Submissions from 2022
Buying picture books as Christmas presents? These stories with diverse characters can help kids develop empathy, Helen Joanne Adam
Curriculum reform in Wales: Physical education teacher educators' negotiation of policy positions, David Aldous, Victoria Evans, and Dawn Penney
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
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
EFL undergraduate students' perspectives and experiences of the flipped classroom at a Vietnamese university, Thi Hien Bui
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
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
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
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
Pedagogical documentation and the refusal of method: Troubling dogmas and inviting collective obligations, Stefania Giamminuti, Jane Merewether, and Mindy Blaise
Children’s identity work in daily singing-based music classes: A case study of an Australian boys’ school, Jason Goopy
Intersections and conflicts between adolescent boys’ musical possible selves, university study, and parent values, Jason Goopy
Turning stage fright into stage might: Pre-service drama teachers developing ideas about pedagogy, authenticity and relationships, Christina Gray, Helen Egeberg, and Tammy Green
‘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
Attitudes toward Direct Instruction in Western Australian primary and secondary schools, Lorraine Hammond
Investigating secondary mathematics teachers’ analogies to function, Vesife Hatisaru
Mathematical connections established in the teaching of functions, Vesife Hatisaru
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
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
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
Teenagers learn through play too: Communicating high expectations through a playful learning approach, Olivia Johnston, Helen Wildy, and Jennifer Shand
‘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
Implementing the national quality standard in schools: Leadership that motivates improvement initiatives through psychological ownership, Gillian Kirk and Lennie Barblett
Sustaining interdisciplinary work in trauma-informed education, Govind Krishnamoorthy and Kay Ayre
‘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
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
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
Writing assessment in early primary classrooms: thoughts from four teachers, Elle Mariano, Glenda Campbell-Evans, and Janet Hunter
Writing assessment in early primary classrooms: thoughts from four teachers, Elle Mariano, Glenda Campbell-Evans, and Janet Hunter
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
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
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
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
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
Diversity as a condition of cultures: Querying assumptions of mainstream and minorities in education policy and curriculum, Sue Saltmarsh
‘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
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
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
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
Submissions from 2021
Gender equity in early childhood picture books: A cross-cultural study of frequently read picture books in early childhood classrooms in Australia and the United States, Helen Adam and Laurie Harper
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
Professional teaching standards and inclusion in teacher education: Insights from a hearing-impaired health and physical education pre-service teacher’s professional experience, Donna Barwood, John O'Rourke, Dawn Penney, Andrew Jones, and Jordan Thomas
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
School leadership, female empowerment and China’s rise, Christine Cunningham
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