John Keith Munro
| Contact category | Researcher |
|---|---|
| Job title | Professor |
| Research institute | School of Education |
| Faculty of Education and Arts |
Research outputs
Classroom promotion of oral language : Outcomes from a randomized controlled trial of a whole-of-classroom intervention to improve children’s reading achievement
Goldfeld, Sharon, Snow, Pamela, Eadie, Patricia, Munro, John, Gold, Lisa, Le, Ha N. D., Orsini, Francesca, Shingles, Beth, Connell, Judy, Watts, Amy and Barnett, Tony. (2022). Classroom promotion of oral language : Outcomes from a randomized controlled trial of a whole-of-classroom intervention to improve children’s reading achievement. AERA Open. 8(1), pp. 1-21. https://doi.org/10.1177/23328584221131530Journal article
Catering for gifted and talented students in the regular classroom
Santoro, Giuseppe Franco and Munro, John Keith. (2021). Catering for gifted and talented students in the regular classroom. In Building Better Schools with Evidence-based Policy: Adaptable Policy for Teachers and School Leaders pp. 125-130 Routledge. https://doi.org/10.4324/9781003025955Book chapter
Teacher Knowledge of Oral Language and Literacy Constructs: Results of a Randomized Controlled Trial Evaluating the Effectiveness of a Professional Learning Intervention
Goldfeld, Sharon, Snow, Pamela, Eadie, Patricia, Munro, John, Gold, Lisa, Orsini, Francesca, Connell, Judy, Stark, Hannah, Watts, Amy and Shingles, Beth. (2021). Teacher Knowledge of Oral Language and Literacy Constructs: Results of a Randomized Controlled Trial Evaluating the Effectiveness of a Professional Learning Intervention. Scientific Studies of Reading. 25(1), pp. 1-30. https://doi.org/10.1080/10888438.2020.1714629Journal article
Who benefits from which reading intervention in the primary years? Match the intervention with the reading profile
Munro, John. (2017). Who benefits from which reading intervention in the primary years? Match the intervention with the reading profile. Australian Journal of Learning Difficulties. 22(2), pp. 133 - 151. https://doi.org/10.1080/19404158.2017.1379027Journal article
Classroom promotion of oral language (CPOL): Protocol for a cluster randomised controlled trial of a school-based intervention to improve children's literacy outcomes at grade 3, oral language and mental health
Goldfield, Sharon, Snow, Pamela, Eadie, Patricia, Munro, John, Gold, Lisa, Le, Ha N. D. and Orsini, Francesca. (2017). Classroom promotion of oral language (CPOL): Protocol for a cluster randomised controlled trial of a school-based intervention to improve children's literacy outcomes at grade 3, oral language and mental health. BMJ Open. 7(11), pp. 1 - 13. https://doi.org/10.1136/bmjopen-2017-016574Journal article
Scenario problem solving: A measure of the quality of gifted students’ thinking
Munro, John K.. (2015). Scenario problem solving: A measure of the quality of gifted students’ thinking. The Australasian Journal of Gifted Education. 24(1), pp. 23 - 29.Journal article
Oral language supports early literacy: A pilot cluster randomizedtrial in disadvantaged schools
Snow, Pamela C., Eadie, Patricia A., Connell, Judy, Dalheim, Brenda, McCusker, Hugh J. and Munro, John K.. (2014). Oral language supports early literacy: A pilot cluster randomizedtrial in disadvantaged schools. International Journal of Speech-Language Pathology. 16(5), pp. 495 - 506. https://doi.org/10.3109/17549507.2013.845691Journal article
Resourcing inclusion
Munro, John. (2014). Resourcing inclusion. In In A. F. Ashman (Ed.). Education for inclusion and diversity pp. 64 - 101 Pearson Education.Book chapter
High-ability learning and brain processes: How neuroscience can help us to understand how gifted and talented students learn and the implications for teaching
Munro, John. (2013). High-ability learning and brain processes: How neuroscience can help us to understand how gifted and talented students learn and the implications for teaching. Australian Council for Educational: Research Conference 2013. Australia: ACER Press. pp. 103 - 110Conference item
Enhancing reading comprehension through explicit comprehending-strategy teaching
Munro, John. In C. Wyatt-Smith, J. Elkins and S. Gunn (Ed.). (2011). Enhancing reading comprehension through explicit comprehending-strategy teaching Springer. https://doi.org/10.1007/978-1-4020-8864-3_9Book
Powerful learning in the classroom needs effective pedagogy
Munro, John. (2011). Powerful learning in the classroom needs effective pedagogy. In In D. Hopkins, J. Munro and W. Craig (Ed.). Powerful learning: A strategy for systemic educational improvement pp. 109 - 124 ACER Press.Book chapter
Enhancing reading comprehension through explicit comprehending-strategy teaching
Munro, John. (2011). Enhancing reading comprehension through explicit comprehending-strategy teaching. In In C. Wyatt-Smith, J. Elkins and S. Gunn (Ed.). Multiple Perspectives on Difficulties in Learning Literacy and Numeracy pp. 197 - 212 Springer. https://doi.org/10.1007/978-1-4020-8864-3_9Book chapter
Technology in the development and teaching of a literacy program for XXI century education
Munro, John and Verezub, Elena. (2011). Technology in the development and teaching of a literacy program for XXI century education. In In P. Tripathi and S. Mukerji (Ed.). Cases on Innovations in Educational Marketing: Transnational and Technological Strategies pp. 104 - 117 IGI Global.Book chapter
Changing the teaching for the underachieving able child: The Ruyton school experience
Wills, Lee and Munro, John. (2009). Changing the teaching for the underachieving able child: The Ruyton school experience. In In D. Montgomery (Ed.). Able, gifted and talented underachievers pp. 155 - 182 Wiley-Blackwell.Book chapter
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