Submissions from 2021
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
‘A validation of my pedagogy’: How subject discipline practice supports early career teachers’ identities and perceptions of retention, Julia E. Morris and Wesley Imms
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
Teachers in conversation with industry scientists: Implications for STEM education, Julia Morris, Eileen Slater, Julie Boston, Michael Fitzgerald, and Geoff Lummis
Educators’ emotions involved in the transition to online teaching in higher education, Dawn Naylor and Julie Nyanjom
An evaluation study of an English for academic purposes program in a Vietnamese university, Nga Ngoc Nguyen
Performing emotional labour while teaching online, Julie Nyanjom and Dawn Naylor
Paying attention to water relations: Poetic inquiry and pedagogical documentation as curious practices, Claire O’Callaghan
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
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
A survey of Western Australian teachers’ use of texts in supporting beginning readers, Simmone Pogorzelski, Susan Main, and Susan Hill
Weather bodies: Experimenting with dance improvisation in environmental education in the early years, Jo Pollitt, Mindy Blaise, and Tonya Rooney
Choreographing collaboratories: Studios of situated improvisations, Jo Pollitt, Sylvia Kind, Cristina Delgado Vintimilla, and Lilly Blue
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
Embedding Aboriginal and Torres Strait Islander LGBTIQ+ issues in primary initial teacher education programs, David B. Rhodes and Matt Byrne
Follow the leader: Child-led inquiries to develop science learning of young children, Pauline Roberts
Teaching strategies for primary school science, Pauline Roberts
Revitalising reflective practice in pre-service teacher education: Developing and practicing an effective framework, Pauline Roberts, Lennie Barblett, Fiona Boylan, and Marianne Knaus
Power, perspective and affordance in early childhood education, Amelia Ruscoe
Using visual mediation tools to explore intergenerational perspectives in the first year of compulsory school in Western Australia, Amelia Ruscoe
Discourses in power: Policy and curriculum demands in the first year of compulsory school, Amelia Ruscoe, Lennie Barblett, and Caroline Barratt-Pugh
‘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
Physical literacy and policy alignment in sport and education in Australia, Joseph J. Scott, Susan Hill, Donna Barwood, and Dawn Penney
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
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
Is your child anxious about starting school for the first time? Here’s how you can help, Mandie Shean
Reconfiguring curriculum and instruction to teach for understanding: A case study, Kuki Singh
Taking a nuanced view of the role of teacher feedback in the elementary classroom, Kuki Singh and Julia Mueller
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
The role of background knowledge in reading comprehension: A critical review, Reid Smith, Pamela Snow, Tanya Serry, and Lorraine Hammond
Combining concept mapping with semi-structured interviews: adding another dimension to the research process, Michelle Striepe
Common worlding pedagogies: Opening up to learning with worlds, Affrica Taylor, Tatiana Zakharova, and Maureen Cullen
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
What is complexity? Grammatical issues in assignment prompts, Anne Thwaite, Fiona Budgen, Janet Hunter, and Kuki Singh
Back to school: how to help your teen get enough sleep, Lynette Vernon
Influencers: The importance of discussions with parents, teachers and friends to support vocational and university pathways, Lynette Vernon and Catherine F. Drane
Digital representation for assessment of spoken EFL at university level: A case study in Vietnam, Thi Bich Hiep Vu
Teacher agency and the enactment of curriculum: The case of primary school EFL teachers in Vietnam, Thi Loan Vu
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
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
Towards an anatomy of English textbooks: Counting what counts as English, Shannon Wells and Brian Moon
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
Assessing physical literacy in health and physical education, Lisa Young, Justen O’Connor, Laura Alfrey, and Dawn Penney
School leadership during the COVID-19 crisis: A preliminary case study from China, Wei Zhang, Michelle Striepe, and Christine Cunningham
Submissions from 2020
Book sharing with young children: A study of book sharing in four Australian long day care centres, Helen Adam and Caroline Barratt-Pugh
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
The challenge of monoculturalism: What books are educators sharing with children and what messages do they send?, Helen Adam and Caroline Barratt-Pugh
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
Bias starts early – most books in childcare centres have white, middle-class heroes, Helen Joanne Adam
Children’s books must be diverse, or kids will grow up believing white is superior, Helen Joanne Adam, Caroline Barratt-Pugh B, Libby Jackson-Barrett, and Robert Stanly Somerville
Extract-rich in flavonoids from Hibiscus sabdariffa calyces: Optimizing microwave-assisted extraction method and characterization through LC-Q-TOF-MS analysis, Oluwaseun R. Alara, Nour H. Abdurahman, Emmanuel O. Obanijesu, John A. Alara, and Siti K. Abdul Mudalip
Trauma informed behaviour support: A practical guide to developing resilient learners, Kay Ayre and Govind Krishnamoorthy
Editorial [Australasian Journal of Early Childhood], Lennie Barblett
Supporting Aboriginal families’ and children’s developing sense of belonging at KindiLink, Lennie Barblett, Caroline Barratt-Pugh, Marianne Knaus, and Trudi Cooper
Creating books in communities: A book making program with families in a remote community in Western Australia, Caroline Barratt-Pugh and Yvonne Haig
Motivation to write: Conversations with emergent writers, Caroline Barratt-Pugh, Amelia Ruscoe, and Janet Fellowes
School leaders and a culture of support: Fostering student social emotional development, Lee Beatty and Glenda Campbell-Evans
Interview with Mindy Blaise and Veronica Pacini-Ketchabaw, Mindy Blaise, Veronica Pacini-Ketchabaw, Claudia Diaz-Diaz, and Paulina Semenec
Teachers as embedded practitioner-researchers in innovative learning environments, Joanne Blannin, Marian Mahat, Benjamin Cleveland, Julia E. Morris, and Wesley Imms
Improving science teaching through the use of video reflection and a PCK-based teaching framework, Dallas Bruce
Foundations of primary mathematics education: An introduction to curriculum, pedagogy and content, Fiona Budgen and John West
Factors associated with stunting and wasting in children under 2 years in Bangladesh, Tuhinur Rahman Chowdhury, Sayan Chakrabarty, Muntaha Rakib, Sabiha Afrin, Sue Saltmarsh, and Stephen Winn
Digital storytelling as a disciplinary literacy enhancement tool for EFL students, Nadezdha Chubko, Julia Morris, David H. McKinnon, Eileen Slater, and Geoff W. Lummis
Digital storytelling as an astronomy disciplinary literacy enhancement approach for adolescent Kyrgyzstani EFL students, Nadezhda Chubko
The digital entanglement of humanities, literacy, and storytelling, Natalia Churchill and Caroline Barratt-Pugh
To be seen and heard: Enhancing student engagement to support university aspirations and expectations for students from low socioeconomic status backgrounds, Ian Cunninghame, Lynette Vernon, and Tim Pitman
The impact of policy change on the teaching of spoken English in primary schools in the north mountainous region of Vietnam, Tram Quynh Dang
From students to teachers: Investigating the science teaching efficacy beliefs and experiences of graduate primary teachers, James Deehan, Lena Danaia, and David H. McKinnon
Finding the familiar in the strange: transcultural learning as rihla رحلة at an Australian university, T. Dobinson, Maggie McAlinden, P. Mercieca, and T. Bogachenko
Conditional assent: Literary value and the value of English as a subject, Tim Dolin, Jo Jones, and Patricia Dowsett
Discipline and subject: Academic literary studies and school English in Australia since 1945, Tim Dolin, Jo Jones, and Patricia Dowsett
Carnivalesque canons: "Professors" and text selection in secondary English syllabuses in Western Australia, 1945-1975, Patricia Dowsett
The impact of ‘learning at home’ on the educational outcomes of vulnerable children in Australia during the COVID-19 pandemic, Catherine Drane, Lynette Vernon, and Sarah O'Shea
Intercultural Communication Competence in upper primary students: International collaboration case studies using Web 2.0 technologies, Rebecca Louise Duyckers
The perceived ‘classroom readiness’ and support of Western Australian primary graduate teachers, Samantha Jade Edwards
Teachers’ views on effective classroom management: a mixed-methods investigation in Western Australian high schools, Helen Egeberg, Andrew McConney, and Anne Price
The socialisation of early career principals in Western Australia, Simon Fittock
The socialisation of WA early career principals, Simon Fittock, Christine Cunningham, and Glenda Campbell-Evans
External expectations and practical realities, financial and methodological, in Australian education research, Michael Fitzgerald
When autism strikes (an exegesis), Gemma Foxall
Aesthetic-ethical-political movements in professional learning: Encounters with feminist new materialisms and Reggio Emilia in early childhood research, Stefania Giamminuti, Jane Merewether, and Mindy Blaise
Being the adult you needed as a kid: Why the AITSL standards are not the best fit for drama teachers, Christina Gray and Kirsten Lambert
Contextual factors impacting on research performance at a young Australian university, Johannes Pieter Groenewald
Sport coaches as policy actors: an investigation of the interpretation and enactment of disability and inclusion policy in swimming in Victoria Australia, Andrew M. Hammond, Dawn Penney, and Ruth Jeanes
The status-quo of play-based pedagogies in Western Australia: Reflections of early childhood education practitioners, Sandra Hesterman and Anna Targowska
Digital citizenship awareness in EFL context in Vietnam: A project evaluation, Diem Thi Ngoc Hoang, Trang Thi Thu Tran, Ngoc Thi Bich Nguyen, and Linh Thuy Nguyen
Preparing student paramedics for the mental health challenges of the profession by using the wisdom of the experienced, Lisa Holmes, Natalie Ciccone, Lynne Cohen, and Richard Brightwell
Innovative furniture and student engagement, Wesley Imms, Julia Morris, and David Grunseit
Researching the affective domain in mathematics education, Naomi Ingram, Vesife Hatisaru, Peter Grootenboer, and Kim Beswick
Temporal digital control: Theorizing the use of digital technologies to provide a temporal autonomous space, Nicola F. Johnson
Powerful dressing: Artfully challenging sexism in the academy, Linda Knight, Emily Gray, and Mindy Blaise
Optimizing cyber security education: Implementation of bloom’s taxonomy for future cyber security workforce, Nageswaree Kodai Ramsoonder, Selvamanee Kinnoo, Anna J. Griffin, Craig Valli, and Nicola F. Johnson
Curriculum interpretation and policy enactment in health and physical education: Researching teacher educators as policy actors, Karen Lambert and Dawn Penney
English proficiency of Vietnamese business graduates: Requirements of government, private universities, and foreign employers, Tien Tung Le
Receiving by giving: The impacts of immersive service-learning for primary school-age students, Kimberley Luinstra
Exploring Chinese EFL teachers' knowledge and beliefs relating to the teaching of English reading in public primary schools in China, Meina Luo, Susan Main, Graeme Lock, R. Malatesha Joshi, and Chenyin Zhong