Submissions from 2022
How to develop a structural conception of algebra in school students, Vesife Hatisaru
Investigating secondary mathematics teachers’ analogies to function, Vesife Hatisaru
Mathematical connections established in the teaching of functions, Vesife Hatisaru
The knowledge produced through student drawings, Vesife Hatisaru
The use of representations in solving mathematical problems, Vesife Hatisaru
Developing proficiency with teaching algebra in teacher working groups: Understanding the needs, Vesife Hatisaru, Helen Chick, and Greg Oates
Regarding STEM: Perceptions of academics revealed in their drawings and text, Vesife Hatisaru, Andrew Seen, and Sharon Fraser
Students’ perceptions and real-life use of mobile technologies in EFL learning, Diem Thi Ngoc Hoang, Nicola F. Johnson, and Maggie McAlinden
Ready or not? An exploration of university students’ online learning readiness and intention to use during COVID-19 pandemic, Diem T. N. Hoang and Thinh Hoang
Students’ wellbeing during the primary-secondary school transition and transition practices - A literature review, Diem T.N. Hoang and Nicola Johnson
Speculative caring collaboratories: Mattering research alternatives, B. Denise Hodgins, Kathleen Kummen, and Jane Merewether
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
Positive family relationships in a digital age: Hearing the voice of young people, Nicola F. Johnson and Zoe Francis
Cyber security curriculum in Western Australian primary and secondary schools: Interim report: Curriculum mapping, Nicola Johnson, Ahmed Ibrahim, Leslie Sikos, and Cheryl Glowrey
‘Is this really fair?’ How high school students feel about being streamed into different classes based on ‘ability’, Olivia Johnston
‘That teacher really likes me’ - Student-teacher interactions that initiate teacher expectation effects by developing caring relationships, Olivia Johnston, Helen Wildy, and Jennifer Shand
Mathematics teachers' pedagogy in preparation for OLNA numeracy high-stakes testing: A Western Australian case study, Angela Kelly
Education in a warming world: Trends, opportunities and pitfalls for institutes of higher education, Orla Kelly, Sam Illingworth, Fabrizio Butera, Vaille Dawson, Peta White, Mindy Blaise, Pim Martens, Geertje Schuitema, Maud Huynen, Susan Bailey, and Sian Cowman
How can we address the wicked problem of university student attrition? A BEd (early childhood) case study, Gillian Kirk
Implementing the national quality standard in schools: Leadership that motivates improvement initiatives through psychological ownership, Gillian Kirk and Lennie Barblett
Preservice teachers’ accuracy in measuring child engagement using a digitised momentary time sampling measure, Yuriko Kishida, Susan Main, Mark Carter, Coral Kemp, and Alistair Campbell
Sustaining interdisciplinary work in trauma-informed education, Govind Krishnamoorthy and Kay Ayre
Hyper-performativity and early career teachers: Interrogating teacher subjectivities in neoliberal educational assemblages, Kirsten Lambert and Christina Gray
Blended learning in teaching English to Vietnamese university students from EFL lecturers' perspectives, Thi Nguyet Le
Blended learning: Barriers and drawbacks for English language lecturers at Vietnamese universities, Thi Nguyet Le, Bill Allen, and Nicola F. Johnson
Supporting and managing EFL students' online learning in Vietnamese blended learning environments, Thi Nguyet Le and Nicola F. Johnson
Student-material interaction in online learning during the COVID-19 pandemic, Van Thinh Le, Tran Le Nghi Tran, Hoang Thinh, and Diem Thi Ngoc Hoang
Leadership teams supporting teacher wellbeing by improving the culture of an Australian secondary school, Geoffrey W. Lummis, Julia E. Morris, Catherine Ferguson, Susan Hill, and Graeme Lock
Online continuous professional learning: A model for improving reading outcomes in regional and remote schools?, Susan Main and Eileen Slater
What sort of ‘inclusion’ is Continuing Professional Development promoting? An investigation of a national CPD programme for inclusive physical education, Kyriaki Makopoulou, Dawn Penney, Ross Neville, and Gary Thomas
Depicting science teachers’ concerns regarding the Tanzanian inquiry-based science curriculum, Noel M. Makwinya, David H. McKinnon, and Geoffrey W. Lummis
From shopping lists to jokes on the fridge – 6 ways parents can help their primary kids learn to write well, Anabela Malpique, Deborah Pino Pasternak, Debora Valcan, and Susan Ledger
Writing assessment in early primary classrooms: thoughts from four teachers, Elle Mariano, Glenda Campbell-Evans, and Janet Hunter
Pre-service teachers’ perceptions of problem-based learning for developing their mathematics teaching pedagogy, David A. Martin and Romina Jamieson-Proctor
Communicating research in academia and beyond: Sources of self-efficacy for early career researchers, Shannon Mason and Margaret Merga
Inclusion in Ghanaian public universities: A focus on student voices, Mary Afi Mensah, Glenda Campbell-Evans, and Susan Main
The role of the library within school-level literacy policies and plans in Australia and the United Kingdom, Margaret K. Merga
An initial investigation into parental perceptions surrounding the impact of mobile media use on child behavior and executive functioning, Stephanie C. Milford, Lynette Vernon, Joseph J. Scott, and Nicola F. Johnson
‘Doing’ history: Developing an arts program to engage female Aboriginal and Torres Strait Islander Australian students, Julia Morris
Designing and using innovative learning spaces: What teachers have to say, Julia E. Morris and Wesley Imms
Rethinking arts-based research methods in education: Enhanced participant engagement processes to increase research credibility and knowledge translation, Julia E. Morris and Lisa Francesca Paris
Beyond reflective practice: Blogging-with Place as a diffractive practice for (re)imagining place-based education, Karen Nociti
Rethinking the classification of games and sports in physical education: A response to changes in sport and participation, Justen O'Connor, Laura Alfrey, and Dawn Penney
‘It was the best five years of my life!’ How sports programs are keeping disadvantaged teens at school, Eibhlish O'Hara
The digital Sabbath and the digital distraction: Arts-based research methods for new audiences, Lisa F. Paris, Julia Morris, and John Bailey
Reading curriculum policy and (re)shaping practices: The possibilities and limits of enactment, Dawn Penney and Laura Alfrey
Enhancing quality and equity? Performance assessment validation in examination physical education in Western Australia, Dawn Penney, Eibhlish O'Hara, and Rob Lund
Regeneration time: Ancient wisdom for planetary wellbeing, Anne Poelina, Sandra Wooltorton, Mindy Blaise, Catrina Luz Aniere, Pierre Horwitz, Peta J. White, and Stephen Muecke
Enacting a feminist pause: Interrupting patriarchal productivity in higher education, Jo Pollitt, Mindy Blaise, and Emily Gray
Students’ engagement in education as sustainability: Implementing an ethical dilemma-STEAM teaching model in chemistry learning, Yuli Rahmawati, Elisabeth Taylor, Peter Charles Taylor, Achmad Ridwan, and Alin Mardiah
Primary teachers’ perceptions of their students’ digital technologies competencies, Petrea Redmond, Peter Albion, Vicky Smart, Robert Cantle, and David A. Martin
How a 7-week food literacy cooking program affects cooking confidence and mental health: Findings of a quasi-experimental controlled intervention trial, Joanna Rees, Shih Ching Fu, Johnny Lo, Ros Sambell, Joshua R. Lewis, Claus T. Christophersen, Matthew F. Byrne, Robert U. Newton, Siobhan Boyle, and Amanda Devine
Celebrating the work of pre-service teachers, Keyan Robertson
Rethinking environmental education in a climate change era: Weather learning in early childhood, Tonya Rooney and Mindy Blaise
Dialogic Drawing: A method for researching abstract phenomenon in early childhood, Amelia Ruscoe
Diversity as a condition of cultures: Querying assumptions of mainstream and minorities in education policy and curriculum, Sue Saltmarsh
Schools, separating parents and family violence: A case study of the coercion of organisational networks, Sue Saltmarsh, Kay Ayre, and Eseta Tualaulelei
‘A damn sight more sensitivity’: Gender and parent-school engagement during post-separation family transitions, Sue Saltmarsh, Eseta Tualaulelei, and Kay Ayre
Multi-tiered culturally responsive behavior support: A qualitative study of trauma-informed education in an Australian primary school, Dayna Schimke, Govind Krishnamoorthy, Kay Ayre, Emily Berger, and Bronwyn Rees
Educators’ perspectives about teaching and supporting students with learning difficulties in reading, Tanya Serry, Pam Snow, Lorraine Hammond, Emina McLean, and Jane McCormack
Why do kids bully? And what can parents do about it?, Mandie Shean
Designing multimedia for improved student: Engagement and learning: Video lectures, Kuki Singh
Reasons for home educating in Australia: Who and why?, Eileen Slater, Kate Burton, and Dianne McKillop
Pre-service teachers' use of ICT to collaborate to complete assessment tasks, Eileen V. Slater, Donna Barwood, and Zina Cordery
Early career teachers’ experiences with assessment for learning in Western Australian secondary schools, Lachlan T. Spears
Gatekeepers, guides and ghosts: Intermediaries impacting access to schools during COVID-19, Michelle Striepe and Christine Cunningham
Understanding educational leadership during times of crises: A scoping review, Michelle Striepe and Christine Cunningham
Promoting creativity: Secondary visual art teachers’ perceptions and understanding of creativity in Ghana, Enock Swanzy-Impraim, Julia E. Morris, Geoffrey W. Lummis, and Andrew Jones
Transformative STEAM education for sustainable development: International perspectives and practices, Elisabeth (Lily) Taylor and Peter Charles Taylor
Moving towards communication-oriented language teaching at the primary English level: A Vietnamese perspective, Hien Thi Tran
Parental autonomy support, parental psychological control and chinese university students’ behavior regulation: The mediating role of basic psychological needs, Songqin Wei, Timothy Teo, Anabela Malpique, and Adi Lausen
Drama, education, artistry: Australian practitioners fostering connections across cultures and disciplines in China, Jessica-Anne Wellman
Supporting the teaching profession to enable a culturally responsive curriculum, Simone White, Peter Anderson, Alison Quin, Graeme Gower, Matt Byrne, and Maria Bennet
Mixed-ability grouping in physical education: Investigating ability and inclusivity in pedagogic practice, Shaun D. Wilkinson and Dawn Penney
‘The participation group means that I'm low ability’: Students’ perspectives on the enactment of ‘mixed-ability’ grouping in secondary school physical education, Shaun D. Wilkinson and Dawn Penney
Aliwa! A reimagined journey: A stage play and exploring a Nyoongar theatre text with pre-service teachers: An exegesis, Elisa M. Williams
Integrating Indigenous perspectives in the drama class: Pre-service teachers' perceptions and attitudes, Elisa M. Williams and Julia Morris
Fifth graders’ use of gesture and models when translanguaging during a content and language integrated science class in Hong Kong, Melanie Williams
Voicing Derbarl Yerrigan as a feminist anti-colonial methodology, Vanessa Wintoneak and Mindy Blaise
Walking collaboratories: Experimentations with climate and waste pedagogies, Vanessa Wintoneak and Cory Jobb
Learning regenerative cultures: Indigenous nations in higher education renewal in Australia, Sandra Wooltorton, John Guenther, Anne Poelina, Mindy Blaise, Len Collard, and Peta White
Submissions from 2021
Transforming practice: Diverse children's literature, Helen Adam
Transforming practice: Transforming lives through diverse children's literature, Helen Adam
Healing Right Way: Study protocol for a stepped wedge cluster randomised controlled trial to enhance rehabilitation services and improve quality of life in Aboriginal Australians after brain injury, Elizabeth Armstrong, Juli Coffin, Deborah J. Hersh, Judith M. Katzenellenbogen, Sandra Thompson, Leon Flicker, Meaghan McAllister, Dominique A. Cadilhac, Tapan Rai, Erin Godecke, Colleen Hayward, Graeme J. Hankey, Neil M. Drew, Ivan Lin, Deborah Woods, and Natalie Ciccone
Finally, an ongoing commitment to funding preschool. But the conditions are hazy and ill-defined, Lennie Barblett
Identifying key factors in library-school partnerships to deliver a family literacy programme in Western Australia, Caroline Barratt-Pugh, Heather Sparrow, and Nola Allen
Supporting health literacy in adolescent populations: Distinguishing pedagogies for sun safety education in schools, Donna Barwood
Deconstructing health and physical education teacher education: a mapping and analysis of programme structure and content in Australia, Donna Barwood, Lachlan T. Spears, Eibhlish O'Hara, and Dawn Penney
Psychosocial adaptation and mental health of young people living in the context of a COVID-19 pandemic in Quebec, Canada. Descriptive and preliminary data, Claire Baudry, Jessica Pearson, Line Massé, Geneviève Ouellet, Jean-Yves Bégin, Caroline Couture, Elsa Gilbert, Eileen Slater, and Kate Burton
(Re)forming river-child-blowie relations: Questions of noticing, caring, and imagined futures with the unloved and disregarded, Mindy Blaise and Vanessa Wintoneak
Mindsets matter: Early childhood teacher perceptions of mindset, Fiona Boylan
Islam and the schoolhouse: How principals can understand and support their Muslim students, teachers, and families, Melanie C. Brooks
Inter-study intervals animation, Nicola Carr-White
The original Differentiated Learning Consolidation Process (DLCP) as developed in the classroom, Nicola Carr-White
Towards an evidence-informed differentiated learning consolidation process to support classroom instruction, Nicola Carr-White
Tutor sessions during the week, Nicola Carr-White
Weekly teacher session demonstration, Nicola Carr-White