A multi-theoretical and multi-disciplinary approach to literacy education and curriculum research

Book chapter

Cumming, Joy and Wyatt-Smith, Claire. (2001). A multi-theoretical and multi-disciplinary approach to literacy education and curriculum research. In Literacy and the Curriculum: Success in Senior Secondary Schooling pp. 2 - 10 Australian Council for Educational Research.
AuthorsCumming, Joy and Wyatt-Smith, Claire
Page range2 - 10
Year2001
Book titleLiteracy and the Curriculum: Success in Senior Secondary Schooling
PublisherAustralian Council for Educational Research
Place of publicationMelbourne, Australia
ISBN970864313527
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Related Output
Is part ofLiteracy and the Curriculum: Success in Senior Secondary Schooling
Publisher's version
File Access Level
Controlled
Permalink -

https://acuresearchbank.acu.edu.au/item/887z2/a-multi-theoretical-and-multi-disciplinary-approach-to-literacy-education-and-curriculum-research

Log in to edit

Restricted files

Publisher's version

  • 154
    total views
  • 0
    total downloads
  • 2
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

International trends in the implementation of assessment for learning revisited : Implications for policy and practice in a post-COVID world
Volante, Louis, DeLuca, Christopher, Barnes, Nicole, Birenbaum, Menucha, Kimber, Megan Paige, Koch, Martha, Looney, Anne, Poskitt, Jenny, Smith, Kari and Wyatt-Smith, Claire Maree. (2024). International trends in the implementation of assessment for learning revisited : Implications for policy and practice in a post-COVID world. Policy Futures in Education. pp. 1-19. https://doi.org/10.1177/14782103241255855
Evidence of teacher assessment work and its relationship to their assessment identity
Adie, Lenore Ellen, Wyatt-Smith, Claire Maree, Finch, Mary and DeLuca, Christopher. (2024). Evidence of teacher assessment work and its relationship to their assessment identity. Teaching and Teacher Education. 141, pp. 1-10. https://doi.org/10.1016/j.tate.2024.104518
A Case Study of Effective Classroom Assessment Adjustments for a Student with Disability : The Role of Teacher Pedagogical Mobility in Assessment Adjustments
Razmjoee, Maryam, Cumming, Jacqueline and Wyatt-Smith, Claire Maree. (2023). A Case Study of Effective Classroom Assessment Adjustments for a Student with Disability : The Role of Teacher Pedagogical Mobility in Assessment Adjustments. Education Sciences. 13(12), pp. 1-12. https://doi.org/10.3390/educsci13121178
Mediating teachers’ assessment work
Adie, Lenore Ellen, Gallagher, Jeanine, Wyatt-Smith, Claire Maree, Spina, Nerida and DeLuca, Christopher. (2023). Mediating teachers’ assessment work. The Australian Educational Researcher. pp. 1-21. https://doi.org/10.1007/s13384-023-00675-z
Professionalizing teacher education : Performance Assessment, Standards, Moderation, and Evidence
Wyatt-Smith, Claire Maree, Adie, Lenore Ellen, Haynes, Michele and Day, Chantelle. (2022). Professionalizing teacher education : Performance Assessment, Standards, Moderation, and Evidence Routledge. https://doi.org/10.4324/9780429318504
Reviewing the evidence base : Attraction, pathways and retention : A focus on attracting candidates
Wyatt-Smith, Claire, Holloway, Jessica, Alexander, Colette, Harris, Lois and Marcy, Ariel. (2022). Reviewing the evidence base : Attraction, pathways and retention : A focus on attracting candidates Sydney, Australia: Association of Independent Schools New South Wales.
Learning progression–based assessments : A systematic review of student and teacher uses
Harris, Lois Ruth, Adie, Lenore and Wyatt-Smith, Claire. (2022). Learning progression–based assessments : A systematic review of student and teacher uses. Review of Educational Research. 92(6), pp. 996-1040. https://doi.org/10.3102/00346543221081552
The conceptualisation of a teaching performance assessment : Designing for evidence of graduate competence
Adie, Lenore and Wyatt-Smith, Claire. (2021). The conceptualisation of a teaching performance assessment : Designing for evidence of graduate competence. In In Wyatt-Smith, Claire, Adie, Lenore and Nuttall, Joce (Ed.). Teaching performance assessments as a cultural disruptor in initial teacher education : Standards, evidence and collaboration pp. 19-37 Springer Nature. https://doi.org/10.1007/978-981-16-3705-6_2
Introducing a new model for online cross-institutional moderations
Wyatt-Smith, Claire and Adie, Lenore. (2021). Introducing a new model for online cross-institutional moderations. In In Wyatt-Smith, Claire, Adie, Lenore and Nuttall, Joce (Ed.). Teaching performance assessments as a cultural disruptor in initial teacher education : Standards, evidence and collaboration pp. 39-58 Springer Nature. https://doi.org/10.1007/978-981-16-3705-6_3
Disrupting teacher education for sustainable change
Wyatt-Smith, Claire and Adie, Lenore. (2021). Disrupting teacher education for sustainable change. In In Wyatt-Smith, Claire, Adie, Lenore and Nuttall, Joce (Ed.). Teaching performance assessments as a cultural disruptor in initial teacher education : Standards, evidence and collaboration pp. 217-229 Springer Nature. https://doi.org/10.1007/978-981-16-3705-6_17
Provocation 5 : COVID triggered disruption in teacher education and resultant actions
Wyatt-Smith, Claire, Day, Chantelle and Adie, Lenore. (2021). Provocation 5 : COVID triggered disruption in teacher education and resultant actions. In In Wyatt-Smith, Claire, Adie, Lenore and Nuttall, Joce (Ed.). Teaching performance assessments as a cultural disruptor in initial teacher education : Standards, evidence and collaboration pp. 185-192 Springer Nature. https://doi.org/10.1007/978-981-16-3705-6_14
Professional standards, evidence and collaboration : Cultural disruption in teacher education
Wyatt-Smith, Claire and Adie, Lenore. (2021). Professional standards, evidence and collaboration : Cultural disruption in teacher education. In In Wyatt-Smith, Claire, Adie, Lenore and Nuttall, Joce (Ed.). Teaching performance assessments as a cultural disruptor in initial teacher education : Standards, evidence and collaboration pp. 3-18 Springer Nature. https://doi.org/10.1007/978-981-16-3705-6_1
Conceptualising a fairness framework for assessment adjusted practices for students with disability : An empirical study
Rasooli, Amirhossein, Razmjoee, Maryam, Cumming, Joy, Dickson, Elizabeth and Webster, Amanda. (2021). Conceptualising a fairness framework for assessment adjusted practices for students with disability : An empirical study. Assessment in Education. 28(3), pp. 301-321. https://doi.org/10.1080/0969594X.2021.1932736
Transforming schooling through digital disruption : Big data, policy teaching and assessment
Lingard, Bob, Wyatt-Smith, Claire and Heck, Elizabeth. (2021). Transforming schooling through digital disruption : Big data, policy teaching and assessment. In In Wyatt-Smith, Claire, Lingard, Bob and Heck, Elizabeth (Ed.). Digital disruption in teaching and testing : Assessments, big data, and the transformation of schooling pp. 1-44 Routledge. https://doi.org/10.4324/9781003045793-1
The application of pairwise comparisons to form scaled exemplars as a basis for setting and exemplifying standards in teacher education
Wyatt-Smith, Claire, Humphrey, Stephen, Adie, Lenore and Colbert, Peta. (2020). The application of pairwise comparisons to form scaled exemplars as a basis for setting and exemplifying standards in teacher education. Assessment in Education. 27(1), pp. 65-86. https://doi.org/10.1080/0969594X.2020.1712326
Examining research into the use of data walls for teaching and learning : How are they being implemented within data use cycles?
Adie, Lenore, Harris, Lois and Wyatt-Smith, Claire. (2020). Examining research into the use of data walls for teaching and learning : How are they being implemented within data use cycles? Teaching and Teacher Education. 89, p. Article: 103012. https://doi.org/10.1016/j.tate.2019.103012
Using data walls to display assessment results : A review of their effective impacts on teachers and students
Harris, Lois, Wyatt-Smith, Claire and Adie, Lenore. (2020). Using data walls to display assessment results : A review of their effective impacts on teachers and students. Teachers and Teaching: Theory and Practice. 26(1), pp. 50-66. https://doi.org/10.1080/13540602.2020.1739018
Synergy and tension between large-scale and classroom assessment: International trends
Louis Volante, Christopher DeLuca, Lenore Adie, Eva Baker, Heidi Harju-Luukkainen, Margaret Heritage, Christoph Schneider, Gordon Stobart, Kelvin Tan and Claire Wyatt-Smith. (2020). Synergy and tension between large-scale and classroom assessment: International trends. Educational Measurement: Issues and Practice. 39(4), pp. 21-29. https://doi.org/10.1111/emip.12382
The role of motivations and perceptions on the retention of inservice teachers
Alexander, C., Wyatt-Smith, C. and Du Plessis, A.. (2020). The role of motivations and perceptions on the retention of inservice teachers. Teaching and Teacher Education. 96, pp. 1-12. https://doi.org/10.1016/j.tate.2020.103186
Digital learning assessments and big data : Implications for teacher professionalism
Wyatt-Smith, Claire, Lingard, Bob and Heck, Elizabeth. (2019). Digital learning assessments and big data : Implications for teacher professionalism Australia: Unesco.
Contesting educational assessment policies in Australia
Cumming, Joy, van der Kleij, Fabienne Schoenmaker and Adie, Lenore. (2019). Contesting educational assessment policies in Australia. Journal of Education Policy. 34(6), pp. 836 - 857. https://doi.org/10.1080/02680939.2019.1608375
Fidelity of summative performance assessment in initial teacher education: The intersection of standardisation and authenticity
Adie, Lenore and Wyatt-Smith, Claire. (2019). Fidelity of summative performance assessment in initial teacher education: The intersection of standardisation and authenticity. Asia-Pacific Journal of Teacher Education. https://doi.org/10.1080/1359866X.2019.1606892
Feasibility and value of using a GoPro camera and Apple iPad to study teacher-student assessment feedback interactions
van der Kleij, Fabienne Schoenmaker, Adie, Lenore and Cumming, Joy. (2019). Feasibility and value of using a GoPro camera and Apple iPad to study teacher-student assessment feedback interactions. In In B. P. Veldkamp and C. Sluijter (Ed.). Theoretical and Practical Advances in Computer-based Educational Measurement pp. 339 - 359 SpringerOpen. https://doi.org/10.1007/978-3-030-18480-3_18
A meta-review of the student role in feedback
van der Kleij, Fabienne Schoenmaker, Adie, Lenore and Cumming, Joy. (2019). A meta-review of the student role in feedback. International Journal of Educational Research. 98, pp. 303 - 323. https://doi.org/10.1016/j.ijer.2019.09.005
Reasonable adjustment in assessment: The Australian experience
Dixon, Elizabeth and Cumming, Joy. (2018). Reasonable adjustment in assessment: The Australian experience. In In K. Trimmer, R. Dixon and Y. S. Findlay (Ed.). The Palgrave handbook of education law for schools pp. 315 - 333 Palgrave Macmillan. https://doi.org/10.1007/978-3-319-77751-1_14
Clinical assessment judgements and "Connoisseurship": surfacing curriculum-wide standards through transdisciplinary dialogue
Bridges, Susan M., Wyatt-Smith, Claire Maree and Botelho, Michael G.. (2018). Clinical assessment judgements and "Connoisseurship": surfacing curriculum-wide standards through transdisciplinary dialogue. In In D. Carless, S. M. Bridges and C. K. Y. Chan, and R. Glofcheski (Ed.). Scaling up Assessment for Learning in Higher Education pp. 81 - 98 Springer Nature. https://doi.org/10.1007/978-981-10-3045-1
Research-informed conceptualization and design principles of teacher performance assessments: wrestling with system and site validity
Adie, Lenore and Wyatt-Smith, Claire Maree. (2018). Research-informed conceptualization and design principles of teacher performance assessments: wrestling with system and site validity. In In C. Wyatt-Smith and L. Adie (Ed.). Innovation and Accountability in Teacher Education: Setting directions for new cultures in teacher education pp. 115 - 132 Springer Nature. https://doi.org/10.1007/978-981-13-2026-2
Policy expectations and support for teacher formative assessment in Australian education reform
Van der Kleij, Fabienne Michelle, Cumming, Jacqueline Joy and Looney, Anne. (2018). Policy expectations and support for teacher formative assessment in Australian education reform. Assessment in Education. 25(6), pp. 620 - 637. https://doi.org/10.1080/0969594X.2017.1374924
Student experiences of NAPLAN: sharing insights from two school sites
Swain, Katharine, Pendergast, Donna and Cumming, Joy. (2018). Student experiences of NAPLAN: sharing insights from two school sites. The Australian Educational Researcher. 45(3), pp. 315 - 342. https://doi.org/10.1007/s13384-017-0256-5
New cultures in teacher education
Wyatt-Smith, Claire Maree and Adie, Lenore. (2018). New cultures in teacher education. In In C. Wyatt-Smith and L. Adie (Ed.). Innovation and Accountability in Teacher Education: Setting directions for new cultures in teacher education pp. 1 - 15 Springer Nature. https://doi.org/10.1007/978-981-13-2026-2
2018 Queensland NAPLAN review: School and system perceptions report and literature review
Cumming, Joy, Jackson, Christine, Day, Chantelle, Maxwell, Graham, Adie, Lenore, Lingard, Bob, Haynes, Michele and Heck, Elizabeth. (2018). 2018 Queensland NAPLAN review: School and system perceptions report and literature review Australia: Institute for Learning Sciences and Teacher Education, Australian Catholic University.
Enhancing inclusive education through teacher education reforms
Cumming, Joy, Tones, Megan, Day, Chantelle and Heck, Elizabeth. (2018). Enhancing inclusive education through teacher education reforms. In In C. Wyatt-Smith and L. Adie (Ed.). Innovation and accountability in teacher education: Setting directions for new cultures in teacher education pp. 201 - 221 Springer Nature. https://doi.org/10.1007/978-981-13-2026-2_13
Assessment: the trilogy of standards, evidence and judgement in australian education reform
Wyatt-Smith, Claire Maree and Adie, Lenore. (2018). Assessment: the trilogy of standards, evidence and judgement in australian education reform. In In A. Reid and D. Price (Ed.). The Australian Curriculum: Promises, problems and possibilities pp. 163 - 176 Australian Curriculum Studies Association.
Why choose teaching? A matter of choice : Evidence from the field
Wyatt-SmithWyatt-Smith, Claire, C., Wang, Jin, Alexander, Colette, Du Plessis, Anna, Hand, Kirstine and Colbert, Peta. (2017). Why choose teaching? A matter of choice : Evidence from the field Australia: Institute for Learning Sciences and Teacher Education, Australian Catholic University.
Empowering parents of children with autism spectrum disorder: critical decision-making for quality outcomes
Webster, Amanda, Cumming, Joy and Rowland, Susannah. (2017). Empowering parents of children with autism spectrum disorder: critical decision-making for quality outcomes Springer. https://doi.org/10.1007/978-981-10-2084-1
Using video technology to enable student voice in assessment feedback
van der Kleij, Fabienne S., Adie, Lenore and Cumming, Joy. (2017). Using video technology to enable student voice in assessment feedback. British Journal of Educational Technology. 48(5), pp. 1092 - 1105. https://doi.org/10.1111/bjet.12536
Assessment
Wyatt-Smith, Claire Maree, Adie, Lenore, Van der Kleij, Fabienne Michelle and Cumming, Joy. (2017). Assessment. In In D. Pendergast, K. Main and N. Bahr (Ed.). Teaching Middle Years: Rethinking curriculum, pedagogy and assessment pp. 301 - 320 Allen & Unwin.
Standards of practice to standards of evidence: developing assessment capable teachers
Wyatt-Smith, Claire Maree, Alexander, Colette, Fishburn, Deanne and McMahon, Paula. (2017). Standards of practice to standards of evidence: developing assessment capable teachers. Assessment in Education. 24(2), pp. 250 - 270. https://doi.org/10.1080/0969594X.2016.1228603
Students at risk and NAPLAN : The collateral damage
Cumming, Joy, Wyatt-Smith, Claire Maree and Colbert, Peta. (2016). Students at risk and NAPLAN : The collateral damage. In National testing in schools: An Australian assessment pp. 126-138 Taylor and Francis. https://doi.org/10.4324/9781315659312
Effective enactment of assessment for learning and student diversity in Australia
Cumming, Jacqueline Joy and Van der Kleij, Fabienne Michelle. (2016). Effective enactment of assessment for learning and student diversity in Australia. In In D. Laveault and L. Allal (Ed.). Assessment for learning: Meeting the challenge of implementation pp. 55 - 73 Springer. https://doi.org/10.1007/978-3-319-39211-0_4
Handling attrition and non-response in longitudinal data with an application to a study of Australian youth
Cumming, Jacqueline Joy and Goldstein, Harvey. (2016). Handling attrition and non-response in longitudinal data with an application to a study of Australian youth. Longitudinal and Life Course Studies. 7(1), pp. 53 - 63. https://doi.org/10.14301/llcs.v7i1.342
NAPLAN data on writing: A picture of accelerating negative change
Wyatt-Smith, Claire Maree and Jackson, Christine. (2016). NAPLAN data on writing: A picture of accelerating negative change. Australian Journal of Language and Literacy. 39(3), pp. 233 - 244.
Disadvantaged students' voices on national testing: The submersion of NAPLAN's formative potential
Ng, Clarence, Wyatt-Smith, Claire Maree and Bartlett, Brendan John. (2016). Disadvantaged students' voices on national testing: The submersion of NAPLAN's formative potential. In In B. Lingard, G. Thompson and S. Sellar (Ed.). National testing in schools: An Australian assessment pp. 152 - 163 Routledge.
Professional standards and the assessment work of teachers
Wyatt-Smith, Claire Maree and Looney, Anne. (2016). Professional standards and the assessment work of teachers. In In D. Wyse, L. Hayward and J. Pandya (Ed.). The SAGE handbook of curriculum, pedagogy and assessment pp. 805 - 820 Sage Publications Ltd..
Students at risk and NAPLAN
Cumming, Joy, Wyatt-Smith, Claire Maree and Colbert, Peta Jane. (2016). Students at risk and NAPLAN. In In B. Lingard, G. Thompson and S. Sellar (Ed.). National testing in schools: An Australian assessment pp. 126 - 138 Routledge.
Documenting support needs and adjustment gaps for students with disabilities: Teacher practices in Australian classrooms and on national tests
Davies, Michael D., Elliott, Stephen N. and Cumming, Joy. (2016). Documenting support needs and adjustment gaps for students with disabilities: Teacher practices in Australian classrooms and on national tests. International Journal of Inclusive Education. 20(12), pp. 1252 - 1269. https://doi.org/10.1080/13603116.2016.1159256
School leadership in assessment in an environment of external accountability: Developing an assessment for learning culture
Cumming, Joy, Maxwell, Graham and Wyatt-Smith, Claire Maree. (2016). School leadership in assessment in an environment of external accountability: Developing an assessment for learning culture. In In G. Johnson and N. Dempster (Ed.). Leadership in diverse learning contexts pp. 221 - 237 Springer International Publishing. https://doi.org/10.1007/978-3-319-28302-9_11
Restraint of students in schools in the USA
Mawdsley, Ralph and Cumming, Jacqueline. (2015). Restraint of students in schools in the USA. International Journal of Law and Education. 20(1), pp. 21 - 31.
Protecting children in Australian schools : Teacher use of force and restraint and legal challenges
Cumming, Jacqueline and Mawdsley, Ralph. (2015). Protecting children in Australian schools : Teacher use of force and restraint and legal challenges. International Journal of Law and Education. 20(1), pp. 93 - 116.
International trends in the implementation of assessment for learning : Implications for policy and practice
Birenbaum, Menucha, DeLuca, Christopher, Earl, Lorna, Heritage, Margaret, Klenowski, Val, Looney, Anne, Smith, Kari, Timperley, Helen, Volante, Louis and Wyatt-Smith, Claire Maree. (2015). International trends in the implementation of assessment for learning : Implications for policy and practice. Policy Futures in Education. 13(1), pp. 117 - 140. https://doi.org/10.1177/1478210314566733
Diversity, affirmative action and higher education
Cumming, Jacqueline and Mawdsley, Ralph. (2015). Diversity, affirmative action and higher education. In In S. Varnham, P. Kamvounias and J. Squelch (Ed.). pp. 137 - 148 Federation Press, the.
Legal issues regarding student mobile phones: Considerations of Australian context and case law from United States public schools
Mawdsley, Ralph and Cumming, Jacqueline. (2014). Legal issues regarding student mobile phones: Considerations of Australian context and case law from United States public schools. International Journal of Law and Education. 19(1), pp. 37 - 54.
Assessment for education : standards, judgement and moderation
Klenowski, Valentina and Wyatt-Smith, Claire Maree. (2014). Assessment for education : standards, judgement and moderation Sage Publications Ltd..
Expanding approaches to summative assessment for students with impairment
Cumming, Jacqueline Joy and Maxwell, Graham. (2014). Expanding approaches to summative assessment for students with impairment. In In L. Florian (Ed.). The Sage Handbook of Special Education pp. 573 - 593 Sage Publications Ltd..
Designing next-generation assessment : priorities and enablers
Kimber, Kim and Wyatt-Smith, Claire Maree. (2014). Designing next-generation assessment : priorities and enablers. In In C Wyatt-Smith, V Klenowski and P Colbert (Ed.). Designing Assessment for Quality Learning. The Enabling Power of Assessment pp. 357 - 371 Springer. https://doi.org/10.1007/978-94-007-5902-2
Elements of better assessment for the improvement of learning : a focus on quality, professional judgment and social moderation
Wyatt-Smith, Claire Maree and Klenowski, Valentina. (2014). Elements of better assessment for the improvement of learning : a focus on quality, professional judgment and social moderation. In In C Wyatt-Smith, V Klenowski and P Colbert (Ed.). Assessment for Learning Improvement and Accountability pp. 195 - 210 Springer. https://doi.org/10.1007/978-94-007-5902-2
Enabling all students to learn through assessment: A case study of equitable outcomes achieved through the use of criteria and standards
Colbert, Peta and Cumming, Jacqueline Joy. (2014). Enabling all students to learn through assessment: A case study of equitable outcomes achieved through the use of criteria and standards. In In C. Wyatt-Smith, V. Klenowski and P. Colbert (Ed.). Designing assessment for quality learning pp. 211 - 231 Springer. https://doi.org/10.1007/978-94-007-5902-2_14
Assessment understood as enabling: A time to rebalance improvement and accountability goals
Wyatt-Smith, Claire Maree, Klenowski, Valentina and Colbert, Peta Jane. (2014). Assessment understood as enabling: A time to rebalance improvement and accountability goals. In In C Wyatt-Smith, V Klenowski and P Colbert (Ed.). Designing Assessment for Quality Learning. The Enabling Power of Assessment pp. 1 - 20 Springer. https://doi.org/10.1007/978-94-007-5902-2
The enabling power of assessment for Learning Improvement and Accountability
Wyatt-Smith, Claire, Wyatt-Smith, Claire, Klenowski, Val, Colbert, Peta and Colbert, Peta. (2013). The enabling power of assessment for Learning Improvement and Accountability Springer.
Reframing literacy for a screen-based age: A case for digital mindsets
Wyatt-Smith, Claire Maree and Kimber, Kay. (2013). Reframing literacy for a screen-based age: A case for digital mindsets. In In C. A. Stone, E. R. Silliman and B. J. Ehren & G. P. Wallach (Ed.). Handbook of language and literacy pp. 127 - 144 Guilford Publications.
Explicit, latent and meta-criteria: Types of criteria at play in professional judgement practice
Wyatt-Smith, Claire Maree and Klenowski, Val. (2013). Explicit, latent and meta-criteria: Types of criteria at play in professional judgement practice. Assessment in Education: Principles, Policy & Practice. 20(1), pp. 35 - 52. https://doi.org/10.1080/0969594X.2012.725030
Towards an understanding of teacher judgement in the context of social moderation
Adie, Lenore, Klenowski, V and Wyatt-Smith, Claire Maree. (2012). Towards an understanding of teacher judgement in the context of social moderation. Educational Review. 64(2), pp. 223 - 240. https://doi.org/10.1080/00131911.2011.598919
The Nationalisation of Education in Australia and Annexation of Private Schooling to Public Goals
Cumming, Jacqueline and Mawdsley, Ralph. (2012). The Nationalisation of Education in Australia and Annexation of Private Schooling to Public Goals. International Journal of Law and Education. 17(2), pp. 7 - 31.
Engaged and disengaged Year 5 readers in low SES Australian schools :differences in personal cognitions, perceived classroom and family reading practices
Ng, Clarence, Bartlett, Brendan John, Wyatt-Smith, Claire Maree and Wyvill, Janet. (2012). Engaged and disengaged Year 5 readers in low SES Australian schools :differences in personal cognitions, perceived classroom and family reading practices. Canada International Education Conference. Canada: 2012 Canada International Conference on Education (CICE). pp. 36 - 41
Enacting policy, curriculum and teacher conceptualisations of multimodal literacy and english in assessment and accountability
Cumming, Joy, Kimber, Kay and Wyatt-Smith, Claire Maree. (2012). Enacting policy, curriculum and teacher conceptualisations of multimodal literacy and english in assessment and accountability. English in Australia. 47(1), pp. 9 - 18.
The mental health patient in the pre-hospital emergency care setting
Shaban, Ramon, Wyatt-Smith, Claire Maree and Cumming, Joy. (2012). The mental health patient in the pre-hospital emergency care setting. In In R Townsend and M Luck (Ed.). pp. 225 - 249 Elsevier.
Government Regulation of Nonpublic Schools in the United States (US)
Mawdsley, Ralph and Cumming, Jacqueline. (2012). Government Regulation of Nonpublic Schools in the United States (US). International Journal of Law and Education. 17(1), pp. 39 - 45.
Valuing Students with Impairment: International Comparisons of Pratice in Educational Accountability
Cumming, Jacqueline. (2012). Valuing Students with Impairment: International Comparisons of Pratice in Educational Accountability Springer.
The impact of high stakes testing: the Australian story
Klenowski, V and Wyatt-Smith, Claire Maree. (2012). The impact of high stakes testing: the Australian story. Assessment in Education: Principles, Policy & Practice. 19(1), pp. 65 - 79. https://doi.org/10.1080/0969594X.2011.592972
A systems-level approach to building sustainable assessment cultures: Moderation, quality task design and dependability of judgement
Colbert, Peta Jane, Wyatt-Smith, Claire Maree and Klenowski, Val. (2012). A systems-level approach to building sustainable assessment cultures: Moderation, quality task design and dependability of judgement. Policy Futures in Education. https://doi.org/10.2304/pfie.2012.10.4.386
Moderation and consistency of teacher judgement: Teachers' views
Connolly, S, Klenowski, V and Wyatt-Smith, Claire Maree. (2012). Moderation and consistency of teacher judgement: Teachers' views. British Educational Research Journal. https://doi.org/10.1080/01411926.2011.569006
Managing without public examinations: Successful and sustained curriculum and assessment reform in Queensland
Maxwell, Graham and Cumming, Jacqueline. (2011). Managing without public examinations: Successful and sustained curriculum and assessment reform in Queensland. In In Lyn Yates, Cherry Collins and Kate O-Connor (Ed.). pp. 202 - 222 Melbourne University Press.
Evaluation of the Literacy - Key to Learning: Framework for Action 2006-2009
Johnson, Greer, Wyatt-Smith, Claire, Colbert, Peta and Klieve, Helen Margaret. (2011). Evaluation of the Literacy - Key to Learning: Framework for Action 2006-2009 Griffith University.
Theoretical Frameworks and Ways of Seeing: Operating at the Intersection - Literacy, Numeracy and Learning Difficulties
Wyatt-Smith, Claire Maree and Elkins, John. (2011). Theoretical Frameworks and Ways of Seeing: Operating at the Intersection - Literacy, Numeracy and Learning Difficulties. In In C Wyatt-Smith, J Elkins and S Gunn (Ed.). pp. 1 - 15 Springer.
The use of 'do not resuscitate' orders for students in US and Australian schools: Legal and policy considerations
Cumming, Joy. (2011). The use of 'do not resuscitate' orders for students in US and Australian schools: Legal and policy considerations. ANZELA: Sustainable Education, Schools, Families and Communities- Education Law and Policy Perspect. Australia: Australian and New Zealand Education Law Association.
Evaluation of the Literacy Leadership and Sustainable Whole-School Approaches Pilot
Wyatt-Smith, Claire, Johnson, Greer and Colbert, Peta. (2011). Evaluation of the Literacy Leadership and Sustainable Whole-School Approaches Pilot Griffith University.
Historic Australian conceptualisations of English, literacy and multimodality in policy and curriculum and conflicts with educational accountability
Cumming, Joy, Kimber, Kay and Wyatt-Smith, Claire Maree. (2011). Historic Australian conceptualisations of English, literacy and multimodality in policy and curriculum and conflicts with educational accountability. English in Australia. 46(3), pp. 42 - 53.
Learning Difficulties, Literacy and Numeracy: Conversations Across the Fields
Gunn, Stephanie and Wyatt-Smith, Claire Maree. (2011). Learning Difficulties, Literacy and Numeracy: Conversations Across the Fields. In In C Wyatt-Smith, J Elkins and S Gunn (Ed.). pp. 17 - 48 Springer.
Breaking Down the Silos: The Search for the Evidentiary Base
Elkins, John and Wyatt-Smith, Claire Maree. (2011). Breaking Down the Silos: The Search for the Evidentiary Base. In In C Wyatt-Smith, J Elkins and S Gunn (Ed.). pp. 349 - 357 Springer.
Standards, teacher judgement and moderation in contexts of national curriculum and assessment reform
Klenowski, Val and Wyatt-Smith, Claire Maree. (2010). Standards, teacher judgement and moderation in contexts of national curriculum and assessment reform. Assessment Matters. 2, pp. 107 - 131.
Standards-driven reform years 1-10: Moderation an optional extra?
Wyatt-Smith, Claire Maree and Klenowski, Val. (2010). Standards-driven reform years 1-10: Moderation an optional extra? The Australian Educational Researcher. 37(2), pp. 21 - 39.
Student assessment and digital futures: how shall we know them?
Kimber, Kay and Wyatt-Smith, Claire Maree. (2010). Student assessment and digital futures: how shall we know them? In Developing a Networked School Community: a guide to realising the vision pp. 259 - 275 ACER Press.
Assessment
Wyatt-Smith, Claire Maree, Cumming, Joy, Elkins, John and Colbert, Peta Jane. (2010). Assessment. In In D Pendergast and N Nahr (Ed.). Teaching middle years: Rethinking curriculum, pedagogy and assessment pp. 319 - 344 Allen & Unwin.
The centrality of teachers' judgement practice in assessment: A study of standards in moderation
Wyatt-Smith, Claire Maree, Klenowski, Val and Gunn, Stephanie. (2010). The centrality of teachers' judgement practice in assessment: A study of standards in moderation. Assessment in Education: Principles, Policy & Practice. 17(1), pp. 59 - 75. https://doi.org/10.1080/09695940903565610
Role and purpose of standards in the context of national curriculum and assessment reform for accountability, improvement and equity in student learning
Wyatt-Smith, Claire Maree and Klenowski, Valentina. (2010). Role and purpose of standards in the context of national curriculum and assessment reform for accountability, improvement and equity in student learning. Curriculum Perspectives. 30(3), pp. 37 - 47.
Secondary students' online use and creation of knowledge: refocusing priorities for quality assessment and learning
Kimber, Kay and Wyatt-Smith, Claire Maree. (2010). Secondary students' online use and creation of knowledge: refocusing priorities for quality assessment and learning. Australasian Journal of Educational Technology. 26(5), pp. 607 - 625. https://doi.org/10.14742/ajet.1054
Working multimodally: Challenges for assessment
Wyatt-Smith, Claire Maree and Kimber, K.. (2009). Working multimodally: Challenges for assessment. English Teaching: Practice and Critique.
Towards theorising assessment as critical inquiry
Wyatt-Smith, Claire Maree and Gunn, Stephanie. (2009). Towards theorising assessment as critical inquiry. In In R. D. Hoge, N. G. Guerra and P. Boxer (Ed.). Educational assessment in the 21st century: Connecting theory and practice pp. 83 - 103 Springer.
Establishment Clauses, Legislation and Private School Funding in the United States and Australia: Recent Trends
Cumming, Jacqueline Joy and Mawdsley, Ralph D.. (2009). Establishment Clauses, Legislation and Private School Funding in the United States and Australia: Recent Trends. International Journal of Law and Education.
Framing assessment today for the future: Issues and challenges
Cumming, Joy and Wyatt-Smith, Claire Maree. (2009). Framing assessment today for the future: Issues and challenges. In In C. H. Ng and P. Renshaw (Ed.). Educational assessment in the 21st century: Connecting theory and practice pp. 1 - 16 Springer.
Valued knowledges AND core capacities FOR digital learners: Claiming spaces FOR quality assessment
Kimber, Kay and Wyatt-Smith, Claire Maree. (2009). Valued knowledges AND core capacities FOR digital learners: Claiming spaces FOR quality assessment. In Assessing New Literacies: Perspectives From the Classroom pp. 133 - 155 Peter Lang Publishing.
Assessment challenges, the law and the future
Cumming, Jacqueline. (2009). Assessment challenges, the law and the future. In In C. Wyatt-Smith and J. Cumming (Ed.). Educational assessment in the 21st century: Connecting theory and practice pp. 157 - 179 Springer.
Educational Assessment in the 21st Century: Connecting Theory and Practice
Wyatt-Smith, Claire and Cumming, Joy. (2009). Educational Assessment in the 21st Century: Connecting Theory and Practice Springer.
Designing professional learning for effecting change: Partnerships for local and system networks
Wyatt-Smith, Claire Maree, Bridges, S., Hedemann, M. and Neville, M.. (2008). Designing professional learning for effecting change: Partnerships for local and system networks. The Australian Educational Researcher.
Educational malpractice and setting damages for ineffective teaching: A comparison of legal principles in the USA, England and Australia
Mawdsley, Ralph D. and Cumming, Joy. (2008). Educational malpractice and setting damages for ineffective teaching: A comparison of legal principles in the USA, England and Australia. Education and the Law. 20(1), pp. 25 - 46. https://doi.org/10.1080/09539960802114344
The origins and development of education law as a seperate field of law in the United States and Australia
Mawdsley, Ralph D. and Cumming, Jacqueline Joy. (2008). The origins and development of education law as a seperate field of law in the United States and Australia. Australia & New Zealand Journal of Law & Education.
Legal and educational perspectives of equity in assessment
Cumming, Joy. (2008). Legal and educational perspectives of equity in assessment. Assessment in Education. 15(2), pp. 123 - 135. https://doi.org/10.1080/09695940802164168
Assessing digital literacies: Can assessment ever be the same?
Kimber, Kay and Wyatt-Smith, Claire Maree. (2008). Assessing digital literacies: Can assessment ever be the same? In New Literacies and the English Curriculum pp. 328 - 352 Continuum International Publishing Group Ltd.
Multimodal reading and comprehension in online environments
Wyatt-Smith, Claire Maree and Elkins, John. (2008). Multimodal reading and comprehension in online environments. In Handbook of Research on New Literacies pp. 899 - 940 Lawrence Erlbaum Associates inc..
Reliability of student informants and strip searches
Mawdsley, Ralph D. and Cumming, Joy. (2008). Reliability of student informants and strip searches. West's Education Law Reporter. 231(1), pp. 1 - 5.
Standards as central to improvement
Wyatt-Smith, Claire. (2008). Standards as central to improvement. EQ Australia. Summer, pp. 11-12.
Editorial
Cumming, Joy. (2008). Editorial. International Journal of Law and Education. 13(1), pp. 3 - 6.
Building a nation: Religion and values in the public schools of the USA, Australia and South Africa
Mawdsley, Ralph D., Cumming, Joy and de Waal, Elda. (2008). Building a nation: Religion and values in the public schools of the USA, Australia and South Africa. Education and the Law. 20(2), pp. 83 - 106. https://doi.org/10.1080/09539960802271391
Evaluation of the 2008 trial of the QCAT school-devised assessment model
Wyatt-Smith, Claire Maree and Colbert, Peta Jane. (2008). Evaluation of the 2008 trial of the QCAT school-devised assessment model Australia: Griffith University.
Changing the nature of support provision - Students with learning difficulties: Interventions in literacy and numeracy project (InLaN)
Wyatt-Smith, Claire, Elkins, John, Colbert, Peta, Gunn, Stephanie and Muspratt, Alexander Walter. (2007). Changing the nature of support provision - Students with learning difficulties: Interventions in literacy and numeracy project (InLaN) Department of Education, Science and Training, Australian Government.
Moderation as judgement practice: Reconciling system level accountability and local level practice
Klenowski, Valentina, Adie, Lenore, Gunn, Stephanie, Looney, Anne, Elwood, Jannette, Wyatt-Smith, Claire Maree and Colbert, Peta Jane. (2007). Moderation as judgement practice: Reconciling system level accountability and local level practice. In P L Jeffery (Ed.). AARE 2007 International Educational Research Conference Papers. Australia: Australian Association for Research in Education. pp. 1 - 29
Assessment as judgment-in-context: Analysing how teachers evaluate students' writing
Cooksey, R. W., Freebody, P. and Wyatt-Smith, Claire Maree. (2007). Assessment as judgment-in-context: Analysing how teachers evaluate students' writing. Educational Research and Evaluation.
Evidence-based research for expert literacy teaching. Paper no. 12
Wyatt-Smith, Claire Maree and Gunn, Stephanie. (2007). Evidence-based research for expert literacy teaching. Paper no. 12 Australia: Department of education and early childhood development.
Teacher judgment: Building an evidentiary base for quality literacy and numeracy education
Wyatt-Smith, Claire, Cumming, Joy, Elkins, John and Neville, Mary. (2006). Teacher judgment: Building an evidentiary base for quality literacy and numeracy education Griffith University.
Assessment for learning: An Australian study in middle schooling
Wyatt-Smith, Claire and Bridges, Susan M.. (2006). Assessment for learning: An Australian study in middle schooling. 32nd Annual Conference International Association for Educational Assessment. Singapore: pp. 1 - 18
Literacy teaching and learning in Victorian schools
Czislowski-McKenna, Ann T., Cumming, Joy, Wyatt-Smith, Claire Maree and Elkins, John. (2006). Literacy teaching and learning in Victorian schools Australia: Victoria Dept. of Education and Training.
Using and creating knowledge with new technologies: A case for students-as-designers
Kimber, Kay and Wyatt-Smith, Claire. (2006). Using and creating knowledge with new technologies: A case for students-as-designers. Learning, Media and Technology. 31(1), pp. 19 - 34. https://doi.org/10.1080/17439880500515440
New Research Methodologies for Researching New Literacies
Wyatt-Smith, Claire, Castleton, Geraldine and Ryan, Jill. (2005). New Research Methodologies for Researching New Literacies. The International Journal of Learning. 11, pp. 421 - 429.
Valuing and evaluating student-generated online multimodal texts: rethinking what counts
Wyatt-Smith, Claire and Kimber, Kay. (2005). Valuing and evaluating student-generated online multimodal texts: rethinking what counts. English in Education. 39(2), pp. 22 - 41. https://doi.org/10.1111/j.1754-8845.2005.tb00615.x
Being serious about improving student outcomes: bringing the issues of quality, standards and teacher judgement to centre stage
Wyatt-Smith, Claire. (2005). Being serious about improving student outcomes: bringing the issues of quality, standards and teacher judgement to centre stage. Annual International Conference on Cognition, Language and Special Education Research. Australia: School of Cognition, Language and Special Education, Griffith University. pp. 25 - 38
Learning difficulties in the Australian context: Policy, research and practice
Woods, Annette, Wyatt-Smith, Claire and Elkins, John. (2005). Learning difficulties in the Australian context: Policy, research and practice. Curriculum Perspectives. 25(3), pp. 1 - 14.
Investigating digital curricular literacies: Resolving dilemmas of researching multimodal technologically mediated literacy practices
Wyatt-Smith, Claire and Castleton, Geraldine. (2005). Investigating digital curricular literacies: Resolving dilemmas of researching multimodal technologically mediated literacy practices. National Reading Conference. United States of America: National Reading Conference, Inc.. pp. 144 - 156
Redesigning assessment
Wyatt-Smith, Claire, Cumming, Joy and Elkins, John. (2005). Redesigning assessment. In Teaching middle years: Rethinking curriculum, pedagogy and assessment pp. 271 - 299 Allen & Unwin.
Examining how teachers judge student writing: An Australian case study
Wyatt-Smith, Claire and Castleton, Geraldine. (2005). Examining how teachers judge student writing: An Australian case study. Journal of Curriculum Studies. 37(2), pp. 131 - 154. https://doi.org/10.1080/0022027032000242887
The assessment of literacy: Working the zone between 'system' and 'site' validity
Freebody, Peter and Wyatt-Smith, Claire. (2004). The assessment of literacy: Working the zone between 'system' and 'site' validity. Journal of Educational Enquiry. 5(2), pp. 30 - 49.
Weaving accounts of literacy through the official curriculum: Stitching policy to practice
Fletcher, Margaret, Wyatt-Smith, Claire, Bartlett, Brendan and Kearney, Judith. (2004). Weaving accounts of literacy through the official curriculum: Stitching policy to practice. Annual International Conference on Cognition, Language and Special Education Research. Australia: School of Cognition, Language and Special Education, Griffith University. pp. 81 - 93
Uncertainty, error and risk in human clinical judgment: Introductory theoretical frameworks in paramedic practice
Shaban, Ramon Z., Wyatt-Smith, Claire and Cumming, Joy. (2004). Uncertainty, error and risk in human clinical judgment: Introductory theoretical frameworks in paramedic practice. Australasian Journal of Paramedicine. 2(1), pp. 1 - 12. https://doi.org/10.33151/ajp.2.1.263
Factors affecting writing achievement: mapping teacher beliefs
Wyatt-Smith, Claire and Castleton, Geraldine. (2004). Factors affecting writing achievement: mapping teacher beliefs. English in Education. 38(1), pp. 39 - 63. https://doi.org/10.1111/j.1754-8845.2004.tb00772.x
Key assessment issues for the future
Cumming, Joy and Wyatt-Smith, Claire. (2004). Key assessment issues for the future. Annual International Conference on Cognition, Language and Special Education Research. Australia: School of Cognition, Language and Special Education, Griffith University. pp. 219 - 229
Curriculum Literacies: expanding domains of assessment
Wyatt-Smith, Claire and Cumming, Joy. (2003). Curriculum Literacies: expanding domains of assessment. Assessment in Education. 10(1), pp. 47 - 59. https://doi.org/10.1080/0969594032000085749
The nature of teachers' qualitative judgements: A matter of context and salience Part One: 'in-context' judgements
Wyatt-Smith, Claire, Castleton, Geraldine, Freebody, Peter and Cooksey, Ray W.. (2003). The nature of teachers' qualitative judgements: A matter of context and salience Part One: 'in-context' judgements. Australian Journal of Language and Literacy. 26(2), pp. 11 - 32.
How Students in the Secondary Years Engage With the Literacy Demands of Curricular Online Environments
Wyatt-Smith, Claire and Ryan, Jill. (2003). How Students in the Secondary Years Engage With the Literacy Demands of Curricular Online Environments. Annual International Conference on Cognition, Language and Special Education Research. Nathan,Queensland Australia: Griffith University. pp. 197 - 209
Comparative achievement of HEFA and FPOS undergraduate students: An Australian case study
Wyatt-Smith, Claire, Jolly, Paul David and Pascoe, Joanne. (2003). Comparative achievement of HEFA and FPOS undergraduate students: An Australian case study. Annual International Conference on Cognition, Language and Special Education Research. Australia: School of Cognition, Language and Special Education, Griffith University. pp. 185 - 196
Reporting literacy outcomes in middle schooling: exploring what parents say about testing and improvement
Wyatt-Smith, Claire and Pascoe, Joanne. (2003). Reporting literacy outcomes in middle schooling: exploring what parents say about testing and improvement. Australian Journal of Middle Schooling. 3(1), pp. 15 - 23.
The nature of teacher's qualitative judgements: A matter of context and salience. Part two: 'Out-of-context' judgements
Castleton, Geraldine, Wyatt-Smith, Claire, Cooksey, Ray W. and Freebody, Peter. (2003). The nature of teacher's qualitative judgements: A matter of context and salience. Part two: 'Out-of-context' judgements. Australian Journal of Language and Literacy. 26(2), pp. 33 - 42.
What counts as quality literacy assessment in middle schooling?
Wyatt-Smith, Claire and Campbell, Robert. (2002). What counts as quality literacy assessment in middle schooling? Curriculum Perspectives. 22, pp. 1 - 12.
The Past And Future Of Literacy Training For Teachers: How Well Prepared Are Australian Teachers To Meet The Challenge Of Raising Standards Of English Literacy?
Sim, Cheryl, Wyatt-Smith, Claire and Dempster, Neil. (2002). The Past And Future Of Literacy Training For Teachers: How Well Prepared Are Australian Teachers To Meet The Challenge Of Raising Standards Of English Literacy? The Annual Conference of the Australian Association for Research in Education. Australia: Australian College of Educators. pp. 1 - 16
The Past and Future of Literacy Training for Teachers: How Well Prepared Are Australian Teachers To Meet The Challenge Of Raising Standards Of English Literacy?
Sim, Cheryl, Wyatt-Smith, Claire and Dempster, Neil. (2002). The Past and Future of Literacy Training for Teachers: How Well Prepared Are Australian Teachers To Meet The Challenge Of Raising Standards Of English Literacy? Teacher Education ATEA Forum 2002. Australia: Toowoomba Education Centre. pp. 1 - 10
Moving beyond 'English and literacy' to 'English literacies': Bringing together the study of texts and social practices
Wyatt-Smith, Claire. (2002). Moving beyond 'English and literacy' to 'English literacies': Bringing together the study of texts and social practices. English in Australia. 134, pp. 57 - 66.
How well prepared are Australian teachers to meet the challenge of raising standards of English literacy?
Sim, Cheryl, Wyatt-Smith, Claire and Dempster, Neil. (2002). How well prepared are Australian teachers to meet the challenge of raising standards of English literacy? Unicorn Online Refereed Articles. 22, pp. 1 - 14.
An Australian Proposal for doing Critical Literacy Assessment: The Case of Writing
Wyatt-Smith, Claire and Murphy, Judy. (2002). An Australian Proposal for doing Critical Literacy Assessment: The Case of Writing. English in Education. 36(3), pp. 4 - 19. https://doi.org/10.1111/j.1754-8845.2002.tb00763.x
Literacy and the Curriculum: Success in Senior Secondary Schooling
Cumming, Joy and Wyatt-Smith, Claire. (2001). Literacy and the Curriculum: Success in Senior Secondary Schooling Australian Council for Educational Research.
Examining how evaluative talk functions in instructional sequences
Wyatt-Smith, Claire. (2001). Examining how evaluative talk functions in instructional sequences. In In Cumming, J. and Wyatt-Smith, C. (Ed.). Literacy and the Curriculum: Success in Senior Secondary Schooling pp. 117 - 130 Australian Council for Educational Research.
What English Counts as Writing Assessment? An Australian Move to Mainstream Critical Literacy
Wyatt-Smith, Claire and Murphy, Judy. (2001). What English Counts as Writing Assessment? An Australian Move to Mainstream Critical Literacy. English in Education. 35(1), pp. 12 - 31. https://doi.org/10.1111/j.1754-8845.2001.tb00731.x
The English Literacy Interface in Senior school: debates in Queensland
Wyatt-Smith, Claire. (2000). The English Literacy Interface in Senior school: debates in Queensland. English in Australia. 127, pp. 71 - 79.
Examining the Literacy-Curriculum Relationship
Wyatt-Smith, Claire and Cumming, Joy. (2000). Examining the Literacy-Curriculum Relationship. Linguistics and Education. 11(4), pp. 295 - 312. https://doi.org/10.1016/S0898-5898(00)00028-0
The literacy demands of assessment practices in post-compulsory schooling
Wyatt-Smith, Claire and Cumming, Joy. (2000). The literacy demands of assessment practices in post-compulsory schooling. Literacy Learning: The Middle Years. 8(1), pp. 21 - 32.
Exploring the relationship between large-scale literacy testing programs and classroom-based assessment: A focus on teachers accounts
Wyatt-Smith, Claire. (2000). Exploring the relationship between large-scale literacy testing programs and classroom-based assessment: A focus on teachers accounts. Australian Journal of Language and Literacy. 23(2), pp. 109 - 127.
Im/proper accountability: Towards a theory of critical literacy and assessment
Morgan, Wendy and Wyatt-Smith, Claire. (2000). Im/proper accountability: Towards a theory of critical literacy and assessment. Assessment in Education. 7(1), pp. 123 - 142. https://doi.org/10.1080/713613326
Teacher indexes in year 5 writing performance
Wyatt-Smith, Claire and Pascoe, Joanne. (2000). Teacher indexes in year 5 writing performance. Literacy Learning: The Middle Years. 8(2), pp. 23 - 33.
The framing of Teacher Response to Student writing
Wyatt-Smith, Claire. (1999). The framing of Teacher Response to Student writing. In In B. Doecke (Ed.). Responding to students' writing: Continuing Conversations pp. 271 - 285 Australian Association for the Teaching of English.
Reading for Assessment: How teachers ascribe meaning and value to student writing
Wyatt-Smith, Claire. (1999). Reading for Assessment: How teachers ascribe meaning and value to student writing. Assessment in Education. 6(2), pp. 195 - 223. https://doi.org/10.1080/09695949992874
Examining the Literacy Demands of the Enacted Curriculum
Wyatt-Smith, Claire and Cumming, Joy. (1999). Examining the Literacy Demands of the Enacted Curriculum. Literacy Learning: The Middle Years. 7(2), pp. 19 - 31.
Capturing students' experiences of the enacted curriculum: The concept of curriculum literacies
Wyatt-Smith, Claire, Cumming, Joy, Ryan, Jill and Doig, Shani. (1999). Capturing students' experiences of the enacted curriculum: The concept of curriculum literacies. Literacy Learning: The Middle Years. 7(1), pp. 29 - 35.
The Literacy-Curriculum Interface: Literacy Demands of the Curriculum in Post-Compulsory Schooling
Cumming, Joy, Wyatt-Smith, Claire, Ryan, Jill and Doig, Shani. (1999). The Literacy-Curriculum Interface: Literacy Demands of the Curriculum in Post-Compulsory Schooling. Issues in Educational Research. 15(1), pp. 133 - 139.
Cultural Compromise? The fate of the eighth Mayer Key Competency
Wyatt-Smith, Claire and Dooley, Karen Teresa. (1999). Cultural Compromise? The fate of the eighth Mayer Key Competency. Discourse : Studies in the Cultural Politics of Education. 20(1), pp. 125 - 139. https://doi.org/10.1080/0159630990200108
Evolution of Language Education within Official Accounts of Queensland Curriculum
Doig, Shani, Wyatt-Smith, Claire, Cumming, Joy and Ryan, Jill. (1998). Evolution of Language Education within Official Accounts of Queensland Curriculum. Issues in Educational Research. 14(1), pp. 4 - 44.
Standardised Testing: In Whose Interests?
Wyatt-Smith, Claire. (1998). Standardised Testing: In Whose Interests? English in Australia. 122, pp. 89-93.
Using the internet to enhance literacy curriculum
Johnson, Greer, Wyatt-Smith, Claire and Garton, James. (1998). Using the internet to enhance literacy curriculum. Literacy Learning: The Middle Years. 6(2), p. 10.
Interrogating the benchmarks
Wyatt-Smith, Claire. (1998). Interrogating the benchmarks. English in Australia. 123, pp. 20-28.
Teachers' Roles in Large Scale Literacy Assessment
Wyatt-Smith, Claire and Ludwig, Christine. (1998). Teachers' Roles in Large Scale Literacy Assessment. Curriculum Perspectives. 18(3), pp. 1 - 14.
Beyond reading and writing
Wyatt-Smith, Claire and Cumming, Joy. (1998). Beyond reading and writing. EQ Australia. 2(Winter), pp. 42-44.
Shaping Australian policy on cultural understandings: Alternative approaches to inclusive education
Wyatt-Smith, Claire and Dooley, Karen Teresa. (1997). Shaping Australian policy on cultural understandings: Alternative approaches to inclusive education. International Journal of Inclusive Education. 1(3), pp. 267 - 282. https://doi.org/10.1080/1360311970010304
Cultural Understandings as the Eighth Key Competency: Policy and Practice
Wyatt-Smith, Claire, Dooley, Karen Teresa, Geoghegan, C, Price, J and Johnson, Greer. (1997). Cultural Understandings as the Eighth Key Competency: Policy and Practice Queensland University of Technology.
Rethinking the Achievement of the Student Writer
Wyatt-Smith, Claire. (1997). Rethinking the Achievement of the Student Writer. Australian Journal of Language and Literacy. 20, pp. 183 - 196.
An Intergenerational Approach to Teaching Technology-Based Literacy
Wyatt-Smith, Claire, Johnson, Greer and Garton, James. (1997). An Intergenerational Approach to Teaching Technology-Based Literacy. Literacy Learning: The Middle Years. 5(2), pp. 53 - 60.
Teaching and Assessing Writing: an Australian Perspective
Wyatt-Smith, Claire. (1997). Teaching and Assessing Writing: an Australian Perspective. English in Education. 31(3), pp. 8 - 22. https://doi.org/10.1111/j.1754-8845.1997.tb00129.x
Academic and Non-academic Difficulties: Perceptions of Graduate Non-English Speaking Background Students
Burke, Ed and Wyatt-Smith, Claire. (1996). Academic and Non-academic Difficulties: Perceptions of Graduate Non-English Speaking Background Students. TESL-EJ: The Electronic Journal for English as a Second Language. 2(1), pp. 1 - 19.
Rethinking Literacies in University Education: Perceptions of Australian Non-English Speaking Background Students
Wyatt-Smith, Claire and Burke, Ed. (1996). Rethinking Literacies in University Education: Perceptions of Australian Non-English Speaking Background Students. English in Australia. 115, pp. 43 - 51.
Teachers Reading Practices: the Interplay of Pre-specified Assessment Criteria and other Factors
Wyatt-Smith, Claire. (1996). Teachers Reading Practices: the Interplay of Pre-specified Assessment Criteria and other Factors. Literacy Learning: The Middle Years. 4(2), pp. 37 - 44.
Prologue: English in Australia: Context
Wyatt-Smith, Claire and Meiers, M. (1996). Prologue: English in Australia: Context. English in Australia. 117, pp. 2 - 4.
Epilogue: English in Australia: Commentary
Meiers, Marion and Wyatt-Smith, Claire. (1996). Epilogue: English in Australia: Commentary. English in Australia. 117, pp. 85 - 86.
Implementing the National English Statement and Profile in Qld
Wyatt-Smith, Claire and Ludwig, Christine. (1996). Implementing the National English Statement and Profile in Qld. English in Australia. 117, pp. 32 - 43.
Non-English speaking background (NESB) workers literacies: A workplace health and safety issue
Wyatt-Smith, Claire Maree and Castleton, Geraldine. (1995). Non-English speaking background (NESB) workers literacies: A workplace health and safety issue. Open Letter - Australian journal for adult literacy research and practice.
Voices on Voice: Perspectives, Definitions, Inquiry (Book Review)
Wyatt-Smith, Claire. (1995). Voices on Voice: Perspectives, Definitions, Inquiry (Book Review). English in Australia. (112), pp. 71 - 71.
Managing the Workplace Health and Safety Training of non-English Speaking Workers
Wyatt-Smith, Claire and Castleton, Geraldine. (1995). Managing the Workplace Health and Safety Training of non-English Speaking Workers. An International Conference on Managing Innovation in Vocational Training. South Australia,Australia: National Centre for Vocational Education Research. pp. 1 - 19
Writing Pedagogy and Competing Conceptualisations of Student Achievement
Wyatt-Smith, Claire. (1995). Writing Pedagogy and Competing Conceptualisations of Student Achievement Centre for Literacy Education and Research.