Publications by CRESI researchers
Researchers within UniSA's Centre for Research in Educational and Social Inclusion (CRESI) publish peer reviewed papers in journals, chapters in edited books, and author and edit books. These publications contribute to new knowledge about issues related to inclusion and exclusion in education. The following books have been authored or edited by CRESI members and demonstrate important scholarly contributions to the field.
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Books and edited books
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Book chapters
Book chapters
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2021
- Baak, M. (2021). 'Once a refugee, always a refugee? The haunting of the refugee label in resettlement' in Refugee Journeys: Histories of Resettlement, Representation and Resistance, The Australian National University, Canberra, Australia.
- Harris, P, Diamond, A, Neill, B, McInnes, E, Brock, C & Camaitoga, (2021), 'Fostering young children’s literacy in home and community settings: a dialogic approach to developing culturally relevant and sustaining practices', in L Henry & N Stahl (eds), Literacy across the community: a Handbook of research and praxis, Routledge, London.
- Nichols, S (2021), 'Health services in the literacy landscape', in L Henry & N Stahl (eds), Literacy Across the Community: Research, praxis and trends, Routledge, New York.
- Paige, K., Brown, L., O’Keeffe, L, & Garrett, R. (2021 In press) Dramatising the S and the M in STEM, Chapter 12 in White, P The Science Drama Book: Interdisciplinary drama and science for student engagement and deeper learning. Springer
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2020
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Brennan, M 2020, 'Community-oriented pre-service teachers: The limits of activism', in L Beckett (ed), Research-informed teacher learning: Critical perspectives on theory, research and practice, Routledge, London, pp. 12-24.
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Campbell, MA, Whiteford, C, Duncanson, K, Spears, B, Butler, D & Slee, P 2020, 'Cyberbullying bystanders: gender, grade, and cctions among primary and secondary school students in Australia', in Information Resources Management Association (ed), Developing safer online environments for children: tools and policies for combatting cyber aggression, IGI-Global, Hershey, PA, pp. 113-129.
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Collin, P, Swist, T, Taddeo, CM & Spears, B 2020, 'Working with Complexity: Between Control and Care in Digital Research Ethics', in P Billet, M Hart & D Martin (eds), Complexities of Researching with Young People, Routledge, London, pp. 115-129.
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Crotty, R 2020, 'Creation Myths: A Deeper Truth for Today’s Religionists', in P Babie & R Sarre (eds), Religion Matters: The Contemporary Relevance of Religion, Springer Singapore, Singapore, pp. 41-52.
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Green, J, Brock, C, Baker, D & Harris, P 2020, 'Positioning theory and discourse analysis: An explanatory theory and analytic lens', in NS Nasir et al (eds), The handbook of the cultural foundations of learning, Routledge, London, p. na.
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Hattam, R 2020a, 'From South African black theology and Freire to 'teaching for resistance': the work of Basil Moore', in SR Steinberg & B Down (eds), The SAGE handbook of critical pedagogies, vol. 1, SAGE Publications, United Kingdom.
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Kervin, L, Comber, B & Woods, A 2020, 'Children learning to write in early primary classrooms', in H Chem, D Myhill & H Lewis (eds), Developing writers across the primary and secondary years: growing into writing, Routledge, Abingdon, UK.
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McInnes, E, Whitington, V, Diamond, A & Neill, B 2020, 'Embedding wellbeing and creating community in classrooms', in K Brettig (ed), Building stronger communities with children and families, 2nd edn, Cambridge Scholars Publishing, Newcastle on Tyne, pp. 123-149.
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Pilz, M, Harris, R, Zenner-Höffkes, L & Zirkle, C 2020, 'Undertaking comparative VET research in international teams: the example of exploring recruitment and training cultures in SMEs in Germany, Australia and the United States', in M Pilz & J Li (eds), Comparative Vocational Education Research: Enduring Challenges and New Ways Forward, Springer Fachmedien Wiesbaden, Wiesbaden, pp. 291-309.
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Spears, B & Slee, P 2020, 'Australia’s approach to addressing bullying and well-being: a national collective response', in J Cohen & DL Espelage (eds), Feeling safe in school: bullying and violence prevention around the world, Harvard University Press, Massachusetts, pp. 17-38.
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2019
- Baak, M, Summers, R, Masocha , S, Tedmanson, D, Gale, P, Pieters, J & Kuac, A 2019, 'Surveillance, belonging and community spaces for young people from refugee backgrounds in Australia', in S Habib & MRM Ward (eds), Youth, Place and Theories of Belonging, 1st edn, Routledge, London, pp. 25-38.
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Bottroff, V, Spears, B & Slee, P 2019, 'Bullying Issues for Students on the Autism Spectrum and their Families', in R Jordan, JM Roberts & K Hume (eds), The SAGE Handbook of Autism and Education, SAGE Publications Ltd, United Kingdom, pp. 466-480.
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Brennan, M 2019a, 'Community-oriented pre-service teachers: the limits of activism', in L Beckett (ed), Teacher learning: policy, partnerships, pedagogies and politics, unpublished accepted manuscript edn, Routledge, London, pp. 1-14.
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Bridgstock, R & Tippett, N 2019b, 'A connected approach to learning in higher education', in R Bridgstock & N Tippett (eds), Higher education and the future of graduate employability: a connectedness learning approach, Edward Elgar, Cheltenham, pp. 1-20.
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Bridgstock, R & Tippett, N 2019c, 'Connectedness capabilities', in R Bridgstock & N Tippett (eds), Higher education and the future of graduate employability: a connectedness learning approach, Edward Elgar, Cheltenham, pp. 22-29.
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Bridgstock, R & Tippett, N 2019d, 'Connectedness pedagogies', in R Bridgstock & N Tippett (eds), Higher education and the future of graduate employability: a connectedness learning approach, Edward Elgar, Cheltenham, pp. 91-99.
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Bridgstock, R & Tippett, N 2019e, 'Institutional Enabling Strategies', in R Bridgstock & N Tippett (eds), Higher education and the future of graduate employability: a connectedness learning approach, Edward Elgar, Cheltenham, pp. 182-189.
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Bridgstock, R & Tippett, N 2019f, 'Future connections: implications for connectedness strategy, pedagogy and capability in higher education', in R Bridgstock & N Tippett (eds), Higher education and the future of graduate employability: a connectedness learning approach, Edward Elgar, Cheltenham, pp. 250-265.
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Brock, C & Harris, P 2019, 'Using Multiliteracies as a Lens to Explore Young Children’s Engagement with Multimodal Texts', in B Exley & A Woods (eds), Literacies in early childhood: foundations of equity and quality, Oxford University Press, Melbourne.
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Cominos, N, Caldwell, D & Gloede, K 2019, 'Brotherhood and belonging: creating pedagogic spaces for positive discourse of Aboriginal youth', in S Habib & MRM Ward (eds), Youth, Place and Theories of Belonging, Routledge, Oxford, pp. 92-108.
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Downs, B & Sullivan, A 2019, 'Classroom-ready teachers: gaps, silences and contradictions in the Australian Report into Teacher Education', in A Sullivan, B Johnson & M Simons (eds), Attracting and Keeping the Best Teachers: Issues and Opportunities, 1st edn, Springer, Singapore, pp. 39-61.
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Exley, B, Brock, C, Harris, P & Camaitoga, U 2019, 'Early years EAL/D learners: proficiencies, trans-languages and pedagogic identities', in B Exley & A Woods (eds), Literacies in early childhood: foundations of equity and quality, Oxford University Press, Melbourne, pp. 115-128.
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Harris, P, Peterson, A & Brock, C 2019, 'Transforming young children’s literacy education for their democratic participation', in M Apple & S Riddles (eds), Re-Imagining Education for Democracy, Routledge, London, pp. 112-127.
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Heugh, K & Stroud, C 2019, 'Multilingualism in South African Education: A Southern Perspective', in R Hickey (ed), English in Multilingual South Africa: The Linguistics of Contact and Change, Cambridge University Press, Cambridge, pp. 216-238
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Johnson, B, Sullivan, A & Simons, M 2019, 'Teacher retention: some concluding thoughts', in A Sullivan, B Johnson & M Simons (eds), Attracting and Keeping the Best Teachers: Issues and Opportunities, 1st edn, Springer, Singapore, pp. 211-220.
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Johnson, B, Sullivan, A, Simons, M & Peters, J 2019, 'How School Leaders Attract, Recruit, Develop and Retain the Early Career Teachers They Want', in A Sullivan, B Johnson & M Simons (eds), Attracting and Keeping the Best Teachers: Issues and Opportunities, 1st edn, Springer, Singapore, pp. 101-122.
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Kervin, L, Comber, B & Baroutsis, A 2019, 'Sociomaterial dimensions of early literacy learning spaces: moving through classrooms with teacher and children', in H Hughes, J Franz & J Willis (eds), School spaces for student wellbeing and learning: insights from research and practice, Springer, Singapore, pp. 21-38.
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Kervin, L, Woods, A, Comber, B & Baroutsis, A 2019, 'Mobilising critical literacies: Text production in children's hands ', in G Oakley (ed), Mobile Technologies in Children’s Language and Literacy, Emerald Publishing Limited, pp. 119-132.
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Manolev, J, Sullivan, A & Slee, R 2019b, 'The datafication of discipline: ClassDojo, surveillance and a performative classroom culture', in J Jarke & A Breiter (eds), The Datafication of Education, 1st edn, Routledge.
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Marshall, V, Ey, L-A & Goddard, C 2019, 'Intimate partner violence as a form of child abuse', in I Bryce, Y Robinson & W Petherick (eds), Child abuse and neglect: Forensic issues in evidence, impact, and management, Academic Press, US, pp. 23–43.
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McInnes, E 2019, 'Young Children’s Drawings after Sexual Abuse: Disclosure and Recovery', in E McInnes & A Mason (eds), Where To From Here? Examining Conflict-Related and Relational Interaction Trauma, Brill | Rodopi, Netherlands, pp. 47-69.
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Peterson, A. and R. Hattam (2019). Critical race theory and teacher education: toward compassionate coalitions for the future. US, US Teachers College Press: 157-166.
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Reid, A 2019b, 'Restoring the ‘publicness’ of public education', in J Wilkinson, R Niesche & S Eacott (eds), Challenges for Public Education: Reconceptualising Educational Leadership, Policy and Social Justice as Resources for Hope, Routledge, London, pp. 161-176.
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Roberts, A, Fowler, M & Rigney, L-I 2019, 'The sounds of colonization: an examination of bells at Point Pearce Aboriginal Mission Station/Burgiyana, South Australia', in T Äikäs & A-K Salmi (eds), The Sound of Silence: Indigenous Perspectives on the Historical Archaeology of Colonialism, Berghan Books, Oxford.
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Sisson, J 2019, 'Connecting theory and practice: collaborative figured worlds', in A Sullivan, B Johnson & M Simons (eds), Attracting and Keeping the Best Teachers: Issues and Opportunities, 1st edn, Springer, Singapore, pp. 123-141.
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Sullivan, A, Johnson, B & Simons, M 2019a, 'Introduction', in A Sullivan, B Johnson & M Simons (eds), Attracting and Keeping the Best Teachers: Issues and Opportunities, 1st edn, Springer, Singapore, pp. 1-11.
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Webb-Williams, J 2019, 'How Others Shape the Development of Children's Self-Perceptions: Implications for Early Years Education', in D Whitebread et al (eds), The SAGE Handbook of Developmental Psychology and Early Childhood Education, Sage London, pp. 133-150.
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Zemblylas, M, Hattam, R & Lana, M 2019, 'Towards pedagogies of senseless kindness in critical education', in PL Thomas et al (eds), Pedagogies of kindness and respect: On the lives and education of children, Peter Lang, US.
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2021
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Journal articles
Journal articles
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2021
- Brock, CH, Caldwell, D, Rehbein, TL & Boyd, FB 2021, ‘An ode to a state park: creating poetry during a summer writing camp’, The Reading Teacher.
- Comber, B. (2021). "Thinking spatially: a springboard to new possibilities." Australian Geographer: 1-5.
- Hickey, A., S. Riddle, J. Robinson, B. Down, R. Hattam and A. Wrench (2021). "Relational pedagogy and the policy failure of contemporary Australian schooling: activist teaching and pedagogically driven reform." Journal of Educational Administration and History: 1-15.
- Scholes, L., G. Stahl, B. Comber, S. McDonald and J. L. Brownlee (2021). "‘We don’t read in science’: student perceptions of literacy and learning science in middle school." Cambridge Journal of Education: 1-16.
- Sisson, J. H., A.-M. Shin and V. Whitington (2021). "Re-imagining family engagement as a two-way street." The Australian Educational Researcher.
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2020
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Abdalla, M, Chown, D & Memon, NA 2020, 'Islamic Studies in Australian Islamic schools: Learner voice', Religions, vol. 11, no. 8, pp. 404/401-415.
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Al Hamdany, H 2020, 'Scaffolding English and academic skills for Iraqi English as Additional Language (EAL) learners', The Journal of Asia TEFL, vol. 17, no. 3, pp. 1028-1038.
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Alomyan, H, Alelaimat, A, Hamzeh, M & Green, D 2020, 'Developing number concepts in young children through educational games', Universal Journal of Educational Research, vol. 8, no. 8, pp. 3323 - 3334.
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Anlimachie, MA & Avoada, C 2020, 'Socio-economic impact of closing the rural-urban gap in pre-tertiary education in Ghana: context and strategies', International Journal of Educational Development, vol. 77, pp. 102236/102231-102212.
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Baak, M, Miller, E, Sullivan, A & Heugh, K 2020a, 'Tensions between policy aspirations and enactment: assessment and inclusion for refugee background students', Journal of Education Policy, vol. 28, no. 3, pp. 322–338.
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Baak, M, Miller, E, Ziersch, A, Masocha, S & Ziaian, T 2020b, 'The role of schools in identifying and referring refugee background young people who are experiencing mental health issues', Journal of School Health, vol. 90, no. 3, pp. 172-181.
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Brennan, M & Widdop Quinton, H 2020, 'An ethical re-framing of curriculum for sustainability education', Curriculum Perspectives, vol. 40, no. 1, pp. 105-110.
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Caldwell, D 2020, 'Sounds of the game: an interpersonal discourse analysis of ‘on field’ language in sports media', Discourse Context and Media, vol. 33, pp. 1-10.
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Comber, B 2020, 'Signing up to be tested: The costs of participation in high stakes literacy standardised assessments', Linguistics and Education, pp. 1-4.
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Ey, L-A & Spears, B 2020, 'Engaging early childhood teachers in participatory co-design workshops to educate young children about bullying', Pastoral Care in Education, pp. 1-24.
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Ey, L & Campbell, M 2020, 'Do Australian parents of young children understand what bullying means?', Children and Youth Services Review, vol. 116, pp. 1-7.
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Fenwick, L 2020, 'Defining opportunities to engage with the discourses of Australia’s ‘education revolution’', Journal of Educational Administration and History, vol. 52, no. 2, pp. 178-192.
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French, M & Armitage, J 2020, 'Eroding the monolingual monolith', Australian Journal of Applied Linguistics, vol. 3, no. 1, pp. 91-114.
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Guenther, J, Benveniste, T, Redman-MacLaren, M, Mander, D, McCalman, J, O'Bryan, M, Osborne, S & Stewart, R 2020, 'Thinking with theory as a policy evaluation tool: the case of boarding schools for remote First Nations students', Evaluation Journal of Australasia, vol. 20, no. 1, pp. 34-52.
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Guenther, J & Osborne, S 2020, 'Did DI do it? The impact of a programme designed to improve literacy for Aboriginal and Torres Strait Islander students in remote schools', The Australian Journal of Indigenous Education vol. online, pp. 1–8.
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Harris, P 2020, 'What no “Rug Time” sharing means: revisioning children’s opportunity to learn and enact literate identities through the lens of positioning theory', Trabalhos em Linguística Aplicada (Studies in Applied Linguistics), vol. 59, no. 1, pp. 10-41.
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Harris, P, Brock, C, McInnes, E, Diamond, A, Neill, B, Carter, J & Giannakis, E 2020a, 'Co-constructing culturally sustaining practices for fostering young children’s literacy in Fiji', Journal of Research in Childhood Education, vol. 34, no. 1, pp. 127-152.
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Hattam, R 2020b, 'Untimely meditations for critical pedagogy', Asia-Pacific Journal of Teacher Education, vol. 48, no. 1, pp. 79-92.
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Johnson, B, Flentje, J & Bartholomaeus, C 2020, 'Co-researching and designing innovative learning approaches in sexuality and relationships education', Pastoral Care in Education, vol. online.
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Johnson, B, Harrison, L & Ollis, D 2020, 'Resisting ethics over-regulation in research into sexuality and relationships education: insights from an Australian study', Australian Educational Researcher, vol. online.
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Lampert, J, Burnett, B, Comber, B, Ferguson, A & Barnes, N 2020, ''It's not about punitive': exploring how early-career teachers in high-poverty schools respond to critical incidents', Critical Studies in Education, vol. 61, no. 2, pp. 149-165.
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McDonald, S 2020, 'Constructing the 'literate boy': analysing masculinities on websites created in response to the boys' literacy 'crises'', English in Australia, vol. 54, no. 2, pp. 32-42.
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McInnes, E & Ey, L-A 2020, 'Responding to problematic sexual behaviours of primary school children: supporting care and education staff', Sex Education, vol. 20, no. 1, pp. 75-89.
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Memon, NA, Chown, D & Alkouatli, C 2020, 'Descriptions and enactments of Islamic pedagogy: reflections of alumni from an Islamic Teacher Education Programme', Pedagogy, Culture & Society, pp. 1-19.
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Nursey-Bray, M, Palmer, R, Stuart, A, Arbon, V & Rigney, L-I 2020, 'Scale, colonisation and adapting to climate change: Insights from the Arabana people, South Australia', Geoforum, vol. 114, pp. 138-150.
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O'Keeffe, L & Paige, K 2020, 'Reflections on journaling: an initiative to support pre-service Mathematics and Science teachers', Australian Journal of Teacher Education, vol. 45, no. 4, pp. 76-95.
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O’Leary, P, Abdalla, M, Hutchinson, A, Squire, J & Young, A 2020, 'Child protection with Muslim communities: Considerations for non-Muslim-based orthodoxies/paradigms in child welfare and social work', The British Journal of Social Work, vol. 50, no. 4, pp. 1201-1218.
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Owen, S, Tekonnang, T, Toaba, T, Taoaba, T & Harding, T 2020a, 'School leadership capacity-building: Developing country case studies', International Journal of Educational Management, vol. ahead-of-print, no. ahead-of-print.
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Owen, S, White, G, Palekahelu, DT, Sumakul, DT & Sediyono, E 2020b, 'Integrating online learning in schools: Issues and ways forward for developing countries', Journal of Information Technology Education Research, vol. 19, pp. 571-614.
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Owen, S & Wong, D 2020a, 'Timor-Leste: reforming the education system through school leader capacity building and school-based teacher professional development', Asia Pacific Journal of Education, pp. 1-17.
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Owen, S & Wong, D 2020b, 'Timor-Leste education: supporting sustainable system-wide school leader capacity-building through collaborative foreign aid', Journal of Educational Change, pp. 1-22.
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Owen, SM 2020, 'Improving Kiribati educational outcomes: Capacity-building of school leaders and teachers using sustainable approaches and donor support', Journal of Adult and Continuing Education, vol. 26, no. 2, pp. 221-241.
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Peters, MA, Rizvi, F, McCulloch, G, Gibbs, P, Gorur, R, Hong, M, Hwang, Y, Zipin, L, Brennan, M, Robertson, S, Quay, J, Malbon, J, Taglietti, D, Barnett, R, Chengbing, W, McLaren, P, Apple, R, Papastephanou, M, Burbules, N, Jackson, L, Jalote, P, Kalantzis, M, Cope, B, Fataar, A, Conroy, J, Misiaszek, G, Biesta, G, Jandrić, P, Choo, SS, Apple, M, Stone, L, Tierney, R, Tesar, M, Besley, T & Misiaszek, L 2020, 'Reimagining the new pedagogical possibilities for universities post-Covid-19', Educational Philosophy and Theory, pp. 1-44.
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Price, D, Green, D, Menon, N & Chown, D 2020, 'Richness of complexity within diversity: Educational engagement and achievement of diverse learners through culturally responsive pedagogies', The Social Educator, vol. 38, no. 1, pp. 42-53.
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Purdy, N & Spears, B 2020, 'Co-participatory approaches to research with children and young people', Pastoral Care in Education, vol. 38, no. 3, pp. 187-190.
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Rankin, J, Garrett, R & MacGill, B 2020, 'Critical encounters: enacting social justice through creative and body-based learning', The Australian Educational Researcher, vol. online.
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Rigney, L-I, Garrett, R, Curry, M & MacGill, B 2020, 'Culturally responsive pedagogy and mathematics through creative and body-based learning: urban Aboriginal schooling', Education and Urban Society, vol. online.
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Scholes, L, Spina, N & Comber, B 2020, 'Disrupting the 'boys don't read' discourse: primary school boys who love reading fiction', British Educational Research Journal, vol. unpublished, pp. 1–25.
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Sisson, J, Whitington, V, Shin, A, Johnson, J & Comber, B 2020, 'Communing to re-imagine figured worlds', Contemporary Issues in Early Childhood, pp. 1-16.
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Sisson, J, Whitington, V & Shin, AM 2020, '‘Teaching culture through culture’: a case study of culturally responsive pedagogies in an Australian early childhood/primary context', Journal of Research in Childhood Education, vol. 34, no. 1, pp. 108-126.
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Soong, H 2020, 'Singapore international education hub and its dilemmas: the challenges and makings for cosmopolitan learning', Asia Pacific Journal of Education, vol. 40, no. 1, pp. 112-125.
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Soong, H, Kerkham, L, Reid-Nguyen, R, Lucas, B, Geer, R & Mills-Bayne, MM 2020, 'Reimagining transcultural identity: a case study of field experiences for international preservice teachers', Teaching Education, pp. 1-17.
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Stahl, G, McDonald, S & Loeser, C 2020, 'Feminine subjectivities and aspirational learner identities: Asian–Australian young women navigating possible selves in the first year of university', Gender and Education, pp. 1-16.
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Stahl, G, McDonald, S & Stokes, J 2020, '‘I see myself as undeveloped’: supporting Indigenous first-in-family males in the transition to higher education', Higher Education Research & Development, pp. 1-14.
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Stahl, G, McDonald, S & Young, J 2020, 'Possible selves in a transforming economy: Upwardly mobile working-class masculinities, service work and negotiated aspirations in Australia', Work, Employment and Society, p. na.
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Stehlik, T, Carter, J, Price, D & Comber, B 2020, 'Hanging out in the city of tomorrow: a participatory approach to researching the importance of music and the arts in the lifeworlds of young people', Pastoral Care in Education, pp. 1-17.
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Sullivan, A, Johnson, B, Simons, M & Tippett, N 2020a, 'When performativity meets agency: how early career teachers struggle to reconcile competing agendas to become ‘quality’ teachers', Teachers and Teaching, pp. 1-16.
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Taylor, S, Zipin, L & Brennan, M 2020, 'Students researching 'Problems that Matter' in their communities', FORUM, vol. 62, no. 2, pp. 195-206.
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Wrench, A & Garrett, R 2020, 'Navigating culturally responsive pedagogy through an Indigenous games unit', Sport, Education and Society, pp. 1-12.
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Zipin, L 2020, 'Building curriculum knowledge work around community-based 'problems that matter': let's dare to imagine', Curriculum Perspectives, vol. 40, no. 1, pp. 110-115.
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Zipin, L & Brennan, M 2020, 'Introduction - knowledge-and-ethics: strong curriculum values both, together', Curriculum Perspectives, vol. 40, no. 1, pp. 83-86.
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Zipin, L, Brennan, M & Sellar, S 2020, 'Young people pursuing futures: making identity labors curricular', Mind, Culture, and Activity, pp. 1-17.
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2019
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Ainscow, M, Slee, R & Best, M 2019, 'Editorial: the Salamanca Statement: 25 years on', International Journal of Inclusive Education, vol. 23, no. 7-8, pp. 671-676.
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Baak, M 2019, 'Racism and Othering for South Sudanese heritage students in Australian schools: is inclusion possible?', International Journal of Inclusive Education, vol. 23, no. 2, 2019/02/01, pp. 125-141.
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Baroutsis, A, Kervin, L, Woods, A & Comber, B 2019, 'Understanding children’s perspectives of classroom writing practices through drawings', Contemporary Issues in Early Childhood, vol. 20, no. 2, pp. 177-193.
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Bills, A, Armstrong, D & Howard, N 2019, 'Scaled-up ‘safety-net’ schooling and the ‘wicked problem’ of educational exclusion in South Australia: problem or solution?', The Australian Educational Researcher, September 30.
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Brennan, M 2019b, 'Changing teaching and teacher education in the ‘Anthropocene’', On Education. Journal for Research and Debate, vol. 2, no. 4, pp. 1-6.
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Comber, B 2019, 'Educative encounters of a different kind: pedagogies of everyday life', Curriculum Inquiry, vol. 49, no. 2, pp. 217-229.
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Comber, B & Carter, J 2019, 'Earning or learning, or not: reconnecting young adults with learning through multiliteracies pedagogy', Journal of Adolescent & Adult Literacy, vol. 63, no. 3, pp. 333-336.
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Disney, L, Barnes, A, Ey, L & Geng, G 2019, 'Digital play in young children’s numeracy learning', Australasian Journal of Early Childhood, vol. 44, no. 2, pp. 166-181.
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Due, C, de Heer, N, Baak, M & Hanson-Easey, S 2019, '“At night he cries from dreams”: Perceptions of children's psychological distress and wellbeing amongst parents with refugee or asylum seeker backgrounds in Australia', Australian Psychologist, vol. 54, no. 5, pp. 438-449.
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Ey, L-A, Walker, S & Spears, B 2019, 'Young children’s thinking about bullying: Personal, social-conventional and moral reasoning perspectives', Australasian Journal of Early Childhood, vol. 44, no. 2, pp. 196-210.
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Fowler, S, O'Keeffe, L, Cutting, C & Leonard, S 2019, 'The mathematics proficiencies: a doorway into spatial thinking', Australian Primary Mathematics Classroom, vol. 24, no. 1, pp. 36-40.
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Garrett, R & MacGill, B 2019, 'Fostering inclusion in school through creative and body-based learning', International Journal of Inclusive Education, pp. 1-15.
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Garrett, R, Wrench, A, Dawson, K & Meiners, J 2019, 'Creative and Body-based Learning: Redesigning Pedagogies in Mathematics', Journal for Learning through the Arts, vol. 14, no. 1, pp. 1-19.
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Hattam, R 2019, 'Untimely meditations for critical pedagogy', Asia-Pacific Journal of Teacher Education, pp. 1-14.
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Lee, R, Looi, KH, Khan, H, Soong, H & Neale, L 2019, 'Measuring students' justificatory reasoning approaches', Issues in Educational Research, vol. 29, no. 3, pp. 807-822.
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MacGill, B 2019, 'Craft, Relational Aesthetics and Ethics of Care', Art Research International, vol. 14, no. 1, pp. 406-419.
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Manolev, J, Sullivan, A & Slee, R 2019a, 'The datafication of discipline: ClassDojo, surveillance and a performative classroom culture', Learning, Media and Technology, vol. 44, no. 1, pp. 36-51.
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McLoughlin, LT, Spears, BA, Taddeo, CM & Hermens, DF 2019, 'Remaining connected in the face of cyberbullying: Why social connectedness is important for mental health', Psychology in the Schools, vol. 56, no. 6, pp. 945-958.
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Nichols, S & Loh, CE 2019, 'Challenging the Visual Discourse of Reading: or, Do Teen Readers Look Like Google Images?', Changing English, vol. 26, no. 2, pp. 150-162.
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Nichols, S & Stahl, G 2019, 'Intersectionality in higher education research: a systematic literature review', Higher Education Research & Development, pp. 1-14.
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Nteropoulou-Nterou, E & Slee, R 2019, 'A critical consideration of the changing conditions of schooling for students with disabilities in Greece and the fragility of international in local contexts', International Journal of Inclusive Education, vol. 23, no. 7-8, pp. 891-907.
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O'Keeffe, L & Paige, K 2019, 'Re-highlighting the potential of critical numeracy', Mathematics Education Research Journal, vol. forthcoming, pp. 1-15.
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Osborne, S, Paige, K, Hattam, R, Rigney, L-I & Morrison, A 2019, 'Strengthening Australian Aboriginal participation in university STEM programs: a Northern Territory perspective', Journal of Intercultural Studies, vol. 40, no. 1, pp. 49-67.
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Owen, SM 2019, 'Improving Kiribati educational outcomes: Capacity-building of school leaders and teachers using sustainable approaches and donor support', Journal of Adult and Continuing Education, pp. 1-21.
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Paige, K, O'Keeffe, L, Geer, R, MacGregor, D & Panizzon, D 2019, 'Using artefacts to articulate teachers' perceptions of STEM', Teaching Science, vol. 65, no. 1, pp. 48-54.
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Reid, A 2019a, 'National curriculum: an Australian perspective', Curriculum Perspectives, vol. 39, no. 2, pp. 199-203.
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Roberts, AL, Mollenmans, A, Rigney, L-I & Bailey, G 2019, 'Marine Transgression, Aboriginal Narratives and the Creation of Yorke Peninsula/Guuranda, South Australia', The Journal of Island and Coastal Archaeology, no. Mar 2019, pp. 1-28.
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Ross, AS & Caldwell, D 2019, '‘Going negative’: An APPRAISAL analysis of the rhetoric of Donald Trump on Twitter', Language & Communication, vol. forthcoming.
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Sellar, S & Zipin, L 2019, 'Conjuring optimism in dark times: Education, affect and human capital', Educational Philosophy and Theory, vol. 51, no. 6, pp. 572-586.
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Slee, R 2019, 'Belonging in an age of exclusion', International Journal of Inclusive Education, vol. 23, no. 9, pp. 909-922.
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Slee, R, Corcoran, T & Best, M 2019, 'Disability Studies in Education – Building Platforms to Reclaim Disability and Recognise Disablement', Journal of Disability Studies in Education, pp. 1-11.
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Stahl, G 2019, 'Critiquing the corporeal curriculum: body pedagogies in ‘no excuses’ charter schools', Journal of Youth Studies, pp. 1-17.
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Stahl, G, Brock, C, Young, J, Caldwell, D, Sharplin, E & Boyd, F 2019a, 'Dispositions towards diversity: two pre-service teachers’ experiences of living and teaching in a remote indigenous community', Pedagogy, culture and society, vol. 27.
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Stahl, G & McDonald, S 2019, 'Social capital and self-crafting: comparing two case studies of first-in-family males navigating elite Australian universities', International Journal of Inclusive Education, pp. 1-16.
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Stahl, G, Scholes, L, McDonald, S & Lunn, J 2019b, 'Middle years students’ engagement with science in rural and urban communities in Australia: exploring science capital, place-based knowledges and familial relationships', Pedagogy, Culture & Society, pp. 1-18.
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Stahl, GD 2019, '“We Make Our Own Rules Here”: Democratic Communities, Corporate Logics, and “No Excuses” Practices in a Charter School Management Organization', Journal of Contemporary Ethnography, pp. 1-25.
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Walsh, K, Howard, S, Hand, K, Ey, L-A, Fenton, A & Whiteford, C 2019 'What is known about initial teacher education for child protection? A protocol for a systematic scoping review', International Journal of Educational Methodology, vol. 5, no. 1, pp. 19-34.
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Wrench, A 2019, 'Framing citizenship: from assumptions to possibilities in health and physical education', Sport, Education and Society, vol. 24, no. 5, pp. 455-467.
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Wrench, A & Paige, K 2019, 'Educating pre-service teachers: towards a critical inquiry workforce', Educational Action Research, pp. 1-18.
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2021
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Reports
Reports
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2021
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2020
- Brennan, M, McPherson, A, Zipin, L, Rudolph, S, Barron, R, Rogers, B & Woods, A 2020, The growing urgency of attending to the state of Education Research in Australian Higher Education, Australian Association for Research in Education, Canberra.
- Carter, J, Fenwick, L, Comber, B, Dolan, C & Neill, B 2020, CESA Network Inquiry: Trialling Evaluation Tools and Protocols for Producing Evidence of Impact with a Focus on Literacy Phase 1 Project Report, University of South Australia, Adelaide.
- Dolan, C 2020b, Paradox in the lives and work of school principals, University of South Australia, Adelaide.
- Dolan, C 2020c, CESA Network Inquiry Review of Literature: Investigating literacy leadership in an era of datafication, University of South Australia, Adelaide.
- Harris, R 2020, Landmarks in the development of the VET workforce: an overview, National Centre for Vocational Education Research, Adelaide.
- Heugh, K & Mohamed, N 2020, Approaches to language in education for migrants and refugees in the Asia-Pacific region, UNESCO & UNICEF, Bangkok.
- McInnes, E, Whitington, V & Neill, B 2020, The Wellbeing Classroom as a whole school approach: impact evaluation, University of South Australia, Adelaide.
- Sullivan, A, Johnson, B, Tippett, N & Manolev, J 2020b, Understanding legislation and school exclusions in Australia, University of South Australia, Adelaide, Australia.
- Sullivan, A, Tippett, N, Johnson, B & Manolev, J 2020c, Understanding disproportionality and school exclusions in Australia, University of South Australia, Adelaide, Australia.
- Sullivan, A, Tippett, N, Johnson, B & Manolev, J 2020d, Legislation and school exclusions in Australia - possibilities for reform, University of South Australia, Adelaide, Australia.
- Tippett, N, Sullivan, A, Johnson, B & Manolev, J 2020, Use of exclusionary practices in Australian government schools, University of South Australia, Adelaide, Australia.
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2021
