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Submissions from 2021

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System leadership in Australian and Swedish education: What’s social justice got to do with it?, Simon Fittock, Christine Cunningham, and Michelle Striepe

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Pedagogical documentation as a thinking companion, Alma Fleet and Jane Merewether

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Investigating self-efficacy: Early childhood teachers’ understanding of self-efficacy, Dimity Franks

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Digital enhancement of senior secondary dance assessment, Maria Gamble

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Extinction, education and the curious practice of visiting thrombolites, Brad Gobby, Jane Merewether, and Annette Nykiel

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Climate change, activism, and supporting the mental health of children and young people: Perspectives from Western Australia, Naomi J. Godden, Brad M. Farrant, Jaime Yallup Farrant, Emma Heyink, Eva Carot Collins, Bella Burgemeister, Mena Tabeshfar, Jason Barrow, Mara West, Jasmine Kieft, Mason Rothwell, Zoe Leviston, Susan Bailey, Mindy Blaise, and Trudi Cooper

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Building effective school-community partnerships in Aboriginal remote school settings, Graeme Gower, Cath Ferguson, and Simon Forrest

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“Just like breathing”: A portrait of an 85-year-old veteran teacher, Christina C. Gray, Geoffrey M. Lowe Dr, Peter F. Prout, and Sarah Jefferson

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Growing through life’s bumpy moments: Key experiences transforming the careers of positive veteran performing arts teachers, Christina Gray, Geoffrey M. Lowe, Peter F. Prout, and Sarah Jefferson

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Between activism and academia: Zine-making as a feminist response to COVID-19, Emily M. Gray, Joanna Pollitt, and Mindy Blaise

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The impact of twenty-first century skills and computing cognition cyber skills on graduates’ work readiness in cyber security, Anna J. Griffin, Nicola F. Johnson, Craig Valli, and Lyn Vernon

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Supervision in initial teacher education: A scoping review, Madlen Griffiths, Mandie Shean, and Denise Jackson

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“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

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Draw a mathematics classroom! Teaching and learning practices through the eyes of students, Vesife Hatisaru

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“[He] has impaired vision due to overworking”: Students’ views about mathematicians, Vesife Hatisaru

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Teachers’ perspectives on the use of digital portfolios in EFL teaching context, Diem Thi Ngoc Hoang

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An exploration of virtual reality to facilitate authentic tasks in EFL learning in a Vietnamese tertiary setting, Thi Ngoc Diem Hoang

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Exploring Vietnamese first-year English-major students’ motivation: A longitudinal, mixed-methods investigation, Thinh Quoc Hoang

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Exploring the self-efficacy beliefs of Vietnamese pre-service teachers of English as a foreign language, Thinh Hoang and Mark Wyatt

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Mindfulness practices in secondary schools: Exploring teachers’ attitudes, and the barriers and facilitators to achieving teacher buy-in to a whole-school approach, Willow Jefferies

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Digital labour and temporal priorities within a secondary school, Nicola F. Johnson

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‘Believe in me, and I will too’: A study of how teachers’ expectations instilled confidence in grade 10 students, Olivia Johnston, Helen Wildy, and Jennifer Shand

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Projecting student voice by constructing grounded theory, 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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An investigation of students algebraic proficiency from a structure sense perspective, Al Jupri, Ririn Sispiyati, and Kin Eng Chin

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Using mathematical investigations in projects for STEAM integration, Marianne Knaus

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Improving assessment accountability in initial teacher education programs through benchmarking, Marianne J. Knaus, Gill Kirk, Pauline Roberts, Lennie Barblett, and Bev Adkin

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Confused about which English subject to choose in year 11 and 12? Here’s what you need to know, Kirsten Lambert

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Hyper-performativity and early career teachers: Interrogating teacher subjectivities in neoliberal educational assemblages, Kirsten Lambert and Christina Gray

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A grounded theory study on how Vietnamese higher education teachers of English as a Foreign Language construct their professional identities, Thi Thuy Chinh Le

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Recent progress trend on abrasive waterjet cutting of metallic materials: A review, Jennifer Milaor Llanto, Majid Tolouei-Rad, Ana Vafadar, and Muhammad Aamir

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Principals and teachers’ perspectives of their school libraries and implications for school library policy, Chin E. Loh, Shamala Sundaray, Margaret Merga, and Jonathan Gao

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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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Communicating research in academia and beyond: Sources of self-efficacy for early career researchers, Shannon Mason and Margaret Merga

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The internationality of published higher education scholarship: How do the 'top' journals compare?, Shannon Mason, Margaret K. Merga, Manuel S. González Canché, and Saiyidi Mat Roni

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Teacher emotion in emergency online teaching: Ecstasies and agonies, Maggie McAlinden and Toni Dobinson

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Books offer a healing retreat for youngsters caught up in a pandemic, Margaret Merga

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How can Booktok on TikTok inform readers' advisory services for young people?, Margaret K. Merga

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Libraries as wellbeing supportive spaces in contemporary schools, Margaret K. Merga

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The academic labour of knowledge mobilization: What scholarly publishers need to know, Margaret K. Merga

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What is the literacy supportive role of the school librarian in the United Kingdom?, Margaret K. Merga

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School librarians supporting students’ reading for pleasure: A job description analysis, Margaret K. Merga and Catherine Ferguson

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Teachers’ perceptions of the impact of COVID-19 on writing instruction in Australia, Margaret K. Merga, Anabela Malpique, Saiyidi Mat Roni, Debora Valcan, and Susan Ledger

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Mentor and peer support for early career researchers sharing research with academia and beyond, Margaret K. Merga and Shannon Mason

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Do secondary English teachers have adequate time and resourcing to meet the needs of struggling literacy learners?, Margaret K. Merga, Saiyidi Mat Roni, and Anabela Malpique

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Unis want research shared widely. So why don’t they properly back academics to do it?, Margaret Kristin Merga and Shannon Mason

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Revisiting collaboration within and beyond the school library: New ways of measuring effectiveness, Margaret K. Merga, Sayidi Mat Roni, Chin Ee Loh, and Anabela Malpique

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Early career researchers’ perceptions of the benefits and challenges of sharing research with academic and non-academic end-users, Margaret Merga and Shannon Mason

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The potential of involving communities to enhance STEM education, Paula Mildenhall and Bronwen Cowie

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Identifying differences in nutrition-related learning interests of adolescent students, Margaret Miller, Donna Barwood, Michael Furfaro, Julie Boston, Sandra Smith, and Martin Masek

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Commentary response: Smartphone use and parenting: Re-stratifying the multiverse for families of young children, Kathryn L. Modecki, Samantha Low-Choy, Daniela Vasco, Lynette Vernon, and Bep Uink

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The role of good quality student-teacher relationships when working with students with challenging behaviours in mainstream primary schools in Western Australia, Felicity Fay Moore

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‘A validation of my pedagogy’: How subject discipline practice supports early career teachers’ identities and perceptions of retention, Julia E. Morris and Wesley Imms

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Balancing school improvement strategies with workload pressures: A participatory action research case study, Julia E. Morris, Geoffrey W. Lummis, Cath Ferguson, Graeme Lock, Susan Hill, and Annette Nykiel

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Teachers in conversation with industry scientists: Implications for STEM education, Julia Morris, Eileen Slater, Julie Boston, Michael Fitzgerald, and Geoff Lummis

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An evaluation study of an English for academic purposes program in a Vietnamese university, Nga Ngoc Nguyen

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Performing emotional labour while teaching online, Julie Nyanjom and Dawn Naylor

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Paying attention to water relations: Poetic inquiry and pedagogical documentation as curious practices, Claire O’Callaghan

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Educational outcomes of adolescents participating in specialist sport programs in low SES areas of Western Australia: A mixed methods study, Eibhlish O'Hara, Craig Harms, Fadi Ma'ayah, and Craig Speelman

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Observations of children with disability during arts-based multisensory story and rhyme activities: Is it all just chimes and perfumes?, John O'Rourke, Susan Main, Christina Gray, and Christine Lovering

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A survey of Western Australian teachers’ use of texts in supporting beginning readers, Simmone Pogorzelski, Susan Main, and Susan Hill

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Weather bodies: Experimenting with dance improvisation in environmental education in the early years, Jo Pollitt, Mindy Blaise, and Tonya Rooney

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Choreographing collaboratories: Studios of situated improvisations, Jo Pollitt, Sylvia Kind, Cristina Delgado Vintimilla, and Lilly Blue

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I was wondering: Reflections on collaborative practice by five researchers in Australia, New Zealand and the United States, Peter F. Prout, Jennifer R. Wolgemuth, Christina C. Gray, Geoffrey M. Lowe, Vicki Thorpe, and Rachel Killam

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Embedding Aboriginal and Torres Strait Islander LGBTIQ+ issues in primary initial teacher education programs, David B. Rhodes and Matt Byrne

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Follow the leader: Child-led inquiries to develop science learning of young children, Pauline Roberts

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Teaching strategies for primary school science, Pauline Roberts

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Revitalising reflective practice in pre-service teacher education: Developing and practicing an effective framework, Pauline Roberts, Lennie Barblett, Fiona Boylan, and Marianne Knaus

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Power, perspective and affordance in early childhood education, Amelia Ruscoe

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Using visual mediation tools to explore intergenerational perspectives in the first year of compulsory school in Western Australia, Amelia Ruscoe

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Discourses in power: Policy and curriculum demands in the first year of compulsory school, Amelia Ruscoe, Lennie Barblett, and Caroline Barratt-Pugh

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Schools, separating parents and family violence: A case study of the coercion of organisational networks, Sue Saltmarsh, Kay Ayre, and Eseta Tualaulelei

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‘I’m trying to tell you this man is dangerous… and no one’s listening’: Family violence, parent–school engagement and school complicity, Sue Saltmarsh, Eseta Tualaulelei, and Kay Ayre

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Physical literacy and policy alignment in sport and education in Australia, Joseph J. Scott, Susan Hill, Donna Barwood, and Dawn Penney

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Investigating primary preservice teachers’ ultraviolet radiation awareness and perceived ability to teach sun safety, Joseph Scott, Robyn Johnston, Mark Strickland, Jill Darby, and Elin Gray

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Generation 1.5 learners: Removing the mask of student invisibility and recognising the learning disconnections that marred their academic journeys, Elizabeth Serventy and Bill Allen

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Is your child anxious about starting school for the first time? Here’s how you can help, Mandie Shean

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Reconfiguring curriculum and instruction to teach for understanding: A case study, Kuki Singh

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Taking a nuanced view of the role of teacher feedback in the elementary classroom, Kuki Singh and Julia Mueller

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The validity of the science teacher efficacy belief instrument (STEBI-B) for postgraduate, pre-service, primary teachers, Eileen V. Slater, Christina M. Norris, and Julia E. Morris

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The role of background knowledge in reading comprehension: A critical review, Reid Smith, Pamela Snow, Tanya Serry, and Lorraine Hammond

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Combining concept mapping with semi-structured interviews: adding another dimension to the research process, Michelle Striepe

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Common worlding pedagogies: Opening up to learning with worlds, Affrica Taylor, Tatiana Zakharova, and Maureen Cullen

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A preliminary evaluation of a manualised intervention to improve early literacy skills in children with developmental language disorder, Anna Louise Taylor, Samuel D. Calder, Simmone Pogorzelski, and Lauren Koch

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What is complexity? Grammatical issues in assignment prompts, Anne Thwaite, Fiona Budgen, Janet Hunter, and Kuki Singh

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Back to school: how to help your teen get enough sleep, Lynette Vernon

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Influencers: The importance of discussions with parents, teachers and friends to support vocational and university pathways, Lynette Vernon and Catherine F. Drane

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Digital representation for assessment of spoken EFL at university level: A case study in Vietnam, Thi Bich Hiep Vu

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Teacher agency and the enactment of curriculum: The case of primary school EFL teachers in Vietnam, Thi Loan Vu

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Integrated guidance for enhancing the care of familial hypercholesterolaemia in Australia, Gerald F. Watts, David R. Sullivan, David L. Hare, Karam M. Kostner, Ari E. Horton, Damon A. Bell, Tom Brett, Ronald J. Trent, Nicola K. Poplawski, Andrew C. Martin, Shubha Srinivasan, Robert N. Justo, Clara K. Chow, Jing Pang, Zanfina Ademi, Justin J. Ardill, Wendy Barnett, Timothy R. Bates, Lawrence J. Beilin, Warrick Bishop, J. Andrew Black, Peter Brett, Alex Brown, John R. Burnett, Christina A. Bursill, Alison Colley, Peter M. Clifton, Elif I. Ekinci, Luke Elias, Gemma A. Figtree, Brett H. Forge, Jacquie Garton-Smith, Dorothy F. Graham, Ian Hamilton-Craig, Christian R. Hamilton-Craig, Clare Heal, Charlotte M. Hespe, Amanda J. Hooper, Laurence G. Howes, Jodie Ingles, John Irvin, Edward D. Janus, Nadarajah Kangaharan, Anthony C. Keech, Andrew B. Kirke, Leonard Kritharides, Campbell V. Kyle, Paul Lacaze, Kirsten Lambert, Stephen C. H. Li, Wynand Malan, Stjepana Maticevic, Brendan M. McQuillan, Sam Mirzaee, Trevor A. Mori, Allison C. Morton, David M. Colquhoun, Joanna C. Moullin, Paul J. Nestel, Kristen J. Nowak, Richard C. O'Brien, Nicholas Pachter, Michael M. Page, Annette Pedrotti, Peter J. Psaltis, Jan Radford, Nicola J. Reid, Elizabeth N. Robertson, Jacqueline D. M. Ryan, Mitchell N. Sarkies, Carl J. Schultz, Russell S. Scott, Christopher Semsarian, Leon A. Simons, Catherine Spinks, Andrew M. Tonkin, Frank van Bockxmeer, Kathryn E. Waddell-Smith, Natalie C. Ward, Harvey D. White, Andrew M. Wilson, Ingrid Winship, Ann Marie Woodward, Stephen J. Nicholls, and FH Australasia Network Consensus Working Group

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Synopsis of an integrated guidance for enhancing the care of familial hypercholesterolaemia: An Australian perspective, Gerald F. Watts, David R. Sullivan, David L. Hare, Karam M. Kostner, Ari E. Horton, Damon A. Bell, Tom Brett, Ronald J. Trent, Nicola K. Poplawski, Andrew C. Martin, Shubha Srinivasan, Robert N. Justo, Clara K. Chow, Jing Pang, Zanfina Ademi, Justin J. Ardill, Wendy Barnett, Timothy R. Bates, Lawrence J. Beilin, Warrick Bishop, J. Andrew Black, Alex Brown, John R. Burnett, Christina A. Bursill, Alison Colley, Peter M. Clifton, Elif I. Ekinci, Gemma A. Figtree, Brett H. Forge, Jacquie Garton-Smith, Dorothy F. Graham, Ian Hamilton-Craig, Christian R. Hamilton-Craig, Clare Heal, Charlotte M. Hespe, Amanda J. Hooper, Laurence G. Howes, Jodie Ingles, Edward D. Janus, Nadarajah Kangaharan, Anthony C. Keech, Andrew B. Kirke, Leonard Kritharides, Campbell V. Kyle, Paul Lacaze, Stephen C. H. Li, Stjepana Maticevic, Brendan M. McQuillan, Sam Mirzaee, Trevor A. Mori, Allison C. Morton, David M. Colquhoun, Joanna C. Moullin, Paul J. Nestel, Kristen J. Nowak, Richard C. O'Brien, Nicholas Pachter, Michael M. Page, Peter J. Psaltis, Jan Radford, Nicola J. Reid, Elizabeth N. Robertson, Jacqueline D. M. Ryan, Mitchell N. Sarkies, Carl J. Schultz, Russell S. Scott, Christopher Semsarian, Leon A. Simons, Catherine Spinks, Andrew M. Tonkin, Frank van Bockxmeer, Kathryn E. Waddell-Smith, Natalie C. Ward, Harvey D. White, Andrew M. Wilson, Ingrid Winship, Ann Marie Woodward, Stephen J. Nicholls, Peter Brett, Luke Elias, Wynand Malan, John Irvin, Kirsten Lambert, Annette Pedrotti, and FH Australasia Network Consensus Working Group

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Towards an anatomy of English textbooks: Counting what counts as English, Shannon Wells and Brian Moon

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Mixed-ability grouping in physical education: Investigating ability and inclusivity in pedagogic practice, Shaun D. Wilkinson and Dawn Penney

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The outcomes of fifth-grade emergent bi/multilinguals’ introduction to a visual metalanguage when constructing scientific explanations in Hong Kong, Melanie Williams and Kok-Sing Tang

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Assessing physical literacy in health and physical education, Lisa Young, Justen O’Connor, Laura Alfrey, and Dawn Penney

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School leadership during the COVID-19 crisis: A preliminary case study from China, Wei Zhang, Michelle Striepe, and Christine Cunningham

Submissions from 2020

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Book sharing with young children: A study of book sharing in four Australian long day care centres, Helen Adam and Caroline Barratt-Pugh

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Correction to: The challenge of monoculturalism: What books are educators sharing with children and what messages do they send?, Helen Adam and Caroline Barratt-Pugh

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The challenge of monoculturalism: What books are educators sharing with children and what messages do they send?, Helen Adam and Caroline Barratt-Pugh

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Correction to: “Portray cultures other than ours”: How children’s literature is being used to support the diversity goals of the Australian Early Years Learning Framework, Helen Adam, Caroline Barratt-Pugh, and Yvonne Haig