Submissions from 2023
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
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
Leadership as a challenging opportunity: Nepali secondary principals’ contextual understandings and perception of their roles, Shankar Dhakal, Andrew Jones, and Geoffrey W. Lummis
Introduction: Linguistic discrimination and diversity from an autoethnographic perspective, Sender Dovchin, Qian Gong, Toni Dobinson, and Maggie McAlinden
Linguistic diversity and discrimination: Autoethnographies from women in academia, Sender Dovchin, Qian Gong, Toni Dobinson, and Maggie McAlinden
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
Final report June 2023: Research impact evidence scheme - Research impact: Dr. Helen Adam, Maria Enriquez-Watt and Helen Adam
“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
Readability of Australian road safety information for the general public, Catherine Ferguson and Stephen Winn
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
Teachers’ understanding of the major sources of self-efficacy in early childhood, Dimity Franks, Lennie Barblett, and Gillian Kirk
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
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
Achieving public value in human services: Moving beyond the public sector, David Gilchrist and Sarah Jefferson
Lesbian, anorexic, disabled, and big: Other ways of being a female physical education teacher, Gustavo González-Calvo and Valeria Varea
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
Intersections and conflicts between adolescent boys’ musical possible selves, university study, and parent values, Jason Goopy
Sexisms and un/welcome diversity in Australian universities, Emily M. Gray, And Pasley, Mindy Blaise, Jacqueline Ullman, and Emma Fishwick
‘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
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
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
Mathematical connections–a growing construct, Vesife Hatisaru
Preservice secondary mathematics teachers’ perceptions of teacher knowledge and its sources, Vesife Hatisaru and Julia Collins
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
Did you know mathematicians have hobbies outside mathematics like you and me?, Vesife Hatisaru and Sea Poked
A structural perspective to mathematics teaching, Vesife Hatisaru and Steven Richardson
Perceptions of teaching and learning of STEM revealed in university academics’ drawings, Vesife Hatisaru, Andrew Seen, and Sharon Fraser
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
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
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
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
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
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
Grit or quit? How to help your child develop resilience, Sarah Jefferson
Whether it’s a new teacher or class – here’s what to do when your child is not loving it, Sarah Jefferson
The search for marigolds: Positive veteran teachers and why social support matters, Sarah Jefferson, Geoffrey M. Lowe, Christina Gray, and Peter Prout
More than below, but not quite above: Alterity, exclusion, and silence at 'home', Uma Jogulu and Maggie McAlinden
Going beyond: Cyber security curriculum in Western Australian primary and secondary schools. Final Report, Nicola F. Johnson, Ahmed Ibrahim, Leslie Sikos, and Marnie McKee
A systematic literature review of between-class ability grouping in Australia: Enduring tensions, new directions, Olivia Johnston and Becky Taylor
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