Institute for Learning Sciences and Teacher Education (ILSTE)
| Type | Department |
|---|---|
| Faculty | Faculty of Education and Arts |
Latest research outputs
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Significance tests for analyzing gene expression data with small sample sizes
Ullah, Insha, Paul, Sudhir, Hong, Zhenjie and Wang, You-Gan. (2019). Significance tests for analyzing gene expression data with small sample sizes. Bioinformatics. 35(20), pp. 3996-4003. https://doi.org/10.1093/bioinformatics/btz189Journal article
Robust Estimation Using Modified Huber’s Functions With New Tails
Jiang, Yunlu, Wang, You-Gan, Fu, Liya and Wang, Xueqin. (2019). Robust Estimation Using Modified Huber’s Functions With New Tails. Technometrics. 61(1), pp. 111-122. https://doi.org/10.1080/00401706.2018.1470037Journal article
A critical review of research on linguistic and discourse analytic approach to second language writing assessment
Han, Feifei. (2019). A critical review of research on linguistic and discourse analytic approach to second language writing assessment. In In Welch, Terrell (Ed.). Foreign language teaching and learning : New research pp. 213-227 Nova Science Publishers.Book chapter
The relations among motivation, the amount of out-of-class reading and achievement in foreign language reading
Han, Feifei. (2019). The relations among motivation, the amount of out-of-class reading and achievement in foreign language reading. Revista de lingüística teórica y aplicada. 57(1), pp. 33-50. https://doi.org/10.4067/S0718-48832019000100033Journal article
When does collaboration lead to deeper learning? Renewed definitions of collaboration for engineering student experiences of learning in blended contexts
Ellis, Robert A., Han, Feifei and Pardo, Abelardo. (2019). When does collaboration lead to deeper learning? Renewed definitions of collaboration for engineering student experiences of learning in blended contexts. IEEE Transactions on Learning Technologies. 12(1), pp. 123-132. https://doi.org/10.1109/TLT.2018.2836942Journal article
Using phenomenography to tackle key challenges in science education
Han, Feifei and Ellis, Robert A.. (2019). Using phenomenography to tackle key challenges in science education. Frontiers in Psychology. 10, p. Article 1414. https://doi.org/10.3389/fpsyg.2019.01414Journal article
Reasoning as a pedagogical strategy in infant-addressed talk in early childhood education centres : Relationships with educators’ qualifications and communicative function
Hu, Jiangbo, Degotardi, Sheila, Torr, Jane and Han, Feifei. (2019). Reasoning as a pedagogical strategy in infant-addressed talk in early childhood education centres : Relationships with educators’ qualifications and communicative function. Early Education and Development. 30(7), pp. 872-886. https://doi.org/10.1080/10409289.2019.1607449Journal article
Identifying consistent patterns of quality learning discussions in blended learning
Han, Feifei and Ellis, Robert A.. (2019). Identifying consistent patterns of quality learning discussions in blended learning. The Internet and Higher Education. 40, pp. 12-19. https://doi.org/10.1016/j.iheduc.2018.09.002Journal article
Longitudinal relations between school self-concept and academic achievement
Han, Feifei. (2019). Longitudinal relations between school self-concept and academic achievement. Revista de Psicodidáctica. 24(2), pp. 95-102. https://doi.org/10.1016/j.psicod.2019.03.001Journal article
Self-concept and achievement in math among Australian primary students : Gender and culture issues
Han, Feifei. (2019). Self-concept and achievement in math among Australian primary students : Gender and culture issues. Frontiers in Psychology. 10, p. Article 603. https://doi.org/10.3389/fpsyg.2019.00603Journal article
Educators’ use of commanding language to direct infants’ behaviour : Relationship to educators’ qualifications and implications for language learning opportunities
Hu, Jiangbo, Torr, Jane, Degotardi, Sheila and Han, Feifei. (2019). Educators’ use of commanding language to direct infants’ behaviour : Relationship to educators’ qualifications and implications for language learning opportunities. Early Years. 39(2), pp. 190-204. https://doi.org/10.1080/09575146.2017.1368008Journal article
Numeracy in adult education : Discussing related concepts to enrich the Numeracy Assessment Framework
Díez-Palomar, Javier, Hoogland, Kees and Geiger, Vincent Stephen. (2019). Numeracy in adult education : Discussing related concepts to enrich the Numeracy Assessment Framework. Eleventh Congress of the European Society for Research in Mathematics Education (CERME11). Utrecht University, Utrecht, Netherlands Feb 2019 Freudenthal Institute, ERME. pp. 1-8Conference paper
Commercial activity in Pacific education
Hogan, Anna, Thompson, Greg, Lingard, Bob and Dakuidreketi, Mesake. (2019). Commercial activity in Pacific education Australia: Education International.Report
Foreword : The spatial turn in literacy theory
Mills, Kathy A.. (2019). Foreword : The spatial turn in literacy theory. In In Pyles, Damiana G., Rish, Ryan M. and Warner, Julie (Ed.). Negotiating place and space through digital literacies : Research and practice pp. ix-xiii Information Age Publishing, Inc..Book chapter
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.Working paper
Mind the (inferential) gap : Giles et al. (2018) Provide no convincing evidence for a causal relationship between interceptive-timing ability and arithmetic attainment
Hulme, Charles. (2019). Mind the (inferential) gap : Giles et al. (2018) Provide no convincing evidence for a causal relationship between interceptive-timing ability and arithmetic attainment. Psychological Science. 30(7), pp. 1097-1098. https://doi.org/10.1177/0956797619834513Journal article
The procedural deficit hypothesis of language learning disorders : We still see some serious problems
West, Gillian, Vadillo, Miguel A., Shanks, David R. and Hulme, Charles. (2019). The procedural deficit hypothesis of language learning disorders : We still see some serious problems. Developmental Science. 22(4), p. Article: e12813. https://doi.org/10.1111/desc.12813Journal article
Analysis of students' mathematical errors as a means to promote future primary school teachers' diagnostic competence
Larrain, Macarena and Kaiser, Gabriele. (2019). Analysis of students' mathematical errors as a means to promote future primary school teachers' diagnostic competence. Uni-pluriversidad. 19(2), pp. 17-39. https://doi.org/10.17533/udea.unipluri.19.2.02Journal article
Problematizing pedagogical content knowledge
Scheiner, Thorsten. (2019). Problematizing pedagogical content knowledge. American Educational Research Association Annual Meeting Program. Toronto, Canada 05 - 09 Apr 2019 American Educational Research Association. pp. 1-6 https://doi.org/10.302/1429187Conference paper
Toward a model of teacher noticing
Scheiner, Thorsten. (2019). Toward a model of teacher noticing. American Educational Research Association Annual Meeting Program. Toronto, Canada 05 - 09 Apr 2019 American Educational Research Association. pp. 1-5 https://doi.org/10.302/1429207Conference paper
Introducing guided mathematical inquiry in the classroom : Complexities of developing norms of evidence
Wells, Jill and Fry, Kym. (2019). Introducing guided mathematical inquiry in the classroom : Complexities of developing norms of evidence. 42nd annual conference of the mathematics education research group of Australasia. Curtin University, Perth, Western Australia, Australia 30 Jun - 04 Jul 2019 MERGA. pp. 268-275Conference paper
Extending Yackel and Cobb’s sociomathematical norms to ill-structured problems in an inquiry-based classroom
Makar, Katie and Wells, Jill. (2019). Extending Yackel and Cobb’s sociomathematical norms to ill-structured problems in an inquiry-based classroom. Eleventh Congress of the European Society for Research in Mathematics Education (CERME11). Utrecht University, Utrecht, Netherlands Feb 2019 Freudenthal Institute, ERME. pp. 3162-3169Conference paper
Early childhood curriculum and learning frameworks
Nuttall, Joce. (2019). Early childhood curriculum and learning frameworks. In In Peters, Michael A. (Ed.). Encyclopedia of teacher education pp. 1-5 Springer Nature. https://doi.org/10.1007/978-981-13-1179-6_100-1Book chapter
Writers in community model : 15 recommendations for future research in using writing to promote science learning
Graham, Steve. (2019). Writers in community model : 15 recommendations for future research in using writing to promote science learning. In In Prain, Vaughan and Hand, Brian (Ed.). Theorizing the future of science education research pp. 43-60 Springer Nature Switzerland AG. https://doi.org/10.1007/978-3-030-24013-4_4Book chapter
Early childhood curriculum policy texts in England and Aotearoa New Zealand : A rhetorical analysis
Wood, Elizabeth and Nuttall, Joce. (2019). Early childhood curriculum policy texts in England and Aotearoa New Zealand : A rhetorical analysis. In In Gunn, Alexandra C. and Nuttall, Joce (Ed.). Weaving Te Whariki : Aotearoa New Zealand’s early childhood curriculum framework in theory and practice pp. 2019 NZCER Press.Book chapter
Evidence-based practices in writing
Graham, Steve and Harris, Karen R.. (2019). Evidence-based practices in writing. In In Graham, Steve, MacArthur, Charles A. and Hebert, Michael (Ed.). Best practices in writing instruction pp. 3-28 Guildford Press.Book chapter
How is an inclusive agenda possible in an excluding education system? Revisiting the Danish Dilemma
Colling Larsen, Tobias, Holloway, Jessica and Hamre, Bjørn. (2019). How is an inclusive agenda possible in an excluding education system? Revisiting the Danish Dilemma. International Journal of Inclusive Education. 23(10), pp. 1049-1064. https://doi.org/10.1080/13603116.2019.1626497Journal article
Examining the influence of international large-scale assessments on national education policies
Fischman, Gustavo E., Topper, Amelia Marcetti, Silova, Iveta, Goebel, Janna and Holloway, Jessica L.. (2019). Examining the influence of international large-scale assessments on national education policies. Journal of Education Policy. 34(4), pp. 470-499. https://doi.org/10.1080/02680939.2018.1460493Journal article
‘Make money, get money’ : How two autonomous schools have commercialised their services
Holloway, Jessica and Keddie, Amanda. (2019). ‘Make money, get money’ : How two autonomous schools have commercialised their services. Discourse : Studies in the Cultural Politics of Education. 40(6), pp. 889-901. https://doi.org/10.1080/01596306.2018.1451305Journal article
Risky teachers : Mitigating risk through high-stakes teacher evaluation in the USA
Holloway, Jessica. (2019). Risky teachers : Mitigating risk through high-stakes teacher evaluation in the USA. Discourse : Studies in the Cultural Politics of Education. 40(3), pp. 399-411. https://doi.org/10.1080/01596306.2017.1322938Journal article
Value-added models for teacher evaluation and accountability : Commonsense assumptionsValue-added models for teacher evaluation and accountability : Commonsense assumptions
Amrein-Beardsley, Audrey and Holloway, Jessica. (2019). Value-added models for teacher evaluation and accountability : Commonsense assumptionsValue-added models for teacher evaluation and accountability : Commonsense assumptions. Educational Policy: an interdisciplinary journal of policy and practice. 33(3), pp. 516-542. https://doi.org/10.1177/0895904817719519Journal article
Teacher evaluation as an onto-epistemic framework
Holloway, Jessica. (2019). Teacher evaluation as an onto-epistemic framework. British Journal of Sociology of Education. 40(2), pp. 174-189. https://doi.org/10.1080/01425692.2018.1514291Journal article
The OECD's campaign for distributed leadership : The risks of pushing for more accountability and teacher responsibility
Holloway, Jessica. (2019). The OECD's campaign for distributed leadership : The risks of pushing for more accountability and teacher responsibility. In In Ydesen, Christian (Ed.). The OECD’s historical rise in education the formation of a global governing complex pp. 199-217 Springer International Publishing. https://doi.org/10.1007/978-3-030-33799-5_10Book chapter
Teachers as leaders : Accountability era school leadership and the limits of democratic participation
Holloway, J., Kerr, Jessica and Zacharakis, Jeffrey. (2019). Teachers as leaders : Accountability era school leadership and the limits of democratic participation. In In McMahon, Brenda J. and Merriweather, Lisa R. (Ed.). Convictions of conscience : How voices from the margins inform public actions and educational leadership pp. 181-197 Information Age Publishing, Inc..Book chapter
Historicizing new spaces and relations of the OECD’s global educational governance : PISA for Schools and PISA4U
Lewis, Steven. (2019). Historicizing new spaces and relations of the OECD’s global educational governance : PISA for Schools and PISA4U. In In Ydesen, Christian (Ed.). The OECD’s historical rise in education: the formation of a global governing complex pp. 269-289 Palgrave Macmillan Ltd.. https://doi.org/10.1007/978-3-030-33799-5_13Book chapter
Reform first and ask questions later? The implications of (fast) schooling policy and ‘silver bullet’ solutions
Lewis, Steven and Hogan, Anna. (2019). Reform first and ask questions later? The implications of (fast) schooling policy and ‘silver bullet’ solutions. Critical Studies in Education. 60(1), pp. 1-18. https://doi.org/10.1080/17508487.2016.1219961Journal article
Datafying the teaching ‘profession’ : Remaking the professional teacher in the image of data
Lewis, Steven and Holloway, Jessica. (2019). Datafying the teaching ‘profession’ : Remaking the professional teacher in the image of data. Cambridge Journal of Education. 49(1), pp. 35-51. https://doi.org/10.1080/0305764X.2018.1441373Journal article
Numbers, nations, globalization and education policy
Bob Lingard. (2019). Numbers, nations, globalization and education policy. IJHE Bildungsgeschichte. 2, pp. 264-267.Journal article
Outdoor loose part materials mediating collaboration in primary play spaces
Honor Mackley. (2019). Outdoor loose part materials mediating collaboration in primary play spaces [Masters Thesis]. Australian Catholic University Faculty of Education And Arts https://doi.org/10.26199/acu.8vyw6Masters Thesis
In the world but not of the world : Ethos, assessment and professional learning in the Christian school context
Varlet, Maria. (2019). In the world but not of the world : Ethos, assessment and professional learning in the Christian school context [Prof Doc Thesis]. Australian Catholic University Faculty of Education and Arts https://doi.org/10.26199/acu.8v8zzProf Doc Thesis
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