Submissions from 2023
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
Student voices that resonate – constructing composite narratives that represent students’ classroom experiences, Olivia Johnston, Helen Wildy, and Jennifer Shand
Teenagers learn through play too: Communicating high expectations through a playful learning approach, Olivia Johnston, Helen Wildy, and Jennifer Shand
Parochial canons: Teaching Australian literature in Western Australia, Claire Jones and Trish Dowsett
Mathematical connections evident in secondary students’ concept maps on transformations of the parabola, Winfilda Kapofu, Helen Chick, Vesife Hatisaru, and Carol Murphy
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
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
‘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
Pedagogy of belonging: Pausing to be human in higher education, Narelle Lemon
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
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
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
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
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
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
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
I am _your_ pyrate dancer: Choreographic computabilities dancing inside the interstices of a visceral world, Nancy Mauro-Flude and Jo Pollitt
Social capital, children's sport participation and physical literacy development in rural Western Australia, Kate L. McCreery
Raising primary school boys' and girls' awareness and interest in STEM-related activities, subjects, and careers: An exploratory case study, Natalie McMaster, Michael David Carey, David Allen Martin, and Janet Martin
Early-career music teachers’ perspectives of their initial teacher education program in China, Han Meng and Jason Goopy
Incorporation of community resources in teaching social studies in junior high schools: A case in the adentan district of the greater accra region of Ghana, Ronald Osei Mensah, Enock Swanzy-Impraim, Da-Costa Marfo, and Pearl Adiza Babah
Sleep health of young adults in Western Australia and associations with physical and mental health: A population-level cross-sectional study, Alexandra P. Metse, Peter Eastwood, Melissa Ree, Adrian Lopresti, Joseph J. Scott, and Jenny Bowman
Rethinking adolescent school nutrition education through a food systems lens, Margaret Miller, Donna Barwood, Amanda Devine, Julie Boston, Sandra Smith, and Martin Masek
Plans to Pedagogy Activity Report Phase Two: What impact does ‘innovative’ furniture have on student engagement and teacher practices?, Julia Morris and Wesley Imms
Pre-service teachers’ preparedness to teach during teaching practice in Tanzania, Hawa Mpate, Glenda Campbell-Evans, and Jan Gray
Babesa sewage treatment plant as a vital artificial wetland habitat for a multitude of avian species, Pelden Nima, Mahendra Timsina, Tenzin Jamtsho, and Pema Khandu
Fostering collaboration and creative thinking through extra-curricular challenges with primary and secondary students, Christina M. Norris; Tracy A, Taylor; and Geoffrey W. Lummis
Co-designing a communication app to enhance collaborative communication support for secondary students with autism, John O’Rourke, Christopher Kueh, Christina Holly, L. Brook, and C. Erickson
Social studies and history curriculum assessment in colleges of education in Ghana: Reflective practices of teacher educators, Bernice Oteng, Ronald Osei Mensah, Pearl Adiza Babah, and Enock Swanzy-Impraim
Common worlding pedagogies in early childhood, Veronica Pacini-Ketchabaw and Mindy Blaise
Teaching the Arts in testing times: A Western Australian perspective on COVID impacts, Lisa F. Paris, Geoffrey M. Lowe, Christina Gray, Angela Perry, and Lara Warwick
‘Operación Feria’: A critical analysis of body discourses on instagram, Joaquín Piedra and Valeria Varea
A figurational perspective on the influence of the sport education model in Australia, Shane Pill, Dawn Penney, John Williams, Vaughan Cruickshank, and Brendon Hyndman
Indigenous philosophy in environmental education, Anne Poelina, Yin Paradies, Sandra Wooltorton, Laurie Guimond, Libby Jackson-Barrett, and Mindy Blaise
Choreographies of presence: Improvisation as feminist practice, Jo Pollitt
Performing feminist research: creative tactics for communicating COVID-19, gender, and higher education research, Jo Pollitt, Emily Gray, Mindy Blaise, Jacqueline Ullman, and Emma Fishwick
Chemistry learning through Culturally Responsive Transformative Teaching (CRTT): Educating Indonesian high school students for cultural sustainability, Yuli Rahmawati, Alin Mardiah, Elisabeth Taylor, Peter Charles Taylor, and Achmad Ridwan
Environmental sustainability in education: Integration of dilemma stories into a STEAM project in chemistry learning, Yuli Rahmawati, Elisabeth Taylor, Peter Charles Taylor, and Alin Mardiah
Pre-service teachers and the digital technologies curriculum, Petrea Redmond, Peter Albion, Robert Cantle, David Martin, and David Jones
Primary teachers' perceptions of their students' digital technologies competencies, Petrea Redmond, Vicky Smart, Peter Albion, Robert Cantle, and David Martin
Play-based learning: Play pedagogies for technology education, Pauline Roberts and Marianne Knaus
Invisible women: Gender representation in high school science courses across Australia, Kathryn Ross, Shanika Galaudage, Tegan Clark, Nataliea Lowson, Andrew Battisti, Helen Adam, Alexandra K. Ross, and Nici Sweaney
What do mathematics lessons look like? analyses of primary students’ drawings, Benjamin Rott, Laura Barton, and Vesife Hatisaru
A novel skin cancer prevention strategy: Preservice teachers' perceptions of a sun safety intervention and experiences in schools, Joseph J. Scott, Robyn S. Johnston, Jill Darby, Sally Blane, Mark Strickland, and Bronwen M. McNoe
The international framework for school health promotion: Supporting young people through and after the COVID-19 pandemic, Joseph J. Scott, Lynette Vernon, and Alexandra P. Metse
Gifted and home-educated in Australia, Eileen Slater, Kate Burton, and Susan Main
Understanding the identity work and aspirations of Indigenous males navigating elite Australian higher education, James A. Smith, Garth Stahl, Andrew Harvey, Braden Hill, Himanshu Gupta, Sam Moore, and Jianing Wang
Elementary teachers' perspectives on teaching reading comprehension, Reid Smith, Pamela Snow, Tanya Serry, and Lorraine Hammond
Informal sport and (non)belonging among Hazara migrants in Australia, Ramón Spaaij, Jonathan Magee, Ruth Jeanes, Dawn Penney, and Justen O’Connor
Child studies multiple – collaborative play for thinking through theories and methods, Anna Sparrman, Yelyzaveta Hrechaniuk, Olga A. Smith, Klara Andersson, Deniz Arzuk, Johanna Annerbäck, Linnea Bodén, Mindy Blaise, Claudia Castañeda, Rebecca Coleman, Florian Eßer, Matt Finn, Daniel Gustafsson, Peter Holmqvist, Jonathan Josefsson, Peter Kraftl, Nick Lee, Karín Lesnik-Oberstein, Sarah Mitchell, Karin Murris, Alex Orrmalm, David Oswell, Alan Prout, Rachel Rosen, Katherine Runswick-Cole, Johanna Sjöberg, Karen Smith, Spyros Spyrou, Kathryn B. Stockton, Affrica Taylor, Ohad Zehavi, Emilia Zotevska, Sonja Arndt, and David Cardell
Exploring the re-legitimisation of messages for health and physical education within contemporary English and Welsh curricula reform, J. Stirrup, David Aldous, S. Gray, R. Sandford, O. Hooper, S. Hardley, A. S. Bryant, and N. R. Carse
Responsive, adaptive, and future-centred leadership in response to crisis: Findings from Australia, Fiji, and New Zealand, Michelle Striepe, Pauline Thompson, Sylvia Robertson, Mohini Devi, David Gurr, Fiona Longmuir, Adam Taylor, and Christine Cunningham
Creativity and creative pedagogies in practice in visual arts at secondary schools: A case study of Sekondi-Takoradi in Ghana, Enock Swanzy-Impraim
An investigation into the role of innovative learning environments in fostering creativity in secondary visual arts programmes in Ghana, Enock Swanzy-Impraim, Julia E. Morris, Geoffrey W. Lummis, and Andrew Jones
Creativity and initial teacher education: Reflections of secondary visual arts teachers in Ghana, Enock Swanzy-Impraim, Julia E. Morris, Geoffrey W. Lummis, and Andrew Jones
Exploring creative pedagogical practices in secondary visual arts programmes in Ghana, Enock Swanzy-Impraim, Julia E. Morris, Geoffrey W. Lummis, and Andrew Jones
Gauging Ghanaian secondary visual arts teachers' levels of creativity: Four C trajectory of creativity, Enock Swanzy-Impraim, Julia E. Morris, Geoffrey W. Lummis, and Andrew Jones
How Ghanaian secondary visual arts teachers perceive the role of creativity in their teaching, Enock Swanzy-Impraim, Julia Morris, Geoff Lummis, and Andrew Jones
STEAM education for resolving global sustainability crises, Peter C. S. Taylor and Elisabeth Taylor
Dialogic pedagogy: Discourse in contexts from pre-school to university, Anne Thwaite, Alyson Simpson, and Pauline Jones
Physical education and COVID-19: What have we learned?, Valeria Varea, Ana Riccetti, Gustavo González-Calvo, Marcela Siracusa, and Alfonso García-Monge
Investigating the efficacy of teaching practicum supervision in Bhutan, Sangay Wangchuk
Factors predicting mathematics achievement in PISA: A systematic review, Xiaofang S. Wang, Laura B. Perry, Anabela Malpique, and Tobias Ide
A national survey of ability grouping practices in secondary school physical education in England, 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
Examining ability grouping practices in secondary school physical education in England, Shaun Wilkinson and Dawn Penney
Examining gendered grouping practices in secondary school physical education in England, Shaun Wilkinson and Dawn Penney
Needing more, needing less: Unravelling why a prompt dependency cycle forms in neurodiverse relationships, Bronwyn Maree Wilson, Susan Main, John O’Rourke, and Eileen Slater
The unbearable weight of the accent, Yue Zhao and Qian Gong
Submissions from 2022
To enhance expertise in children's books as vehicles for disrupting prejudice and discrimination, Helen Adam
Job training and satisfaction in Saudi Arabia, Motheeb Mohammad Albogami and Melanie C. Brooks
Realising curriculum possibilities in Wales: Teachers’ initial experiences of re-imagining secondary physical education, David Aldous, Victoria Evans, Rhys Lloyd, Fiona Heath-Diffey, and Fiona Chambers
Curriculum reform in Wales: Physical education teacher educators' negotiation of policy positions, David Aldous, Victoria Evans, and Dawn Penney
Shifting the balance of power for families through a strengths- based book gifting program, Lennie Barblett and Caroline Barratt-Pugh
Kindytxt: A free text messaging program for kindergarten children and families, Lennie Barblett, Nicola Johnson, Caroline Barratt-Pugh, and Susan Hill
Supporting parents as their child’s first teacher: Aboriginal parents’ perceptions of kindilink, Caroline Barratt-Pugh, Lennie Barblett, Marianne Knaus, Rosemary Cahill, Susan Hill, and Trudi Cooper
Designing and implementing a family literacy program through smartphones: How does recruitment method influence uptake and attrition?, Caroline Barratt-Pugh, Susan Hill, Nicola F. Johnson, Lennie Barblett, and Alia Parker
Trauma-informed school programming: A partnership approach to culturally responsive behavior support, Tessa Bellamy, Govind Krishnamoorthy, Kay Ayre, Emily Berger, Tony Machin, and Bronwyn Elizabeth Rees
Dis/orientating the early childhood sensorium: A palate making menu for public pedagogy, Alex Berry, Jo Pollitt, Narda Nelson, Denise Hodgins, and Vanessa Wintoneak
Validation of a follow-through developmental sequence for the overarm throw for force in university students, Bradley Beseler, Christopher Mesagno, Michael Spittle, Nicola F. Johnson, Harvey, Talpey, and Plumb
Lively Emu dialogues: Activating feminist common worlding pedagogies, Mindy Blaise and Catherine Hamm
EFL undergraduate students' perspectives and experiences of the flipped classroom at a Vietnamese university, Thi Hien Bui
Girls and secondary education opportunities in rural Tanzania: Men's influences on equity in education in the Magu district, Sylivester J. Buyobe
Mathematics teachers’ online teaching experience in times of school closures: The case of Malaysia, Kin Eng Chin, Fui Fong Jiew, and Al Jupri
The articulation principle for making long-term sense of mathematical expressions by how they are spoken and heard: Two case studies, Kin Eng Chin, Fui Fong Jiew, and David Tall
Risk factors for child stunting in Bangladesh: An analysis using MICS 2019 data, Tuhinur R. Chowdhury, Sayan Chakrabarty, Muntaha Rakib, Stephen Winn, and Jason Bennie
Do personal values have an effect on self-esteem in middle childhood?, Patricia R. Collins, Joanne Sneddon, and Julie Ann Lee
Gender equality and educational leadership in Chinese schools, Christine Cunningham, Susan Hill, and Wei Zhang
Dual leadership in Chinese schools challenges executive principalships as best fit for 21st century educational development, Christine Cunningham, Wei Zhang, Michelle Striepe, and David Rhodes
Curricular reform in Nepal and the challenges of learner-centred education, Pritha Dahal, Fida Sanjakdar, and Melanie C. Brooks
Reimagining, restructuring, and revitalising school leadership philosophy in Nepal: A critical auto/ethnographic case study, Shankar DHAKAL
“Give me a path to follow”: A Deweyan inquiry into training volunteer EAL tutors of adult refugees, Maria Enriquez Watt
The role of early childhood pedagogical leaders in schools: Leading change for ongoing improvement, Amie Fabry, Lennie Barblett, and Marianne Knaus
Shaping science, technology, engineering and mathematics curriculum in Australian schools: An ecological systems analysis, Garry Falloon, Markus Powling, Sharon Fraser, and Vesife Hatisaru
Principal leadership and proximal processes in creating STEM ecosystems: An Australian case study, Garry Falloon, Michael Stevenson, Vesife Hatisaru, Derek Hurrell, and Marie Boden
Development and validation of an astronomy self-efficacy instrument for understanding and doing, Rachel Freed, David McKinnon, Michael Fitzgerald, and Christina M. Norris
Trauma-informed behavior support with youth in flexible learning and vocational education settings: Exploring the acceptability of an online trauma-informed education program, Tessa Gavin, Govind Krishnamoorthy, Kay Ayre, India Bryce, and Karen Trimmer
Pedagogical documentation and the refusal of method: Troubling dogmas and inviting collective obligations, Stefania Giamminuti, Jane Merewether, and Mindy Blaise