with their children's education during COVID-19, Jaclyn Katherine Egan
Embodying policy work: An exploration of contexts, actions and meanings towards new possibilities for physical education teacher education (PETE), Victoria Evans, David Aldous, and Dawn Penney
Slow choreographies: Addressing everyday sexisms in Australian universities through embodied creative methods, Emma Fishwick
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
The experiential salience of music in identity for singing teachers, Melissa Forbes, Jason Goopy, and Amanda E. Krause
Self-efficacy changes and gender effects on self-efficacy in a large-scale robotic telescope focused curriculum, Rachel Freed, David McKinnon, Saeed Salimpour, Michael Fitzgerald, Dan Reichart, and Christina Norris
Getting creative: Using art-based techniques to identify how arts organizations enhance young people’s well-being, Leanne Fried, Christine Lovering, Sarah Falconer, Jacinta Francis, Robyn Johnston, Karen Lombardi, Lilly Blue, and Julia E. Morris
Storying ourselves into the world of the disappearing thrombolites, Brad Gobby, Jane Merewether, and Annette Nykiel
Teenage boys, musical identities, and music education: An Australian narrative inquiry, Jason Goopy
Sexisms and un/welcome diversity in Australian universities, Emily M. Gray, And Pasley, Mindy Blaise, Jacqueline Ullman, and Emma Fishwick
Graduates' work readiness? Cyber security curriculum in Australian universities, Anna Jane Griffin
Cybersecurity in Australian higher education curricula: The SFIA framework, Anna J. Griffin and Nicola F. Johnson
Assessing the role of teamwork skills in cybersecurity graduates' perceived work readiness, Anna J. Griffin and Lynette Vernon
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
Tapestries of teaching, scholarship, and personal growth: Stories from a community of practice, Maureen P. Hall, Libby Falk Jones, Narelle Lemon, and Agnes B. Curry
Lived experiences of transition and wellbeing in higher education: Revealing hidden spaces, Kay Hammond and Narelle Lemon
Navigating tensions and transitions in higher education: Effective skills for maintaining wellbeing and self-care, Kay Hammond and Narelle Lemon
Embodied excess: Interpreting haptic mobile media practices, Jess Hardley and Ingrid Richardson
Responsible but powerless: Staff qualitative perspectives on cheating in higher education, Rowena Harper and Felicity Prentice
We share but they cheat: Student qualitative perspectives on cheating in higher education, Rowena Harper and Felicity Prentice
Regional, rural and remote: Examining the enablers and barriers that a professional experience presents for the primary pre-service teacher, Marnie Jane Harris
Regional, rural and remote schools as a career choice for Australian pre-service teachers: A decision tree analysis, Marnie Harris, Lynette Vernon, David Rhodes, and Christina Gray
“Mummy is meeting a teacher, play on the iPad”: Reflecting on educational leadership during COVID-19 lockdown in Australia, Lucianna Harvankova, Christine Cunningham, and Michelle Striepe
Non-specialist secondary mathematics teachers learning in study groups by engaging with activities of algebra, Vesife Hatisaru
Secondary mathematics teachers’ mathematical competence, Vesife Hatisaru, Julia Collins, Steven Richardson, and Constantine Lozanovski
Teacher expectations of student strategies for algebra problems, Vesife Hatisaru, Olivia Johnston, Julia Collins, and Wendy Harmon
Mathematical connections in preservice secondary mathematics teachers’ solution strategies to algebra problems, Vesife Hatisaru, Kaye Stacey, and Jon R. Star
Supporting nutrition education in low socioeconomic schools in Western Australia, Susan Hill, Margaret Miller, Amanda Devine, Angela Genoni, Elizabeth Wenden, and Matthew Byrne
A systematic review of k-12 cybersecurity education around the world, Ahmed Ibrahim, Marnie McKee, Leslie F. Sikos, and Nicola F. Johnson
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
A mixed-method analysis of the contribution of informal sport to public health in Australia, Ruth Jeanes, Justen O'Connor, Dawn Penney, Ramon Spaaij, Jonathan Magee, Eibhlish O' Hara, and Lisa Lymbery
Spatial justice, informal sport and Australian community sports participation, Ruth Jeanes, Dawn Penney, Justen O’Connor, Ramon Spaaij, Eibhlish O’Hara, Jonathan Magee, and Lisa Lymbery
Comfort in the role: The core of positive veteran teachers, Sarah Jefferson, Christina Gray, and Geoffrey Lowe
National cyber security licence consultation report: Stakeholder consultation workshops consolidated feedback held Oct – Nov 2023, Nicola F. Johnson, Leslie F. Sikos, Ahmed Ibrahim, and Marnie McKee
Constructing composite narratives: A step-by-step guide for researchers in the social sciences, Olivia Johnston
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
A grounded theory about how teachers communicated high expectations to their secondary school students, Olivia Johnston, Helen Wildy, and Jennifer Shand
Knowing the subject; knowing its history: Examining key figures in English who contributed to its emancipatory nature, Claire Jones and Trish Dowsett
Parental involvement in children's writing, Bronte Peta Kelso-Marsh
Finding self through acts of creativity, Caitlin Kight and Narelle Lemon
The impact of trauma-informed practices on academic outcomes of First Nations children: A pilot study of culturally responsive supports in Australia, Govind Krishnamoorthy, Ellisa Harrison, Kay Ayre, Sayedhabibollah Ahmadi Forooshani, Emily Berger, Bronwyn Rees, Keane Wheeler, Nathan Eiby, Sabrina Ong, Vicki Dallinger, and Anwaar Ulhaq
Navigating the paradox between professional challenges and teacher well-being: The role of strategies within the resilience process, Isabelle Krummenacher, Tina Hascher, Caroline Mansfield, Susan Beltman, Julia Mori, and Irene Guidon
Prioritising wellbeing and self-care in higher education: How we can do things differently to disrupt silence, Narelle Lemon
Remote, regional and rural teaching experiences: Embracing the Unknown: Navigating international educational experiences, Narelle Lemon
Remote, regional and rural teaching experiences: "I stayed"… when placement offers a work opportunity, Narelle Lemon
Remote, regional and rural teaching experiences: You will never ever know if you never ever go!, Narelle Lemon
Rethinking care in higher education: A pedagogy of belonging as an individual and collective act in the academy, Narelle Lemon
The ‘how’ of self-care for teachers: Building your wellbeing toolbox, Narelle Lemon
Unmasking wellbeing: Voices redefining self-care and wellbeing in higher education, Narelle Lemon
Well-being literacy in the academic landscape: Trioethnographic inquiry into scholarly writing, Narelle Lemon, Jacqui Francis, and Lisa M. Baker
Interstate dialogues: Chronicles of rhythms of time and the art of self-care of a mobile academic, Narelle Lemon and Sharon McDonough
Unravelling the wellbeing needs of Australian teachers: A qualitative inquiry, Narelle Lemon and Kristina Turner
What does well-being mean to me? Students’ perceptions of well-being and well-being programs, Amanda Jayne Madden
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
The effects of automaticity in paper and keyboard-based text composing: An exploratory study, Anabela Malpique, Deborah Pino-Pasternak, Susan Ledger, Debora Valcan, and Mustafa Asil
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
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
Primary school students' perceptions and developed artefacts and language from learning coding and computational thinking using the 3C model, David A. Martin, Peter Curtis, and Petrea Redmond
The 3C model for teaching coding and computational thinking with an M in STEM focus, David A. Martin, Peter Curtis, Petrea Redmond, and Matthew Byrne
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