Research Publications

To view 2014 Centre for Research in Education (CREd) staff and student publications either click on the relevant Research Group's name listed below or scroll down to view all publications.

Links to PDFs of previous year's CREd publications are located at the bottom of this webpage.

 

Pauline Harris

Hannah Soong Workforce Development Workforce Development   

 Doing Critical Educational Research

Teaching with Spirit

Stories of resilience

 Promoting Early Career Teacher Resilience

 


 

The de Lissa Early Childhood and Family Studies Research Group

Ebbeck, M., Phoon, D. M. Y., Tan-Chong, E. C. K., Tan, M. A. B. & Goh, M. L. M. (2014). A Research Study on Secure Attachment using the Primary Caregiving Approach. Early Childhood Education Journal, v42.4
       
Ebbeck, M., Saidon, S., Soh, S. & Goh, M. (2014). Readiness of Early Childhood Professionals in Singapore to Take on a Leadership Role. Asia-Pacific Journal of Research in Early Childhood Education, v8.1, pp.79-98.

Children as CitizensHarris, P. & Manatakis, H. (2013) Children as citizens: Engaging with the child's voice in early childhood settings. London: Routledge.

McInnes, E. (2014) Madness in Family Law: Mothers’ Mental Health in the Australian Family Law System, Psychiatry, Psychology and Law, v21.1, pp.78-91 DOI:10.1080/13218719.2013.774688

McInnes, E., Diamond, A. & Whitington, V. (2014) Developing Trauma-Informed Pedagogy in a Year 2-3 Classroom. In Mark Callaghan (ed.) How Trauma Resonates: Art, Literature and Theoretical Practice. Oxford UK: Inter-Disciplinary Press, 127 -138

Roppola, T & Whitington, V. (2014), Pedagogies that engage five to eight year old children's imagination and creativity at school, Journal of Educational Inquiry, v13.1, pp.67-81

Shallow, N & Whitington, V. (2014) The wellbeing of refugee children in an early childhood education context: connections and dilemmas, Journal of Educational Inquiry, v13.1, pp.18-34

Whitington, V., Shore, S & Thompson, C. (2014) ‘Time to ponder’: Professional learning in early childhood education, Australasian Journal of Early Childhood, v39.1, pp.65-72

Yim, H.Y.B, Boo, Y.L & Ebbeck, M. (2014) A Study of Children's Musical Preference: A Data Mining Approach. Australian Journal of Teacher Education, v39.2, pp.20-34


 

 Leadership, Teaching and Learning Research Group

Davies, L. (2014). 'How to identify and teach abstract skills: a case study of personal practice' in T. Short and R. Harris (eds), Workforce Development: Strategies and Practices, Springer Books, Singapore

Dobson, S. (2014). 'Feedback – en integrert del av dannelse i høyre utdanning?' in Dobbeltkvalifisering – perspektiver på kultur, utdanning og identitet.

Workforce DevelopmentHarris, R. & Short, T. (eds.) (2014). Workforce development: Perspectives and issues, Dordrecht, Netherlands: Springer.

Harris, R. & Short, T. (2014), ‘Exploring the notion of workforce development’, in Harris, R & Short, T (eds.). Workforce development: Perspectives and issues, Dordrecht, Netherlands: Springer, pp.1-16

Harris, R. & Short, T. (2014), ‘Workforce development – More than the sum of its parts?’, in Short, T & Harris, R (eds.). Workforce development: Strategies and practices, Singapore: Springer, pp.341-358.

Stories of resilienceJohnson, B., Down, B., Le Cornu, R., Peters, J., Sullivan, A. M., Pearce, J., & Hunter, J. (2014). Promoting Early Career Teacher Resilience: a framework for understanding and acting. Teachers and Teaching: Theory and Practice, Special Edition.

Piip, J. & Harris, R. (2014), ‘Identifying leadership talent’, in Short, T & Harris, R (eds.). Workforce development: Strategies and practices, Singapore: Springer, pp.225-244.

Piip, J. & Harris, R. (2014), ‘Talent identification and management’, in Harris, R & Short, T (eds.). Workforce development: Perspectives and issues, Dordrecht, Netherlands: Springer, pp.213-231

Rubin, M., Denson, N., Kilpatrick, S., Matthews, K., Stehlik, T. and Zyngier, D. (2014) “I Am Working-Class”: Subjective Self-Definition as a Missing Measure of Social Class and Socioeconomic Status in Higher Education Research. Educational Researcher v43.4, pp.196-200.

Short, T. & Harris, R. (2014), 'Leading multi-generations in the Australian rail workplace', in Short, T & Harris, R (eds.). Workforce development: Strategies and practices, Singapore: Springer, pp.135-150.

Short, T. & Harris, R. (2014), ‘The future of workforce development: Old wine in new bottles?’, in Harris, R & Short, T (eds.). Workforce development: Perspectives and issues, Dordrecht, Netherlands: Springer, pp.351-372

Workforce DevelopmentShort, T. & Harris, R. (eds.) (2014). Workforce development: Strategies and practices, Dordrecht, Netherlands: Springer.

Short, T. & Harris, R. (2014), ‘Workplace development: Moving from perspectives to practices’, in Short, T & Harris, R (eds.). Workforce development: Strategies and practices, Singapore: Springer, pp.1-16

Simons, M. & Harris, R. (2014), ‘Educational leadership in Australian private VET organisations: How is it understood and enacted?’, Research in Post-compulsory Education, v19.3, pp.245-260.

Simons, M. & Harris, R. (2014), ‘To engage or not to engage: What can the national VET system offer enterprises?’, in Short, T & Harris, R (eds.). Workforce development: Strategies and practices, Singapore: Springer, pp.303-326

Stehlik, T. (2014), ‘A school for the community or a community for the school? 21st Century challenges for Waldorf Schools’, in Stehlik, T. and Burrows, L. (eds) Teaching with spirit: New perspectives on Steiner Education in Australia, Immortal Books, Murwillumbah NSW, pp.2-5, 212

Teaching with SpiritStehlik, T. & Burrows, L. (2014). ‘Introduction: Teaching with Spirit - Stories of innovation from Australian Steiner Schools’, in Stehlik, T. and Burrows, L. (eds) Teaching with spirit: New perspectives on Steiner Education in Australia, Immortal Books, Murwillumbah NSW, pp. 1 – 8

Stehlik, T. & Burrows, L. (2014). Teaching with Spirit: New perspectives on Steiner Education in Australia, Immortal Books, Murwillumbah NSW.

Sullivan, A. M., Johnson, B., Conway, R. N. F., Owens, L. D., & Taddeo, C. (2014). Punish them or engage them? Teachers’ views on student behaviours around the school. Behaviour at School Study Technical Report 2. Adelaide, South Australia: University of South Australia

Sullivan, A. M., Johnson, B., Owens, L., & Conway, R. (2014). Punish Them or Engage Them? Teachers’ Views of Unproductive Student Behaviours in the Classroom. Australian Journal of Teacher Education, v39.6, pp.43-56

Sullivan, A. M., & Morrison, C. (2014). Enacting policy: The capacity of school leaders to support early career teachers through policy work. The Australian Educational Researcher. DOI 10.1007/s13384-014-0155-y

 


 

Multiliteracies and Global Englishes Research Group

Anae, N. (2014) Brave Young Singers: Children’s Poetry-Writing and 1930s Australian Distance Education. History of Education Review, v43.2

Anae, N. (2014) Creative Writing as Freedom, Education as Exploration: creative writing as literary and visual arts pedagogy in the first year teacher-education experience. Australian Journal of Teacher Education, v39.8

Anae, N. (2014) The majestic Hebrew racial ideal: Herr Daniel E. Bandmann’s Shylock on the Australian Stage, 1880-1883, Shakespeare Jahrbuch,  Special Issue: Money and Power, v150, pp.128-145.

DyslexiaArmstrong, D. & Squires, G. (2014) Key Perspectives on Dyslexia: An Essential Text for Educators. London/NewYork: Routledge.

Brock, C.H., Goatley, V. G., Raphael, T.E., & Trost, E. (2014).  Engaging elementary students in disciplinary learning and literacy. New York: Teachers College Press.

Caldwell, D. (2014) The Interpersonal Voice: applying appraisal to the rap and sung voice, Social Semiotics, v24.1, pp.40-55

Doan Ba Ngoc (2014). Employing expatriate NNS teachers of English in Vietnam: Views from the public, TESOL Interest Section

Doan Ba Ngoc (2014). ‘Teaching the target culture in English teacher education programs: Issues of EIL and EFL in Vietnam’ in Ram A. Giri & Roby Marlina (Eds). The Pedagogy of English as an International Language: Theory, Research, and Narratives from the Asia-Pacific, Switzerland: Springer

Hill, S., Forster, J., & Ward, C. (2014). Babies and books: A longitudinal study into family reading practices with children birth to three years. Adelaide: University of South Australia

Hill, S., & Millar, N. (2014). Case study research: The child in context. In O. Saracho (Ed.), Handbook
of research methods in early childhood education research methodologies, v1. Charlotte, NC: Information Age Publishing, Inc. pp.521-544.

Kerkham, L. & Nixon, H. (2014) Literacy assessment that counts: mediating, interpreting and contesting translocal policy in a primary school. Ethnography and Education, pp1-16

Lin, Z. (2014). In-service professional development in an online environment: what are South Australian English as an additional language or dialect teachers' views? Professional Development in Education

Nichols, S. (2014) Geosemiotics. in P. Albers (Ed) New Methods of Literacy Research New York: Routledge.

Pennington, J.L, Obenchain, K.M., & Brock, C.H., (2014).  Reading informational texts:  A civic transactional perspective, The Reading Teacher, v67.7, pp.532-542

Simbolon, N.E. & Restall, G.C. (2014) CBI Method: An Approach to Teaching English at a Vocational University in Indonesia. Conference Proceedings: The Fourth Asian Conference on Language Learning (ACLL) 2014, Osaka, Japan, April 17-20

Stahl, G. (2014) The affront of the aspiration agenda: white working-class male narratives of ‘ordinariness’ in neoliberal times, Masculinity and Social Change, v3.2, pp. 88-118

Stahl, G., Dale, P. (2014) DJ and MC Habitus and ‘Skillz’ in Peer-led Learning Cultures in Bourdieu and the Sociology of Music, Music Education and Research, Ashgate

 


 

Pedagogies for Justice Research Group

Soong, H. (2015) Transnational Students and Mobility, Lived Experiences of Migration. Routledge.

Bignall, S. Rigney, D. & Hattam, R. (2014) The Postcolonial Time That Remains. Interventions: International Journal of Postcolonial Studies. pp.1-19

Blamires, M. & Peterson, A. (2014) ‘Can creativity be assessed? Towards an evidence informed framework for assessing and planning progress in creativity’, Cambridge Journal of Education. v44.2, pp.147-162

Foster, H. & O’Donoghue, M. (2014) Confirmation or challenge: The impact of the teaching of religion in the tertiary curriculum. The Journal of Educational Enquiry, pp.46-66

Hattam, R. & Smyth, J.(2014) Thinking Past Educational Disadvantage, and Theories of Reproduction, Sociology

Meuleman, A., Garrett, R., Wrench, A., & King, S., (2014), ‘Some people might say I'm thriving but … ’: non-traditional students' experiences of university, International Journal of Inclusive Education, DOI: 10.1080/13603116.2014.945973

Paige, K. (2014) Sustainability in a fourth year mathematics and science pre-service primary/middle pathway course. What works! The International Journal of Environmental, Cultural, Economic, and Social Sustainability, v9.4, pp.1-16

Paige, K. & Hardy, G. (2014) ‘It’s raining glass miss’: Exploring Science as Human Endeavour in early career teacher classrooms. Australasian Association of Research in Education Brisbane, December 1-5

Paige, K., Hattam, R. & Daniels, C. (2014) Two models for implementing Citizen Science projects in middle school, Journal of Educational Enquiry

Paige, K., Lloyd, D. & Smith (2014)  Stories of Eco Justice Education: A critical perspective, International Journal of Sustainability in Higher Education

Paige, K., Zeegers, Y., Lloyd, D. & Roetman, P. (2014) Researching the effectiveness of a science professional learning programme using a proposed curriculum framework for schools: A case study, International Journal of Science and Mathematics Education

Peterson, A., Durrent, I. & Bentley, B. (2014) ‘Student teachers’ perceptions of their role as civic educators: evidence from a large higher education institution in England’, British Educational Research Journal

Smyth, J., Down, B., McInerney, P. & Hatttam, R. (2014) Doing Critical Educational Research: A conversation with the research of John Smyth, New York: Peter Lang Publishing (Teaching Contemporary Scholar Series)

Willis, P. (2014) ‘Agnostic fellow pilgrims: Reading Fosco’s spiritual quest in post-war migrant Melbourne’, in Gatt-Rutter, J. & Willis, P. eds (2014) A soul for Australia?: Reading Fosco Antonio’s My Reality. Adelaide: ATF

Willis, P. & Gatt-Rutter, J. (2014) ‘Introduction’, in Gatt-Rutter, J. & Willis, P. (eds) A soul for Australia?: Reading Fosco Antonio’s My Reality. Adelaide: ATF

Wrench, A., Garrett, R., & King, S. (2014). Managing health and wellbeing: student experiences in transitioning to higher education, Asia-Pacific Journal of Health, Sport and Physical Education, v5.2, pp.151- 166


STeM Education Research Group

Butterfield, B. & Chinnappan, M. (2014) Trajectory of Teacher Knowledge in Designing a Problem, The International Journal of Humanities Education, v11.4

Chinnappan, M. & Forrester, T. (2014) Generating procedural and conceptual knowledge of fractions by pre-service teachers. Mathematics Education Research Journal, pp.1-26

Hardy, G. (2014) Academic Self-Concept: Modelling and Measuring for Science. Research In Science Education, v44.4, pp.549-579

Hattie, J. & Yates. G. (2014) Using feedback to promote learning, in Benassi, V.A., Overson, C.E. & Hakala, C.M. (eds) Applying Science of Learning in Education: Infusing psychological science into the curriculum, Division 2, American Psychological Association

Hattie, J. & Yates, G. (2014) Visible Learning and the Science of How We Learn, London, Routledge

Mantzoris, E, & Kehrwald, B.A. (2014). Allocation of tertiary students for group work: methods and consequences.  ERGO

Paige, K., Bentley, B., & Dobson, S., (2014)  Slowmation: An innovative learning experience to enhance primary/middle pre-service teachers’ science conceptual understanding, Abstract for Australasian Science Research Education Association Annual Conference Melbourne, July 2-4.

Paige, K., & Hardy, G. (2014). Socio-scientific issues and educating for an ecologically and socially just world: A transdisciplinary approach for engaging pre-service teachers in Science and Mathematics. International Journal of Education for Social Justice, v3.1, pp.17-36

Plush, S., & Kehrwald, B.A. (2014).  Reflections on student centred learning in undergraduate science education. Journal of University Teaching, Learning and Practice

Rawlins, P. & Kehrwald, B. A. (2014) Integrating educational technologies into teacher education: A case study.  Innovations in Education and Teaching International, v51.2, pp.207-217

Vivian, R., Barnes, A., Geer R., & Wood, D., (2014) The academic journey of university students on Facebook: an analysis of informal academic-related activity over a semester. Research in Learning Technology, v22

 


 

Wellbeing Research Group

Best, M., Price, D., & McCallum, F. (2014). ‘Go over there and look at the pictures in the book’: an investigation of educational marginalisation, social interactions and achievement motivation in an alternative middle school setting, International Journal of Inclusive Education, DOI: 10.1080/13603116.2014.935815

Ey., L. (2014), The influence of music media on gender role and self-identity: Perceptions of children aged 6 and 10 years, Children Australia, v39.3, pp.1-14

Hammond, C. & McCallum, F. (2014) A fair go for world affairs: A critical inquiry into the teaching of International Humanitarian Law in an initial teacher education program. Journal of Educational Enquiry, v30.1, pp.35-45

Meiners, J. (2014) So we can dance! Towards a new inclusive Australian dance curriculum – power, contestations and settlements. International Journal of Education through Art. v10.2, pp.221–234

Morrison, C., Willis, J. Crosswell, L. & Gibson A. (2014) Turning points in narratives of research design: Research innovation stimulating unique responses to existing challenges for beginning rural teachers. The Journal of Educational Enquiry

Owen, S. (2014). Professional learning for 'teacher engagers', facilitators and co-learners and building skills for changing teacher work roles within significantly innovative schooling contexts. International Journal of Adult, Community and Professional Learning, v20.1, pp.1-15

Owen, S. (2014). Teacher professional learning communities: going beyond contrived collegiality toward challenging debate and collegial learning and professional growth. Adult Journal of Adult Learning. v54.2, pp.54-77

Owen, S. (2014). Teacher professional learning communities in innovative contexts: ‘ah hah moments’, ‘passion’ and ‘making a difference’ for student learning. Professional Development in Education Journal. DOI:10.1080/19415257.2013.869504

Price, D. & McCallum, F. (2014). Ecological influences on teachers’ well-being and “fitness”. Asia Pacific Journal of Teacher Education. DOI:10.1080/1359866X.2014.932329

Quinn, S. & Owen, S. (2014). Freedom to Grow: Children’s perspectives of ‘student voice’. Childhood Education. Special Issue: Educating Children in the New Millenium, Part 1, v90.3, pp.192-201. DOI 10.1080/00094056.2014.910367

Reid, A. & McCallum, F. (2014) ‘Becoming your best’: student perspectives on community in the pursuit of aspirations. The Australian Educational Researcher, v41.2, pp.195-207

Watts, V. (ed). (2014) “Dance, Ageing and Longevity: a panel discussion” in Hogan, A. (ed). Dance and Wellbeing. London: Royal Academy of Dance Enterprises.

Watts, V. (2014) “What Do Older Learners Want?” in Hogan, A. (ed). Dance and Wellbeing. London: Royal Academy of Dance Enterprises.


To view previous year's Centre for Research in Education (CREd) publications by publication year, simply click on the appropriate PDF file listed below:

Areas of study and research

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