Theses from 2022
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
Exploring the implementation of an intervention for a pupil with mathematical learning difficulties: A case study, Kin Eng Chin and Sai Hoe Fu
Nurse managers’ perceptions of mentoring in the multigenerational workplace: A qualitative descriptive study, Tracey Coventry and Anne Maree Hays
Exploring STEM learning in primary classrooms: In support of social justice agendas, Bronwen Cowie and Paula Mildenhall
Moral education in China and its critique, Christine Cunningham, Wei Zhang, and Clive Barstow
Headteachers in difficult circumstances: A study of school leaders in post-conflict, post-disaster Nepal, Rupak Dahal
Vulnerable learners in the age of COVID-19: A scoping review, Catherine F. Drane, Lynette Vernon, and Sarah O’Shea
The use of NAPLAN data and support for it: Perceptions of practicing teachers, Debra Evans, Vesife Hatisaru, and John Williamson
Yes, adult literacy should be improved. But governments can make their messages easier to read right now, Cath Ferguson
How can an adult literacy tutoring program help participants build confidence and meet their goals?, Catherine Ferguson and Margaret K. Merga
Communications in the time of a pandemic: The readability of documents for public consumption, Catherine Ferguson, Margaret Merga, and Stephen Winn
Most government information on COVID-19 is too hard for the average Australian to understand, Cath Ferguson, Margaret Kristin Merga, and Stephen Winn
System leadership in Australian and Swedish education: What’s social justice got to do with it?, Simon Fittock, Christine Cunningham, and Michelle Striepe
Pedagogical documentation as a thinking companion, Alma Fleet and Jane Merewether
Investigating self-efficacy: Early childhood teachers’ understanding of self-efficacy, Dimity Franks
Digital enhancement of senior secondary dance assessment, Maria Gamble
Extinction, education and the curious practice of visiting thrombolites, Brad Gobby, Jane Merewether, and Annette Nykiel
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
Building effective school-community partnerships in Aboriginal remote school settings, Graeme Gower, Cath Ferguson, and Simon Forrest
“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
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
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
Supervision in initial teacher education: A scoping review, Madlen Griffiths, Mandie Shean, and Denise Jackson
Submissions from 2024
“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
Submissions from 2021
Draw a mathematics classroom! Teaching and learning practices through the eyes of students, Vesife Hatisaru
“[He] has impaired vision due to overworking”: Students’ views about mathematicians, Vesife Hatisaru
Teachers’ perspectives on the use of digital portfolios in EFL teaching context, Diem Thi Ngoc Hoang
An exploration of virtual reality to facilitate authentic tasks in EFL learning in a Vietnamese tertiary setting, Thi Ngoc Diem Hoang
Exploring Vietnamese first-year English-major students’ motivation: A longitudinal, mixed-methods investigation, Thinh Quoc Hoang
Exploring the self-efficacy beliefs of Vietnamese pre-service teachers of English as a foreign language, Thinh Hoang and Mark Wyatt
Deadly Sista Girlz final evaluation report, Elizabeth Jackson-Barrett, Anne Price, and Jen Featch
Digital labour and temporal priorities within a secondary school, Nicola F. Johnson
‘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
Projecting student voice by constructing grounded theory, Olivia Johnston, Helen Wildy, and Jennifer Shand
An investigation of students algebraic proficiency from a structure sense perspective, Al Jupri, Ririn Sispiyati, and Kin Eng Chin
Using mathematical investigations in projects for STEAM integration, Marianne Knaus
Improving assessment accountability in initial teacher education programs through benchmarking, Marianne J. Knaus, Gill Kirk, Pauline Roberts, Lennie Barblett, and Bev Adkin
Artefacts and influence in curriculum policy enactment: Processes, products and policy work in curriculum reform, Karen Lambert, Laura Alfrey, Justen O’Connor, and Dawn Penney
Confused about which English subject to choose in year 11 and 12? Here’s what you need to know, Kirsten Lambert
A grounded theory study on how Vietnamese higher education teachers of English as a Foreign Language construct their professional identities, Thi Thuy Chinh Le
Recent progress trend on abrasive waterjet cutting of metallic materials: A review, Jennifer Milaor Llanto, Majid Tolouei-Rad, Ana Vafadar, and Muhammad Aamir
Principals and teachers’ perspectives of their school libraries and implications for school library policy, Chin E. Loh, Shamala Sundaray, Margaret Merga, and Jonathan Gao
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
Institutional and supervisory support for the thesis by publication, Shannon Mason, Julia E. Morris, and Margaret K. Merga
Teacher emotion in emergency online teaching: Ecstasies and agonies, Maggie McAlinden and Toni Dobinson
Books offer a healing retreat for youngsters caught up in a pandemic, Margaret Merga
How can Booktok on TikTok inform readers' advisory services for young people?, Margaret K. Merga
Libraries as wellbeing supportive spaces in contemporary schools, Margaret K. Merga
The academic labour of knowledge mobilization: What scholarly publishers need to know, Margaret K. Merga
What is the literacy supportive role of the school librarian in the United Kingdom?, Margaret K. Merga
School librarians supporting students’ reading for pleasure: A job description analysis, Margaret K. Merga and Catherine Ferguson
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
Mentor and peer support for early career researchers sharing research with academia and beyond, Margaret K. Merga and Shannon Mason
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
School leadership and whole- school support of struggling literacy learners in secondary schools, Margaret K. Merga, Saiyidi Mat Roni, and Anabela Malpique
Unis want research shared widely. So why don’t they properly back academics to do it?, Margaret Kristin Merga and Shannon Mason
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
Early career researchers’ perceptions of the benefits and challenges of sharing research with academic and non-academic end-users, Margaret Merga and Shannon Mason
The potential of involving communities to enhance STEM education, Paula Mildenhall and Bronwen Cowie
Identifying differences in nutrition-related learning interests of adolescent students, Margaret Miller, Donna Barwood, Michael Furfaro, Julie Boston, Sandra Smith, and Martin Masek
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
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