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Submissions from 2022

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Enacting a feminist pause: Interrupting patriarchal productivity in higher education, Jo Pollitt, Mindy Blaise, and Emily Gray

Submissions from 2021

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When authenticity goes missing: How monocultural children’s literature is silencing the voices and contributing to invisibility of children from minority backgrounds, Helen Adam

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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

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Finally, an ongoing commitment to funding preschool. But the conditions are hazy and ill-defined, Lennie Barblett

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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

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Identifying key factors in library-school partnerships to deliver a family literacy programme in Western Australia, Caroline Barratt-Pugh, Heather Sparrow, and Nola Allen

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Supporting health literacy in adolescent populations: Distinguishing pedagogies for sun safety education in schools, Donna Barwood

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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

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Mindsets matter: Early childhood teacher perceptions of mindset, Fiona Boylan

Inter-study intervals animation, Nicola Carr-White

The original Differentiated Learning Consolidation Process (DLCP) as developed in the classroom, Nicola Carr-White

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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 teachers’ use of physical activity in Victorian Certificate of Education (VCE) senior secondary physical education, Chris Clark

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What boosts? What drags? A study of teacher views about the HALT certification process provided by the Australian Professional Standards for Teachers, John Cole

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Nurse managers’ perceptions of mentoring in the multigenerational workplace: A qualitative descriptive study, Tracey Coventry and Anne Maree Hays

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School leadership, female empowerment and China’s rise, Christine Cunningham

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Moral education in China and its critique, Christine Cunningham, Wei Zhang, and Clive Barstow

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Vulnerable learners in the age of COVID-19: A scoping review, Catherine F. Drane, Lynette Vernon, and Sarah O’Shea

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Yes, adult literacy should be improved. But governments can make their messages easier to read right now, Cath Ferguson

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How can an adult literacy tutoring program help participants build confidence and meet their goals?, Catherine Ferguson and Margaret K. Merga

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Communications in the time of a pandemic: The readability of documents for public consumption, Catherine Ferguson, Margaret Merga, and Stephen Winn

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Most government information on COVID-19 is too hard for the average Australian to understand, Cath Ferguson, Margaret Kristin Merga, and Stephen Winn

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Pedagogical documentation as a thinking companion, Alma Fleet and Jane Merewether

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Investigating self-efficacy: Early childhood teachers’ understanding of self-efficacy, Dimity Franks

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Digital enhancement of senior secondary dance assessment, Maria Gamble

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Extinction, education and the curious practice of visiting thrombolites, Brad Gobby, Jane Merewether, and Annette Nykiel

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“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

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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

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Between activism and academia: Zine-making as a feminist response to COVID-19, Emily M. Gray, Joanna Pollitt, and Mindy Blaise

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Supervision in initial teacher education: A scoping review, Madlen Griffiths, Mandie Shean, and Denise Jackson

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Teachers’ perspectives on the use of digital portfolios in EFL teaching context, Diem Thi Ngoc Hoang

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An exploration of virtual reality to facilitate authentic tasks in EFL learning in a Vietnamese tertiary setting, Thi Ngoc Diem Hoang

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Exploring Vietnamese first-year English-major students’ motivation: A longitudinal, mixed-methods investigation, Thinh Quoc Hoang

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Exploring the self-efficacy beliefs of Vietnamese pre-service teachers of English as a foreign language, Thinh Hoang and Mark Wyatt

Mindfulness practices in secondary schools: Exploring teachers’ attitudes, and the barriers and facilitators to achieving teacher buy-In to a whole-school approach, Willow Jefferies

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Digital labour and temporal priorities within a secondary school, Nicola F. Johnson

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‘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

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Projecting student voice by constructing grounded theory, Olivia Johnston, Helen Wildy, and Jennifer Shand

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Student voices that resonate – constructing composite narratives that represent students’ classroom experiences, Olivia Johnston, Helen Wildy, and Jennifer Shand

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An investigation of students algebraic proficiency from a structure sense perspective, Al Jupri, Ririn Sispiyati, and Kin Eng Chin

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Implementing the national quality standard in schools: Leadership that motivates improvement initiatives through psychological ownership, Gillian Kirk and Lennie Barblett

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Using mathematical investigations in projects for STEAM integration, Marianne Knaus

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Improving assessment accountability in initial teacher education programs through benchmarking, Marianne J. Knaus, Gill Kirk, Pauline Roberts, Lennie Barblett, and Bev Adkin

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Sustaining interdisciplinary work in trauma-informed education, Govind Krishnamoorthy and Kay Ayre

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Confused about which English subject to choose in year 11 and 12? Here’s what you need to know, Kirsten Lambert

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Hyper-performativity and early career teachers: Interrogating teacher subjectivities in neoliberal educational assemblages, Kirsten Lambert and Christina Gray

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Blended learning: Barriers and drawbacks for English language lecturers at Vietnamese universities, Thi Nguyet Le, Bill Allen, and Nicola F. Johnson

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Recent progress trend on abrasive waterjet cutting of metallic materials: A review, Jennifer Milaor Llanto, Majid Tolouei-Rad, Ana Vafadar, and Muhammad Aamir

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Principals and teachers’ perspectives of their school libraries and implications for school library policy, Chin E. Loh, Shamala Sundaray, Margaret Merga, and Jonathan Gao

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Online continuous professional learning: A model for improving reading outcomes in regional and remote schools?, Susan Main and Eileen Slater

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Communicating research in academia and beyond: Sources of self-efficacy for early career researchers, Shannon Mason and Margaret Merga

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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

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Books offer a healing retreat for youngsters caught up in a pandemic, Margaret Merga

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How can Booktok on TikTok inform readers' advisory services for young people?, Margaret K. Merga

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Libraries as wellbeing supportive spaces in contemporary schools, Margaret K. Merga

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The academic labour of knowledge mobilization: What scholarly publishers need to know, Margaret K. Merga

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The role of the library within school-level literacy policies and plans in Australia and the United Kingdom, Margaret K. Merga

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School librarians supporting students’ reading for pleasure: A job description analysis, Margaret K. Merga and Catherine Ferguson

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Mentor and peer support for early career researchers sharing research with academia and beyond, Margaret K. Merga and Shannon Mason

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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

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Unis want research shared widely. So why don’t they properly back academics to do it?, Margaret Kristin Merga and Shannon Mason

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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

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Identifying differences in nutrition-related learning interests of adolescent students, Margaret Miller, Donna Barwood, Michael Furfaro, Julie Boston, Sandra Smith, and Martin Masek

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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

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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

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‘A validation of my pedagogy’: How subject discipline practice supports early career teachers’ identities and perceptions of retention, Julia E. Morris and Wesley Imms

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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

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Teachers in conversation with industry scientists: Implications for STEM education, Julia Morris, Eileen Slater, Julie Boston, Michael Fitzgerald, and Geoff Lummis

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An evaluation study of an English for academic purposes program in a Vietnamese university, Nga Ngoc Nguyen

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Performing emotional labour while teaching online, Julie Nyanjom and Dawn Naylor

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Paying attention to water relations: Poetic inquiry and pedagogical documentation as curious practices, Claire O’Callaghan

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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

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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

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A survey of Western Australian teachers’ use of texts in supporting beginning readers, Simmone Pogorzelski, Susan Main, and Susan Hill

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Weather bodies: Experimenting with dance improvisation in environmental education in the early years, Jo Pollitt, Mindy Blaise, and Tonya Rooney

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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

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Embedding Aboriginal and Torres Strait Islander LGBTIQ+ issues in primary initial teacher education programs, David B. Rhodes and Matt Byrne

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Teaching strategies for primary school science, Pauline Roberts

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Revitalising reflective practice in pre-service teacher education: Developing and practicing an effective framework, Pauline Roberts, Lennie Barblett, Fiona Boylan, and Marianne Knaus

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Discourses in power: Policy and curriculum demands in the first year of compulsory school, Amelia Ruscoe, Lennie Barblett, and Caroline Barratt-Pugh

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Schools, separating parents and family violence: A case study of the coercion of organisational networks, Sue Saltmarsh, Kay Ayre, and Eseta Tualaulelei

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‘A damn sight more sensitivity’: Gender and parent-school engagement during post-separation family transitions, Sue Saltmarsh, Eseta Tualaulelei, and Kay Ayre

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‘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

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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

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Is your child anxious about starting school for the first time? Here’s how you can help, Mandie Shean

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Reconfiguring curriculum and instruction to teach for understanding: A case study, Kuki Singh

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Taking a nuanced view of the role of teacher feedback in the elementary classroom, Kuki Singh and Julia Mueller

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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

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The role of background knowledge in reading comprehension: A critical review, Reid Smith, Pamela Snow, Tanya Serry, and Lorraine Hammond

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Understanding educational leadership during times of crises: A scoping review, Michelle Striepe and Christine Cunningham

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What is complexity? Grammatical issues in assignment prompts, Anne Thwaite, Fiona Budgen, Janet Hunter, and Kuki Singh

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Back to school: how to help your teen get enough sleep, Lynette Vernon

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Influencers: The importance of discussions with parents, teachers and friends to support vocational and university pathways, Lynette Vernon and Catherine F. Drane

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Digital representation for assessment of spoken EFL at university level: A case study in Vietnam, Thi Bich Hiep Vu

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Teacher agency and the enactment of curriculum: The case of primary school EFL teachers in Vietnam, Thi Loan Vu

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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

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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

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Towards an anatomy of English textbooks: Counting what counts as English, Shannon Wells and Brian Moon