Institute for Learning Sciences and Teacher Education (ILSTE)
| Type | Department |
|---|---|
| Faculty | Faculty of Education and Arts |
Latest research outputs
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Making accountable teachers : The terrors and pleasures of performativity
Holloway, Jessica and Brass, Jory. (2018). Making accountable teachers : The terrors and pleasures of performativity. Journal of Education Policy. 33(3), pp. 361-382. https://doi.org/10.1080/02680939.2017.1372636Journal article
School reforms, market logic, and the politics of inclusion in the United States and Denmark
Holloway, Jessica and Hamre, Bjørn. (2018). School reforms, market logic, and the politics of inclusion in the United States and Denmark. In In Hamre, Bjørn, Morin, Anne and Ydesen, Christian (Ed.). Testing and inclusive schooling : International challenges and opportunities pp. 105-120 Routledge.Book chapter
The phantom national? Assembling national teaching standards in Australia’s federal system
Savage, Glenn and Lewis, Steven. (2018). The phantom national? Assembling national teaching standards in Australia’s federal system. Journal of Education Policy. 33(1), pp. 118-142. https://doi.org/10.1080/02680939.2017.1325518Journal article
Visibility, invisibility, and visualisation : The danger of school performance data
Hardy, Ian and Lewis, Steven. (2018). Visibility, invisibility, and visualisation : The danger of school performance data. Pedagogy Culture and Society. 26(2), pp. 233-248. https://doi.org/10.1080/14681366.2017.1380073Journal article
PISA ‘Yet To Come’ : Governing schooling through time, difference and potential
Lewis, Steven. (2018). PISA ‘Yet To Come’ : Governing schooling through time, difference and potential. British Journal of Sociology of Education. 39(5), pp. 383-697. https://doi.org/10.1080/01425692.2017.1406338Journal article
Supported playgroups in schools: bonding and bridging family knowledge about transition to formal schooling
Karen McLean, Susan Edwards, Maria Evangelou and Judith Lambert. (2018). Supported playgroups in schools: bonding and bridging family knowledge about transition to formal schooling. Cambridge Journal of Education. 48(2), pp. 157-175. https://doi.org/10.1080/0305764X.2016.1268569Journal article
The affordances of online multiplayer games for the social interactions of middle-primary-school-aged students with ASD
Stone, Bessie Gay. (2018). The affordances of online multiplayer games for the social interactions of middle-primary-school-aged students with ASD [Thesis]. https://doi.org/10.26199/5cb7ac2648283Thesis
Assessing callous-unemotional traits using the total score from the inventory of callous-unemotional traits: A meta-analysis
Ray, James V. and Frick, Paul J.. (2018). Assessing callous-unemotional traits using the total score from the inventory of callous-unemotional traits: A meta-analysis. Journal of Clinical Child and Adolescent Psychology. https://doi.org/10.1080/15374416.2018.1504297Journal article
The associations among callous-unemotional traits, worry, and aggression in justice-involved adolescent boys
Robertson, Emily L., Frick, Paul, Ray, James V., Thornton, Laura, Myers, Tina D.W., Steinberg, Laurence and Cauffman, Elizabeth. (2018). The associations among callous-unemotional traits, worry, and aggression in justice-involved adolescent boys. Clinical Psychological Science. 6(5), pp. 671 - 684. https://doi.org/10.1177/2167702618766351Journal article
Developmental diversity in mindreading and metacognition
Kim, Sunae, Shahaeian, Ameneh and Proust, Joelle. (2018). Developmental diversity in mindreading and metacognition. In In J. Proust and M. Fortier (Ed.). Metacognitive Diversity: An Interdisciplinary Approach pp. 97 - 133 Oxford Press. https://doi.org/10.1093/oso/9780198789710.001.0001Book chapter
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_14Book chapter
Reading for writing: a meta-analysis of the impact of reading interventions on writing
Graham, Steve, Liu, Xinghua, Bartlett, Brendan John and Harris, Karen. (2018). Reading for writing: a meta-analysis of the impact of reading interventions on writing. Review of Educational Research. 88(2), pp. 243 - 284. https://doi.org/10.3102/0034654317746927Journal article
Diverse perspectives on student agency in classroom assessment
Adie, Lenore, Willis, Jill and van der Kelij, Fabienne S.. (2018). Diverse perspectives on student agency in classroom assessment. The Australian Educational Researcher. 45(1), pp. 1 - 12. https://doi.org/10.1007/s13384-018-0262-2Journal article
The Australian curriculum: A critical interrogation of why, what and where to?
Lingard, Bob. (2018). The Australian curriculum: A critical interrogation of why, what and where to? Curriculum Perspectives. 38(1), pp. 55 - 65. https://doi.org/10.1007/s41297-017-0033-7Journal article
A software package for the application of probabilistic anonymisation to sensitive individual-level data: A proof of principle with an example from the ALSPAC birth cohort study
Avraam, Demetris, Boyd, Andy, Goldstein, Harvey and Burton, Paul. (2018). A software package for the application of probabilistic anonymisation to sensitive individual-level data: A proof of principle with an example from the ALSPAC birth cohort study. Longitudinal and Life Course Studies. 9(4), pp. 433-446. https://doi.org/10.14301/llcs.v9i4.478Journal article
Teaching writing in grades 7-9 in urban schools in Chinese societies in Asia
Hsiang, Tien P., Graham, Steve and Wong, Ping M.. (2018). Teaching writing in grades 7-9 in urban schools in Chinese societies in Asia. Reading Research Quarterly. 53(4), pp. 473 - 507. https://doi.org/10.1002/rrq.213Journal article
General pedagogical knowledge versus pedagogical content knowledge? The structure of professional knowledge in pre-service teachers of German, English, and Mathematics at university
König, Johannes, Doll, Jörg, Buchholtz, Nils, Förster, Sabrina, Kaspar, Kai, Rühl, Anna-Maria, Strauß, Sarah, Bremerich-Vos, Albert, Fladung, Ilka and Kaiser, Gabriele. (2018). General pedagogical knowledge versus pedagogical content knowledge? The structure of professional knowledge in pre-service teachers of German, English, and Mathematics at university. Zeitschrift fur Erziehungswissenschaft. 21(3), pp. 1 - 38. https://doi.org/10.1007/s11618-017-0765-zJournal article
Race and racism in digital media : What can critical race theory contribute to research on techno-cultures?
Mills, Kathy A. and Godley, Amanda. (2018). Race and racism in digital media : What can critical race theory contribute to research on techno-cultures? In In Mills, Kathy A., Stornaiuolo, Amy, Smith, Anna and Zaher Pandya, Jessica (Ed.). Handbook of writing, literacies, and education in digital cultures pp. 111-122 Routledge. https://doi.org/10.4324/9781315465258-12Book chapter
Does the effect of justice system attitudes on adolescent crime vary based on psychosocial maturity?
Fine, Adam, Wolff, Kevin T., Baglivio, Michael T., Piquero, Alex R., Frick, Paul J., Steinberg, Laurence and Cauffman, Elizabeth. (2018). Does the effect of justice system attitudes on adolescent crime vary based on psychosocial maturity? Child Development. 89(6), pp. e468 - e479. https://doi.org/10.1111/cdev.12983Journal article
Verbal task demands are key in explaining the relationship between paired-associate learning and reading ability
Clayton, Francina J., Sears, Claire, Davis, Alice and Hulme, Charles. (2018). Verbal task demands are key in explaining the relationship between paired-associate learning and reading ability. Journal of Experimental Child Psychology. 171, pp. 46 - 54. https://doi.org/10.1016/j.jecp.2018.01.004Journal article
A queer critical media literacies framework in a digital age
van Leent, Lisa and Mills, Kathy. (2018). A queer critical media literacies framework in a digital age. Journal of Adolescent and Adult Literacy. 61(4), pp. 401-411. https://doi.org/10.1002/jaal.711Journal article
Teachers’ and school leaders’ perceptions of commercialisation in Australian public schools
Hogan, Anna, Thompson, Greg, Sellar, Sam and Lingard, Bob. (2018). Teachers’ and school leaders’ perceptions of commercialisation in Australian public schools. The Australian Educational Researcher. 45(2), pp. 141 - 160. https://doi.org/10.1007/s13384-017-0246-7Journal article
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/10.1007/978-981-10-3045-1Book chapter
Personalising learning in teacher education
Jones, Mellita and McLean, Karen. (2018). Personalising learning in teacher education https://doi.org/10.1007/978-981-10-7930-6Book
Understanding the link between exposure to violence and aggression in justice-involved adolescents
Myers, Tina D. W., Salcedo, Abigail, Frick, Paul, Ray, James V., Thornton, Laura, Steinberg, laurence and Cauffman, Elizabeth. (2018). Understanding the link between exposure to violence and aggression in justice-involved adolescents. Development and Psychopathology. 30(2), pp. 593 - 603. https://doi.org/10.1017/S0954579417001134Journal article
A critical policy analysis of ‘Teach for Bangladesh’: a travelling policy touches down
Adhikary, Rino Wiseman and Lingard, Bob. (2018). A critical policy analysis of ‘Teach for Bangladesh’: a travelling policy touches down. Comparative Education. 54(2), pp. 181 - 202. https://doi.org/10.1080/03050068.2017.1360567Journal article
Strategic and interactive writing instruction: An efficacy study in grades 3-5
Wolbers, Kimberly A., Dostal, Hannah M., Graham, Steve, Branum-Martin, Lee, Kilpatrick, Jennifer R. and Saulsburry, Rachel. (2018). Strategic and interactive writing instruction: An efficacy study in grades 3-5. Journal of Educational and Developmental Psychology. 8(1), pp. 99 - 117. https://doi.org/10.5539/jedp.v8n1p99Journal article
An examination of the design principles underlying a self-regulated strategy development study
Graham, Steve and Harris, Karen. (2018). An examination of the design principles underlying a self-regulated strategy development study. Journal of Writing Research. 10(2), pp. 139 - 187. https://doi.org/10.17239/jowr-2018.10.02.02Journal article
Positive parenting and callous-unemotional traits: Their association with school behavior problems in young children
Clark, Julia E. and Frick, Paul. (2018). Positive parenting and callous-unemotional traits: Their association with school behavior problems in young children. Journal of Clinical Child and Adolescent Psychology. 47(1), pp. 242 - 254. https://doi.org/10.1080/15374416.2016.1253016Journal article
The multimodal construction of race : A review of critical race theory research
Mills, Kathy A. and Unsworth, Len. (2018). The multimodal construction of race : A review of critical race theory research. Language and Education. 32(4), pp. 313-332. https://doi.org/10.1080/09500782.2018.1434787Journal article
Not playing the game: student assessment resistance as a form of agency
Harris, Lois, Brown, Gavin T.L. and Dargusch, Joanne. (2018). Not playing the game: student assessment resistance as a form of agency. The Australian Educational Researcher. 45(1), pp. 125 - 140. https://doi.org/10.1007/s13384-018-0264-0Journal article
An exploration of the dimensions of children’s lived experience of spirituality on “The Walk”
Hobby, Kristen Jaye. (2018). An exploration of the dimensions of children’s lived experience of spirituality on “The Walk” [Thesis]. https://doi.org/10.26199/5c91975197a0bThesis
What images reveal: A comparative study of science images between Australian and Taiwanese junior high school textbooks
Ge, Y. P., Unsworth, Len, Wang, Kuo-Hua and Chang, Huey-Por. (2018). What images reveal: A comparative study of science images between Australian and Taiwanese junior high school textbooks. Research in Science Education. 48(6), pp. 1409 - 1431. https://doi.org/10.1007/s11165-016-9608-9Journal article
The school experiences of male adolescent offenders: implications for academic performance and recidivism
Fine, Adam, Simmons, Cortney, Miltimore, Sarah, Steinberg, laurence, Frick, Paul and Cauffman, Elizabeth. (2018). The school experiences of male adolescent offenders: implications for academic performance and recidivism. Crime and Delinquency. 64(10), pp. 1326 - 1350. https://doi.org/10.1177/0011128717750392Journal article
'In-betweenners': Chinese students' experiences in China-Australia articulation programs
Dai, Kun, Lingard, Bob and Reyes, Vicente. (2018). 'In-betweenners': Chinese students' experiences in China-Australia articulation programs. Scottish Educational Review. 50(1), pp. 36 - 55.Journal article
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/10.1007/978-981-13-2026-2Book chapter
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.2017.1374924Journal article
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/s13384-017-0256-5Journal article
Rethinking grammar in language arts: insights from an Australian survey of teachers' subject knowledge
Macken-Horarik, Mary, Love, Kristina and Horarik, Stefan. (2018). Rethinking grammar in language arts: insights from an Australian survey of teachers' subject knowledge. Research in the Teaching of English. 52(3), pp. 288 - 316.Journal article
Methods in feedback research
Brown, Gavin T. L. and Harris, Lois. (2018). Methods in feedback research. In In A. A. Lipnevich and J. K. Smith (Ed.). The Cambridge Handbook of Instructional Feedback pp. 97 - 119 Cambridge University Press (Anthem Press). https://doi.org/10.1017/9781316832134Book chapter
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