Lois Harris


Contact categoryResearcher
Job titleCasual Academic
Research instituteInstitute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts

Research outputs

Low socioeconomic status students transitioning from Vocational Education and Training (VET) to university : Examining definitions of success
Vanderburg, Robert, Harris, Lois, Dargusch, Joanne and Richardson, Susan. (2023). Low socioeconomic status students transitioning from Vocational Education and Training (VET) to university : Examining definitions of success. Higher Education Research and Development. 42(3), pp. 742-756. https://doi.org/10.1080/07294360.2022.2089098

Journal article

How are examinations inclusive for students with disabilities in higher education? A sociomaterial analysis
Tai, Joanna, Mahoney, Paige, Ajjawi, Rola, Bearman, Margaret, Dargusch, Joanne, Dracup, Mary and Harris, Lois. (2023). How are examinations inclusive for students with disabilities in higher education? A sociomaterial analysis. Assessment and Evaluation in Higher Education. 48(3), pp. 390-402. https://doi.org/10.1080/02602938.2022.2077910

Journal article

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

Journal article

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.

Report

‘So you can make it fast or make it up’: K–12 teachers’ perspectives on technology’s affordances and constraints when supporting distance education learning
Kate Ames, Lois Ruth Harris, Joanne Dargusch and Corey Bloomfield. (2021). ‘So you can make it fast or make it up’: K–12 teachers’ perspectives on technology’s affordances and constraints when supporting distance education learning. The Australian Educational Researcher. 48, p. 359–376. https://doi.org/10.1007/s13384-020-00395-8

Journal article

Catering for diversity in the digital age: Reconsidering equity in assessment practices
Harris, Lois Ruth and Dargusch, Joanne. (2020). Catering for diversity in the digital age: Reconsidering equity in assessment practices. In In Margaret Bearman, Phillip Dawson, Rola Ajjawi, Joanne Tai and David Boud (Ed.). Re-imagining University Assessment in a Digital World pp. 95-110 Springer Nature. https://doi.org/10.1007/978-3-030-41956-1

Book chapter

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

Journal article

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

Journal article

Catering for ‘very different kids’: distance education teachers’ understandings of and strategies for student engagement
Harris, Lois, Dargusch, Joanne, Ames, Kate and Bloomfield, Corey. (2020). Catering for ‘very different kids’: distance education teachers’ understandings of and strategies for student engagement. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2020.1735543

Journal 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/s13384-018-0264-0

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/10.1017/9781316832134

Book chapter

Using multi-group confirmatory factor analysis to evaluate cross-cultural research: identifying and understanding non-invariance
Brown, Gavin T.L., Harris, Lois, O'Quin, Chrissie and Lane, Kenneth E.. (2017). Using multi-group confirmatory factor analysis to evaluate cross-cultural research: identifying and understanding non-invariance. International Journal of Research and Method in Education. 40(1), pp. 66 - 90. https://doi.org/10.1080/1743727X.2015.1070823

Journal article

Creating first-year assessment support: lecturer perspectives and student access
Dargusch, Joanne, Harris, Lois, Reid-Searl, Kerry and Taylor, Benjamin A.. (2017). Creating first-year assessment support: lecturer perspectives and student access. Distance Education. 38(1), pp. 106 - 122. https://doi.org/10.1080/01587919.2017.1299566

Journal article

Understanding teacher aides’ definitions of reading: implications for classroom practice
Harris, Lois, Davidson, Christina R. and Aprile, Kerry T.. (2015). Understanding teacher aides’ definitions of reading: implications for classroom practice. The Australian Educational Researcher. 42(5), pp. 627 - 644. https://doi.org/10.1007/s13384-015-0181-4

Journal article

Analysis of New Zealand primary and secondary student peer- and self-assessment comments: applying Hattie and Timperley’s feedback model
Harris, Lois, Brown, Gavin T.L. and Harnett, Jennifer A.. (2015). Analysis of New Zealand primary and secondary student peer- and self-assessment comments: applying Hattie and Timperley’s feedback model. Assessment in Education. 22(2), pp. 265 - 281. https://doi.org/10.1080/0969594X.2014.976541

Journal article

'I can sort of slot into many different roles': examining teacher aide roles and their implications for practice
Harris, Lois and Aprile, Kerry T.L.. (2015). 'I can sort of slot into many different roles': examining teacher aide roles and their implications for practice. School Leadership and Management. 35(2), pp. 140 - 162. https://doi.org/10.1080/13632434.2014.992774

Journal article

The future of self-assessment in classroom practice : Reframing self-assessment as a core competency
Brown, Gavin T. L. and Harris, Lois. (2014). The future of self-assessment in classroom practice : Reframing self-assessment as a core competency. Frontline Learning Research. 2(1), pp. 22-30. https://doi.org/10.14786/flr.v2i1.24

Journal article

Understanding classroom feedback practices: a study of New Zealand student experiences, perceptions, and emotional responses
Harris, Lois, Brown, Gavin T.L. and Harnett, Jennifer A.. (2014). Understanding classroom feedback practices: a study of New Zealand student experiences, perceptions, and emotional responses. Educational Assessment, Evaluation and Accountability. 26(2), pp. 107 - 133. https://doi.org/10.1007/s11092-013-9187-5

Journal article

Opportunities and obstacles to consider when using peer- and self-assessment to improve student learning: Case studies into teachers' implementation
Harris, Lois and Brown, Gavin T. L.. (2013). Opportunities and obstacles to consider when using peer- and self-assessment to improve student learning: Case studies into teachers' implementation. Teaching and Teacher Education. 36, pp. 101 - 111. https://doi.org/10.1016/j.tate.2013.07.008

Journal article

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