Research publications 2014 

Research Grants - 2014 Archive

Page archived at: Thui, 10 December 2015

Alphabetically, by author

Allender to Barbera

Allender, T., ODonoghue, T. (2014). Identity dystopias, empire framing and theoretical hegemonies: Two case studies, India and Ireland. Journal of Educational Administration and History, 46(2), 134-144. doi: 10.1080/00220620.2014.889101

Allender, T. (2014). Transcending the centre-periphery paradigm: Loreto teaching in India, 1842-2010. In B. Bagchi, E. Fuchs & K. Rousmaniere (Eds.), Connecting histories of education: Transnational and cross-cultural exchanges in (post)colonial education (pp. 227-243). New York: Berghahn Books.

Anderson, J., Cavanagh, M., & Prescott, A. (Eds.) (2014). Curriculum in focus: Research guided practice (Proceedings of the 37th annual conference of the Mathematics Education Research Group of Australasia). Sydney: MERGA.

Anderson, J. (2014). Forging new opportunities for problem solving in Australian mathematics classrooms through the first national mathematics curriculum. In Y. Li & G. Lappan (Eds.), Mathematics curriculum in school education (pp. 209-229). Dordrecht: Springer.

Anderson, K., & Kennedy-Clark, S. (2014). IScience: A computer-supported collaborative inquiry learning project for science students in secondary and tertiary science education. International Journal of Innovation in Science and Mathematics Education, 22(1), 14-31.

Anderson, M., & Freebody, K. (2014). Partnerships in education research: Creating knowledge that matters. New York: Bloomsbury Academic, imprint of Bloomsbury.

Anderson, M., Ewing, R., & Fleming, J. (2014). The role of family in young people's theatre attendance. Youth Theatre Journal, 28(1), 61-73. doi: 10.1080/08929092.2014.898549

Anderson, M., & Fleming, J. (2014). The TheatreSpace project, its partners and its purposes. In J. O’Toole, R-J. Adams, M. Anderson, B. Burton & R. Ewing (Eds.), Young audiences, theatre and the cultural conversation (pp. 17-29). Dordrecht: Springer.

Anderson, M. (2014). The challenge of post-normality to drama education and applied theatre. Research in Drama Education, 19(1), 110-120. doi: 10.1080/13569783.2013.872425

Ashe, D., Yeoman, P., & Shaw, T. (2014). Qstream: Learning the 'in-between'. In L. Carvalho & P. Goodyear (Eds.), The architecture of productive learning networks (pp. 168-180). New York: Routledge.

Bagnall, N. (2014). A member of that team: International school students and their need to belong. In D. P. Hobson & I. Silova (Eds.), Globalizing minds: Rhetoric and realities in international schools (pp. 99-114). Charlotte, NC, USA: Information Age Publishing.

Bannert, M., Reimann, P., & Sonnenberg, C. (2014). Process mining techniques for analysing patterns and strategies in students' self-regulated learning. Metacognition and Learning, 9(2), 161-185. doi: 10.1007/s11409-013-9107-6

Barbera, E., & Reimann, P. (Eds.) (2014). Assessment and evaluation of time factors in online teaching and learning. Hershey, PA: Information Science Reference.

Barnhardt to Cerni

Barnhardt, B., & Ginns, P. (2014). An alienation-based framework for student experience in higher education: New interpretations of past observations in student learning theory. Higher Education, 68(6), 789-805. doi: 10.1007/s10734-014-9744-y

Bobis, J., Bruce, C., & McAteer, M. (2014). Professional learning through collaborative action research in mathematics: Three perspectives, three nations. In E. Polush, T. Flynn, J. Hill, H. Leaman & J. Martinez (Eds.), 2014 Conference of the Action Research Network of the Americas (ARNA), Bethlehem, USA: ARNA.

Burton, B., Bundy, P., & Ewing, R. (2014). Theatre literacy. In J. O’Toole, R-J. Adams, M. Anderson, B. Burton & R. Ewing (Eds.), Young audiences, theatre and the cultural conversation (pp. 145-158). Dordrecht: Springer.

Calvo, R., & Peters, D. (2014). Positive computing: Technology for wellbeing and human potential. Cambridge: MIT Press.

Campbell, C., & Proctor, H. (2014). A history of Australian schooling. Sydney: Allen and Unwin.

Campbell, M., & Colmar, S. (2014). Current status and future trends of school counseling in Australia. Journal of Asia Pacific Counseling, 4(2), 181-197.

Campbell, V. (2014). The Selkie Project. In R. A. Ewing & A. L. Cole (Eds.), Performing scholartistry (pp. 235-259). Nova Scotia: Backalong Books.

Carvalho, L. & Goodyear, P. (2014). Analysing the structuring of knowledge in learning networks. In S. Bayne, C. Jones, M. de Laat M, T. Ryberg & C. Sinclair (Eds.), Ninth International Conference on Networked Learning 2014 (pp.59-66). Edinburgh: Networked Learning Conference Organiser.

Carvalho, L., & Goodyear, P. (Eds.) (2014). The architecture of productive learning networks. New York: Routledge.

Carvalho, L., Goodyear, P., Wardak, D., & Saunders, R. (2014). Peep: Peer support for programing. In L. Carvalho & P. Goodyear (Eds.), The architecture of productive learning networks (pp. 79-93). New York: Routledge.

Carvalho, L., & Goodyear, P. (2014). Synthesis: Set design, epistemic design and the functioning of learning networks. In L. Carvalho & P. Goodyear (Eds.), The architecture of productive learning networks (pp. 259-276). New York: Routledge.

Carvalho, L., & Goodyear, P. (2014). Virtual Choir: Sharing experiences of singing together apart. In L. Carvalho & P. Goodyear (Eds.), The architecture of productive learning networks (pp. 209-224). New York: Routledge.

Cerni, T., Curtis, G., & Colmar, S. (2014). Cognitive-Experiential Leadership Model: How leaders' information-processing systems can influence leadership styles, influencing tactics, conflict management, and organizational outcomes. Journal of Leadership Studies, 8(3), 26-39. doi: 10.1002/jls.21335

Cerni, T., Curtis, G., & Colmar, S. (2014). The cognitive information-processing systems of leaders and their relation to student learning outcomes. Journal of School Leadership, 24(2), 287-310.

Chia to Connell

Chia, Y. (2014). State formation and nation building through education: The origins and introduction of the "National Education" program in Singapore. In J. H. Williams (Ed.), (Re)constructing memory: School textbooks and the imagination of the nation (pp. 61-77). Rotterdam: Sense Publishers.

Cobley, S., Hanratty, M., O'Connor, D., & Cotton, W. (2014). First club location and relative age as influences on being a professional Australian Rugby League player. International Journal of Sports Science and Coaching, 9(2), 335-346. doi: 10.1260/1747-9541.9.2.335

Colmar, S. (2014). A parent-based book-reading intervention for disadvantaged children with language difficulties. Child Language Teaching and Therapy, 30(1), 79-90. doi: 10.1177/0265659013507296

Comber, B., Morgan, A-M., & Freebody, P. (2014). Collaborative literacy research and why it matters. In A-M. Morgan, B. Comber, P. Freebody & H. Nixon et al (Eds.), Literacy in the middle years: Learning from collaborative classroom research (pp. 132-141). Sydney: Primary English Teachers Association Australia (PETAA).

Connell, R. (2014). Feminist scholarship and the public realm in postcolonial Australia. Australian Feminist Studies, 29(80), 215-230. doi: 10.1080/08164649.2014.928187

Connell, R. (2014). Global tides: Market and gender dynamics on a world scale. Social Currents, 1(1), 5-12. doi: 10.1177/2329496513513961

Connell, R. (2014). Identity. In C. R. Stimpson & G. Herdt (Eds.), Critical terms for the study of gender (pp. 156-177). Chicago: The University of Chicago Press.

Connell, R. (2014). Margin becoming centre: For a world-centred rethinking of masculinities. Norma: Nordic Journal for Masculinity Studies (nordisk tidsskrift for maskulinitetsstudier), 9(4), 217-231. doi: 10.1080/18902138.2014.934078

Connell, R. (2014). Rethinking gender from the South. Feminist Studies, 40(3), 518-539.

Connell, R. (2014). The sociology of gender in Southern perspective. Current Sociology, 62(4), 550-567. doi: 10.1177/0011392114524510

Connell, R. (2014). The study of masculinities. Qualitative Research Journal, 14(1), 5-15. doi: 10.1108/QRJ-03-2014-0006

Connell, R. (2014). Using southern theory: Decolonizing social thought in theory, research and application. Planning Theory, 13(2), 210-223. doi: 10.1177/1473095213499216

Connell, R., & Dados, N. (2014). Where in the world does neoliberalism come from? The market agenda in southern perspective. Theory and Society, 43(2), 117-138. doi: 10.1007/s11186-014-9212-9

Cruickshank to Durrant

Cruickshank, K. (2014). Exploring the -lingual between bi and mono: Young people and their languages in an Australian context. In J. Conteh & G. Meier (Eds.), The multilingual turn in languages education: Opportunities and challenges (pp. 41-63). Bristol: Multilingual Matters.

Cumming, T., Strnadova, I., & Singh, S. (2014). iPads as instructional tools to enhance learning opportunities for students with developmental disabilities: An action research project. Action Research, 12(2), 151-176. doi: 10.1177/1476750314525480

Curwood, J. (2014). Between continuity and change: Identities and narratives within teacher professional development. Teaching Education, 25(2), 156-183. doi: 10.1080/10476210.2012.755159

Curwood, J. (2014). English teachers' cultural models about technology: A microethnographic perspective on professional development. Journal of Literacy Research, 46(1), 9-38. doi: 10.1177/1086296X13520426

Curwood, J. (2014). From collaboration to transformation: Practitioner research for school librarians and classroom teachers. In K. Kennedy & L.S. Green (Eds.), Collaborative models for librarian and teacher partnerships (pp. 1-11). Hershey, PA: IGI Global.

Curwood, J. (2014). Reader, writer, gamer: Online role playing games as literary response. In H.R. Gerber & S.S. Abrams (Eds.), Bridging literacies with videogames (pp. 53-66). Rotterdam: Sense Publishers.

Dados, N., & Connell, R. (2014). Neoliberalism, Intellectuals and Southern Theory. In W. Keim, E. Celik, C. Ersche & V. Wohrer (Eds.), Global knowledge production in the social sciences: Made in circulation (pp. 195-213). Farnham, England: Ashgate.

Davies, C., & Burns, K. (2014). Mediating healthy female citizenship in the HPV vaccination campaigns. Feminist Media Studies, 14(5), 711-726. doi: 10.1080/14680777.2013.830632

Davis, N., Sheldon, L., & Colmar, S. (2014). Memory Mates: A classroom-based intervention to improve attention and working memory. Australian Journal of Guidance and Counselling, 24(1), 111-120. doi: 10.1017/jgc.2013.23

Deerajviset, P., & Harbon, L. (2014). E-learning in EFL education in Thailand's higher education: The role for lecturers making it work. University of Sydney Papers in TESOL, 9, 37-63.

Dimarakis, N., Bobis, J., Way, J., & Anderson, J. (2014). "I just need to believe in myself more": The mathematical self-belief of year 7 students. In J. Anderson, M. Cavanagh & A. Prescott (Eds.), Curriculum in Focus: Research guided practice. 37th annual conference of the Mathematics Education Research Group of Australasia (pp. 183-190). Sydney: MERGA.

Durrant, C., & Walsh, M. (2014). Multiliteracies: An 'app' for the Literacy Boomerang. In A. Goodwyn, L. Reid & C. Durrant (Eds.), International perspectives on teaching English in a globalised world (pp. 213-222). London: Routledge.

Evans to Galstaun

Evans, J. (2014). The nature and importance of coach-player relationships in the uptake of Game Sense by elite rugby coaches in Australia and New Zealand. In R. Light, J. Quay, S. Harvey & A. Mooney (Eds.), Contemporary developments in games teaching (pp. 133-145). Oxon, United Kingdom: Routledge.

Ewing, R., & Cole, A. (Eds.) (2014). Performing scholartistry. Nova Scotia: Backalong Books.

Ewing, R., Fleming, J., Burton, B., & Stinson, M. (2014). Young audiences from the educators' perspective. In J. O’Toole, R-J. Adams, M. Anderson, B. Burton & R. Ewing (Eds.), Young audiences, theatre and the cultural conversation (pp. 83-97). Dordrecht: Springer.

Fawcett, B., & Plath, D. (2014). A national disability insurance scheme: What social work has to offer. British Journal of Social Work, 44(3), 747-762. doi: 10.1093/bjsw/bcs141

Fawcett, B. (2014). Well-being and older people: The place of day clubs in reconceptualising participation and challenging deficit. British Journal of Social Work, 44(4), 831-848. doi: 10.1093/bjsw/bcs145

Fielding, R., & Harbon, L. (2014). Implementing a content and language integrated learning program in New South Wales primary schools: Teachers' perceptions of the challenges and opportunities. Babel, 49(2), 17-27.

Fleming, J., Ewing, R., & Hughes, J. (2014). The industry partners' perceptions. In J. O’Toole, R-J. Adams, M. Anderson, B. Burton & R. Ewing (Eds.), Young audiences, theatre and the cultural conversation (pp. 99-114). Dordrecht: Springer.

Fleming, J., Ewing, R., Anderson, M., & Klieve, H. (2014). Reimagining the wheel: The implications of cultural diversity for mainstream theatre programming in Australia. Theatre Research International, 39(2), 133-148. doi: 10.1017/S0307883314000054

Freebody, P. (2014). The arts and literacy, 'amplified right': Hearing and reading J. S. Bach. In G. Barton (Ed.), Literacy in the arts: Retheorising learning and teaching (pp. 269-285). Dordrecht: Springer.

Freebody, P., Morgan, A-M., Comber, B., & Nixon, H. (2014). Collaborative literacy research: A middle years project. In A-M. Morgan, B. Comber, P. Freebody & H. Nixon et al (Eds.), Literacy in the middle years: Learning from collaborative classroom research (pp. 1-14). Sydney: Primary English Teachers Association Australia (PETAA).

Freebody, P., & Morgan, A-M. (2014). Curriculum-specific literacy: Expanding the repertoire. In A-M. Morgan, B. Comber, P. Freebody & H. Nixon et al (Eds.), Literacy in the middle years: Learning from collaborative classroom research (pp. 51-73). Sydney: Primary English Teachers Association Australia (PETAA).

Freebody, P., Barton, G., & Chan, E. (2014). Literacy education: "About being in the world". In C. Leung & B. V. Street (Eds.), The Routledge Companion to English studies (pp. 419-434). Abingdon, UK: Routledge.

Fryer, L., Ginns, P., & Walker, R. (2014). Between students' instrumental goals and how they learn: Goal content is the gap to mind. British Journal of Educational Psychology, 84(4), 612-630. doi: 10.1111/bjep.12052

Fryer, L., Ozono, S., Carter, P., Nakao, K., & Anderson, C. J. (2014). Instrumental reasons for studying in compulsory English courses: I didn’t come to university to study English, so why should I? Innovation in Language Learning and Teaching, 8(3), 239-256. doi: 10.1080/17501229.2013.835314

Galstaun, V., Kennedy-Clark, S., & Anderson, K. (2014). Patterns of collaboration in a pre-service teacher learn-technology-by-design project. 12th Annual Hawaii International Conference on Education, Hawaii: Hawaii International Conference on Education.

Georgakis to Groundwater-Smith

Georgakis, S., Wilson, R., & Ferguson, J. (2014). The academic achievement of elite athletes at an Australian university: Debunking the dumb jock syndrome. International Journal of Higher Education, 3(2), 120-130. doi: 10.5430/ijhe.v3n2p120

Georgakis, S., & Hitcheson, J. (2014). The 'games playing ethos' in Australian Independent Girls' Schools: From origins to the National Curriculum. Sport in Society, 17(6), 706-721. doi: 10.1080/17430437.2014.882902

Georgakis, S., & Wilson, R. (2014). Physical education in sport-obsessed Australia: Implementing dimensions of public health and sustainable development. In M-K. Chin & C. R. Edginton (Eds.), Physical education and health: Global perspectives and best practice (pp. 15-27). Urbana, IL: Sagamore Publishing LLC.

Ghafournia, N. (2014). Culture, domestic violence and intersectionality: Beyond the dilemma of cultural relativism and universalism. The International Journal of Critical Cultural Studies, 11(2), 23-32.

Ginns, P., Martin, A., Liem, G., & Papworth, B. (2014). Structural and concurrent validity of the International English Mini-Markers in an adolescent sample: Exploring analytic approaches and implications for personality assessment. Journal of Research in Personality, 53, 182-192. doi: 10.1016/j.jrp.2014.10.001

Ginns, P., Martin, A., & Papworth, B. (2014). Student Learning Theory goes (back) to (high) school. Instructional Science, 42(4), 485-504. doi: 10.1007/s11251-013-9291-4

Goodwin, N. (2014). The necessity of making mistakes in the Technology classroom. In H. Middleton (Ed.), 8th Biennial International Conference on Technology Education Research. Technology Education: Learning for Life (pp. 78-86). Sydney: Design & Technology Association of Australia (DATTA).

Goodyear, P., Jones, C., & Thompson, K. (2014). Computer-supported collaborative learning: Instructional approaches, group processes and educational designs. In J. M. Spector, M. D. Merrill, J. Elen & M. J. Bishop (Eds.), Handbook of research on educational communications and technology (pp. 439-451). New York: Springer.

Goodyear, P., Carvalho, L., & Dohn, N. (2014). Design for networked learning: Framing relations between participants' activities and the physical setting. In S. Bayne, C. Jones, M. de Laat M, T. Ryberg & C. Sinclair (Eds.), Ninth International Conference on Networked Learning 2014 (pp.137-144). Edinburgh: Networked Learning Conference Organiser.

Goodyear, P., & Carvalho, L. (2014). Framing the analysis of learning network architectures. In L. Carvalho & P. Goodyear (Eds.), The architecture of productive learning networks (pp. 48-70). New York: Routledge.

Goodyear, P., & Carvalho, L. (2014). Introduction: Networked learning and learning networks. In L. Carvalho & P. Goodyear (Eds.), The architecture of productive learning networks (pp. 3-22). New York: Routledge.

Goodyear, P. (2014). Productive learning networks: The evolution of research and practice. In L. Carvalho & P. Goodyear (Eds.), The architecture of productive learning networks (pp. 23-47). New York: Routledge.

Grant, R., MacDonald, R., Phakiti, A., & Cook, H. (2014). The importance of writing in mathematics: Quantitative analysis of U.S. English learners' academic language proficiency and mathematics achievement. In E. Stracke (Ed.), Intersections: Applied linguistics as a meeting place (pp. 208-232). Newcastle upon Tyne, United Kingdom: Cambridge Scholars Publishing.

Groundwater-Smith, S., Mayes, E., & Arya-Pinatyh, K. (2014). A bridge over troubling waters in education: The complexity of a "students as co-researchers" project. Curriculum Matters, 10, 213- 231.

Hamid to Johnston-Anderson

Hamid, O., Nguyen, H. T. M., & Baldauf Jr, R. B. (Eds.) (2014). Language planning for medium of instruction in Asia. London: Routledge.

Harbon, L. (2014). Another piece of the puzzle: Preparing pre-service language teachers for the Australian Curriculum: Languages. Babel, 48(2/3), 38-47.

Harbon, L., Lap, T. Q., & Laws, K. (2014). A five-pointed star: Enhancing explorations into English teaching in the Mekong. Pacific-Asian Education, 26(1), 45-59.

Hinton, T., Yeoman, P., Carvalho, L., Parisio, M., Day, M., Byrne, S., Bell, A., Donohoe, K., Radford, J., Tregloan, P., Poronnik, P., & Goodyear, P. (2014). Participating in the communication of science: Identifying relationships between laboratory space designs and students' activities. >||International Journal of Innovation in Science and Mathematics Education, 22(5), 30-42.

Hobson, J. (2014). How do you fill all the gaps in the dictionary? Identifying lexical development strategies for re-awakening Australian languages. In G. Zuckermann, J. Miller & J. Morley (Eds.), AustraLex 2013: Endangered Words, and Signs of Revival. Adelaide: AustraLex.

Hobson, J. (2014). Potholes in the road to an initial teacher training degree for Australian revival languages. In C. Travis, J. Hajek, C. Nettelbeck, E. Beckmann & A. Lloyd-Smith (Eds.), Practices and Policies: Current Research in Languages and Cultures Education. Selected Proceedings of the Second National LCNAU Colloquium (2013) (pp.193-206). Canberra: LCNAU (Languages & Cultures Network for Australian Universities).

Honan, E., Exley, B., Kervin, L., Simpson, A., & Wells, M. (2014). Reframing conceptions of contemporary literacy capabilities in pre-service primary teacher education. In J. Keengwe, G. Onchwari & D. Hucks (Eds.), Literacy enrichment and technology integration in pre-service teacher education (pp. 17-36). Hershey, PA: Information Science Reference.

Hu, F., Ginns, P., & Bobis, J. (2014). Does tracing worked examples enhance geometry learning? Australian Journal of Educational and Developmental Psychology, 14, 45-49.

Huber, F., & Durrant, M. (2014). The break (and summary) in Solution-Focused Brief Therapy: Its importance and client experiences. Journal of Solution-Focused Brief Therapy (JSFBT), 1(1), 61-78.

Hulsbosch, M. (2014). Pointy shoes and pith helmets: Dress and identity construction in Ambon from 1850 to 1942. Leiden: Brill.

Huxley, D., O'Connor, D., & Healey, P. (2014). An examination of the training profiles and injuries in elite youth track and field athletes. European Journal of Sport Science, 14(2), 185-192. doi 10.1080/17461391.2013.809153

Johnston-Anderson, N. (2014). Teachers' perceptions of the Professional Standards: Opportunity or constraint for the first generation of accredited teachers? Proceedings of the ATEA Annual Conference 2014 (pp. 136-154). Sydney: Australian Teacher Education Association (ATEA).

Kennedy-Clark to Low

Kennedy-Clark, S., & Thompson, K. (2014). Using multimodal discourse analysis to identify patterns of problem solving processes in a computer-supported collaborative environment. In F. Sudweeks & H. Lim (Eds.), Innovative methods and technologies for electronic discourse analysis (pp. 94-118). Hershey, PA: Information Science Reference.

Kim, M. (2014). Cultivating empathy for our neighbours beyond national and parochial borders. In X-L. Wang & R. Bernas (Eds.), People without borders: Becoming members of global communities (pp. 259-276). New York: Untested Ideas Research Centre.

Kim, M., & Chang, H. (2014). An investigation of Korean children's prejudicial attitudes toward a national tragedy in Japan. Journal of Moral Education, 43(3), 282-301. doi: 10.1080/03057240.2014.920307

Laing, L., Tolliday, D., Kelk, N., & Law, B. (2014). Recidivism following community based treatment for non-adjudicated young people with sexually abusive behaviors. Sexual Abuse in Australia and New Zealand, 6(1), 38-47.

Lammers, J., Magnifico, A., & Curwood, J. (2014). Exploring tools, places, and ways of being: Audience matters for developing writers. In K. E. Pytash & R. E. Ferdig (Eds.), Exploring technology for writing and writing instruction (pp. 186-201). Hershey: IGI Global.

Lane, R., McMaster, H., Adnum, J., & Cavanagh, M. (2014). Quality reflective practice in teacher education: A journey towards shared understanding. Reflective Practice, 15(4), 481-494. doi: 10.1080/14623943.2014.900022

Lebreton, M. (2014). Additional language teaching within the International Baccalaureate Primary Years Programme: A comparative study. Journal of Research in International Education, 13(1), 3-18. doi: 10.1177/1475240914521346

Lee, C., Ling, K., Reimann, P., Diponegoro, Y., Koh, C., & Chew, D. (2014). Dynamic scaffolding in a cloud-based problem representation system: Empowering pre-service teachers’ problem solving. Campus-Wide Information Systems, 31(5), 346-356. doi: 10.1108/CWIS-02-2014-0006

Lee, K., & Anderson, J. (2014). Who is really interested in mathematics: An investigation of lower secondary students' mathematical role models. In J. Anderson, M. Cavanagh & A. Prescott (Eds.) Curriculum in Focus: Research guided practice. 37th annual conference of the Mathematics Education Research Group of Australasia (pp. 397-404). Sydney: MERGA.

Li, H., Walker, R., & Armstrong, D. (2014). International note: Parenting, academic achievement and problem behaviour among Chinese adolescents. Journal of Adolescence, 37(4), 387-389. doi: 10.1016/j.adolescence.2014.02.014

Liem, G., Martin, A., Anderson, M., Gibson, R., & Sudmalis, D. (2014). The role of arts-related information and communication technology use in problem solving and achievement: Findings from the Programme for International Student Assessment. Journal of Educational Psychology, 106(2), 348-363. doi: 10.1037/a0034398

Low, R. (2014). 'Fulfilling their God-given talents': Neo-Calvinist 'parent-controlled' schooling and neo-liberal education policy. Crucible, 6(1), 1-13.

Low, R. (2014). Reassembling visions through visual texts: A case study of higher education through English in a Mount Druitt high school. Australasian Journal of University-Community Engagement, 9(1), 23-40.

Maasepp to Mayes

Maasepp, B., & Bobis, J. (2014). Prospective primary teachers' beliefs about mathematics. Mathematics Teacher Education and Development, 16(2), 89-107.

Macken, L., & Ginns, P. (2014). Pointing and tracing gestures may enhance anatomy and physiology learning. Medical Teacher, 36(7), 596-601. doi: 10.3109/0142159X.2014.899684

Mackenzie, J. (2014). From speech acts to semantics. Studies in Logic, Grammar and Rhetoric, 36(49), 121-142. doi: 10.2478/slgr-2014-0006

Mackenzie, J. (2014). Peers on Socrates and Plato. Educational Philosophy and Theory, 46(7), 764-777. doi: 10.1080/00131857.2013.794690

Mackenzie, J., Good, R., & Brown, J. R. (2014). Postmodernism and science education: An appraisal. In M. R. Matthews (Ed.) International handbook of research in history, philosophy and science teaching (Vol. 2, pp. 1057-1086). Dordrecht, Springer.

Markauskaite, L., & Goodyear, P. (2014). Professional work and knowledge. In S. Billett, C. Harteis & H. Gruber (Eds.), International handbook of research in professional and practice-based learning (pp. 79-106). Dordrecht: Springer.

Markauskaite, L., & Goodyear, P. (2014). Tapping into the mental resources of teachers' working knowledge: Insights into the generative power of intuitive pedagogy. Learning, Culture and Social Interaction, 3(4), 237-251. doi: 10.1016/j.lcsi.2014.01.001

Martin, A. (2014) Academic buoyancy and academic outcomes: Towards a further understanding of students with attention-deficit/hyperactivity disorder (ADHD), students without ADHD, and academic buoyancy itself. British Journal of Educational Psychology, 84(1), 86-107. doi: 10.1111/bjep.12007

Martin, A., Papworth, B., Ginns, P., & Liem, G. (2014). Boarding school, academic motivation and engagement, and psychological well-being: A large-scale investigation. American Educational Research Journal, 51(5), 1007-1049. doi: 10.3102/0002831214532164

Martin, A., Yu, K., & Hau, K-T. (2014). Motivation and engagement in the 'Asian Century': A comparison of Chinese students in Australia, Hong Kong, and Mainland China. Educational Psychology, 34(4), 417-439. doi: 10.1080/01443410.2013.814199

Martin, A., Durksen, T., Williamson, D., Kiss, J., & Ginns, P. (2014). Personal best (PB) goal setting and students’ motivation in science: A study of science valuing and aspirations. Australian Educational and Developmental Psychologist, 31(2), 85-96. doi: 10.1017/edp.2014.19

Mayes, E. (2014). The contingent conditions of ‘creativity’: (Re-)framing the assessment of creative writing with Deleuze]]. In B. Doecke, G. Parr & W. Sawyer (Eds.), Language and creativity in contemporary English classrooms (pp. 71-87). Sydney: Phoenix Education.

Mayes, E., & Sawyer, W. (2014). Teachers for a Fair Go: The teacher as researcher in low SES contexts. In S. Gannon & W. Sawyer (Eds.), Contemporary Issues of Equity in Education (pp. 155-170). Newcastle Upon Tyne, UK: Cambridge Scholars Publishing.

McCormick to Odhiambo

McCormick, A. (2014). Who are the custodians of Pacific 'post-2015' education futures? Policy discourses, education for all and the millennium development goals. International Journal of Educational Development, 39, 173-182. doi: 10.1016/j.ijedudev.2014.07.009

Meagher, G. (2014). Persistent inequalities: The distribution of money, time and care. In S. K. Schroeder & L. Chester (Eds.), Challenging the orthodoxy: Reflections on Frank Stilwells contribution to political economy (pp. 79-100). Berlin: Springer.

Mok, M., Wong, M. Y. W., Su, M. R., Tognolini, J., & Stanley, G. (2014). Personal best goal and self-regulation as predictors of mathematics achievement: A multilevel structural equation model. Asia Pacific Journal of Educational Development, 3(1), 79-91. doi: 10.6228/APJED.03.01.08

Morgan, A-M., Comber, B., Freebody, P., & Nixon, H. et al (Eds.) (2014). Literacy in the middle years: Learning from collaborative classroom research. Sydney: Primary English Teachers Association Australia (PETAA).

Murray, J., Cross, J., & Cruickshank, K. (2014). Stakeholder perceptions of IELTS as a gateway to the professional workplace: The case of employers of overseas trained teachers, 2014/1, (pp. 4 - 78). Melbourne, Australia: IDP: IELTS Australia.

Nakakoji, Y., & Wilson, R. (2014). Maths is a strong predictor of STEM attainment in first year university. In M. Sharma & A. Yeung (Eds.) 20th Annual UniServe Science Conference: Australian Conference on Science and Mathematics Education (ACSME) 2014 (pp. 149-155). Sydney: UniServe Science, University of Sydney.

Nakakoji, Y., Wilson, R., & Poladian, L. (2014). Mixed methods research on the nexus between mathematics and science. International Journal of Innovation in Science and Mathematics Education, 22(6), 61-76.

Nichols, C., & Ashe, D. (2014). Disena el Cambio: Helping Mexican school children to design a better world. In L. Carvalho & P. Goodyear (Eds.), The architecture of productive learning networks (pp. 139-151). New York: Routledge.

O’Connor, P., Anderson, M., & Mullen, M. (2014). Applied theatre: Enacting research. In R. A. Ewing & A. L. Cole (Eds.), Performing scholartistry (pp. 369-393). Nova Scotia: Backalong Books.

O’Dea, J., & Dibley, M. (2014). Prevalence of obesity, overweight and thinness in Australian children and adolescents by socioeconomic status and ethnic/cultural group in 2006 and 2012. International Journal of Public Health, 59(5), 819-828. doi: 10.1007/s00038-014-0605-3

O'Dea, J., Chiang, H., & Peralta, L. (2014). Socioeconomic patterns of overweight, obesity but not thinness persist from childhood to adolescence in a 6-year longitudinal cohort of Australian schoolchildren from 2007 to 2012. BMC Public Health, 14, 1-9. doi: 10.1186/1471-2458-14-222

Odhiambo, G. (2014). The challenges and future of public higher education leadership in Kenya. Journal of Higher Education Policy and Management, 36(2), 183-195. doi: 10.1080/1360080X.2014.884676

Odhiambo, G. (2014). Quality assurance for public higher education: context, strategies and challenges in Kenya. Higher Education Research & Development, 33(5), 978-991. doi: 10.1080/07294360.2014.890578

Odhiambo, G. (2014). Squeezed? The role, purpose and development of middle leaders in schools. Joint Australian Association for Research in Education and New Zealand Association for Research in Education (AARE/NZARE) conference 2014. Brisbane: Australian Association for Research in Education (AARE).

Odhiambo, G. (2014). Theorizing African Feminism. In P. Stroud (Ed.), Feminism: Perspectives, stereotypes/misperceptions and social implications (pp. 105-119). New York, USA: Nova Science Publishers.

Osborne to Pinto

Osborne, R. (2014). Understanding the origin and evolution of Jenolan Caves: The next steps. Proceedings of the Linnean Society of New South Wales, 136, 77-97.

O'Toole, J., Adams, R., Anderson, M., Burton, B., & Ewing, R. (Eds.) (2014). Young audiences, theatre and the cultural conversation. Dordrecht: Springer.

Palmer, J., Boon, R., & Spencer, V. (2014). Effects of concept mapping instruction on the vocabulary acquisition skills of seventh-graders with mild disabilities: A replication study. Reading and Writing Quarterly, 30(2), 165-182. doi: 10.1080/10573569.2013.818890

Paltridge, B., Starfield, S., Ravelli, L., Tuckwell, K., & Nicholson, S. (2014). Genre in the creative-practice doctoral thesis: Diversity and unity. In G. Garzone & C. Ilie (Eds.), Genres and genre theory in transition: Specialised discourses across media and modes (pp. 89-105). Florida, United States: BrownWalker Press.

Paltridge, B. (2014). What is a good research project? Language Education in Asia, 5(1), 20-27. doi: 10.5746/LEiA/14/V5/I1/A03/Paltridge

Parisio, M., Thompson, K., Richardson, T., & Srikhanta, R. (2014). One Laptop Per Child (OLPC): A small computer to serve a big cause. In L. Carvalho & P. Goodyear (Eds.), The architecture of productive learning networks (pp. 125-138). New York: Routledge.

Parker, P., Martin, A., & Dicke, T. (2014). Occupational well-being and motivation of those in the helping professions. In A. C. Michalos (Ed.), Encyclopedia of quality of life and well-being research (pp. 4461-4464). Dordrecht, Netherlands: Springer.

Parker, P., Schwendimann, B., Thompson, K., & Todd, M. (2014). The Synaptic Leap: Open science combating disease. In L. Carvalho & P. Goodyear (Eds.), The architecture of productive learning networks (pp. 193-208). New York: Routledge.

Payne, A. (2014). Observations on the calling behaviour of the Jervis Bay Tree Frog Litoria jervisiensis. Australian Zoologist, 37(2), 263-266. doi: 10.7882/AZ.2014.017

Peralta, L., O'Connor, D., Cotton, W., & Bennie, A. (2014). The effects of a community and school sport-based program on urban Indigenous adolescents’ life skills and physical activity levels: The SCP case study. Health (Irvine), 6, 2469-2480. doi: 10.4236/health.2014.618284

Peters, D. (2014). Interface design for learning: Design strategies for learning experiences. San Francisco: New Riders (imprint of Peachpit, a division of Pearson Education).

Phakiti, A. (2014). Experimental research methods in language learning. London: Bloomsbury Academic.

Phakiti, A. (2014). Questionnaire development and analysis. In A. J. Kunnan (Eds.), The companion to language assessment (pp. 1245-1261). London: John Wiley & Sons.

Phillips, R., & Goodwin, S. (2014). Third Sector social policy research in Australia: New actors, new politics. Voluntas: International Journal of Voluntary and Nonprofit Organizations, 25(3), 565-584. doi: 10.1007/s11266-013-9351-z

Phillips, R., & Cree, V. (2014). What does the 'fourth wave' mean for teaching feminism in twenty-first century social work? Social Work Education, 33(7), 930-943. doi: 10.1080/02615479.2014.885007

Pinto, A. (2014). Design and the functioning of a productive learning network. In S. Bayne, C. Jones, M. de Laat M, T. Ryberg & C. Sinclair (Eds.), Proceedings of the 9th International Conference on Networked Learning 2014 (pp. 220-227). Edinburgh: Networked Learning Conference Orgniser.

Pinto, A., Thompson, K., Jones, C., & Clow, D. (2014). iSpot: Your place to share nature. In L. Carvalho & P. Goodyear (Eds.), The architecture of productive learning networks (pp. 225-238). New York: Routledge.

Pinto, A. (2014). Networked learning: Designing for adult literacy education. Literacy and Numeracy Studies, 22(1), 21-38.

Pockett to Rosmawati

Pockett, R. (2014). 'Health in all placements' as a curriculum strategy in social work education. Social Work Education, 33(6), 731-743. doi: 10.1080/02615479.2013.874411

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Poetsch, S. (2014). Why Aboriginal languages teaching sometimes works: a view from New South Wales. In C. Travis, J. Hajek, C. Nettelbeck, E. Beckmann & A. Lloyd-Smith (Eds.), Practices and Policies: Current Research in Languages and Cultures Education. Selected Proceedings of the Second National LCNAU Colloquium (2013) (pp. 223-238). Canberra: LCNAU (Languages & Cultures Network for Australian Universities).

Pogson, R., Osborne, R., & Colchester, D. (2014). Minerals of Jenolan Caves, New South Wales, Australia: Geological and biological interactions. Proceedings of the Linnean Society of New South Wales, 136, 1-18.

Print, M. (2014). Print, M. (2014). Can resilience be built through a citizenship education curriculum? Journal of Social Science Education, 13(3), 83-89. doi: 10.2390/jsse-v13-i3-1342

Ravelli, L., Paltridge, B., & Starfield, S. (2014). Diversity in creative and performing arts doctoral writing: A way forward. In L. Ravelli, B. Paltridge & S. Starfield (Eds.), Doctoral writing in the creative and performing arts (pp. 389-406). Faringdon, UK: Libri Publishing.

Ravelli, L., Paltridge, B., & Starfield, S. (Eds.) (2014). Doctoral writing in the creative and performing arts. Faringdon, UK: Libri Publishing.

Rawsthorne, M. (2014). "Helping ourselves, helping each other": Lessons from the Aboriginal Women against Violence Project. Advances in Social Work and Welfare Education, 16(1), 7-21.

Reichert, F. (2014). Kognitive Vorbedingungen politischen Handelns bei Studierenden mit und ohne Migrationsgeschichte (Cognitive preconditions of political action among University students with and without a migration history). In K. B. Schnebel (Ed.), Europaische Minderheiten: Im Dilemma zwischen Selbstbestimmung und Integration (European Minorities: The dilemma between self-determination and integration) (pp. 201-236). Wiesbaden: Springer.

Reichert, F. (2014). The prediction of political competencies by political action and political media consumption. Journal of Social Science Education, 13(4), 95-114. doi: 10.2390/jsse-v13-i4-1340

Reimann, P., Utz, W., Unterberger, R., & Halb, W. (2014). Capturing learning over time for supporting pedagogical decision making: A process modeling approach. In E. Barbera & P. Reimann (Eds.), Assessment and evaluation of time factors in online teaching and learning (pp. 264-293). Hershey, PA: Information Science Reference.

Reimann, P., Markauskaite, L., & Bannert, M. (2014). e-Research and learning theory: What do sequence and process mining methods contribute? British Journal of Educational Technology, 45(3), 528-540. doi: 10.1111/bjet.12146

Richards, J., & Rodgers, T. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge: Cambridge University Press.

Richards, J. C., & Reppen, R. (2014). Towards a pedagogy of grammar instruction. RELC Journal, 45(1), 5-25. doi: 10.1177/0033688214522622

Rosmawati (2014). Dynamic development of complexity and accuracy: A case study in second language academic writing. Australian Review of Applied Linguistics, 37(2), 75-100.

Rosmawati (2014). Second language developmental dynamics: How dynamic systems theory accounts for issues in second language learning. Australian Educational and Developmental Psychologist, 31(1), 66-80. doi: 10.1017/edp.2013.22

Rowley to Stmadova

Rowley, J., & O'Dea, J. (2014). Enjoyment of eLearning Among Teacher Education Students in Australia. International Research in Education, 2(1), 134-144. doi: 10.5296/ire.v2i1.4794

Rowley, J., Scanlon, L., Laing, L., Smith, L., & Treleaven, L. (2014). Improving professional learning and teaching through the development of a quality process. Journal of Education and Training, 1(1), 83-104. doi: 10.5296/jet.v1i1.4612

Rowling, L., & Hazell, T. (2014). MindMatters: Implementing mental health promotion in secondary schools in Australia. In F. A. Huppert & C. L. Cooper (Eds.), Wellbeing: A Complete Reference Guide, Vol. 6 (pp. 185-219). Oxford: Wiley-Blackwell Publishing.

Sankey, D. (2014). Being and belonging: Feeling at home on planet Earth. In X-L. Wang & R. Bernas (Eds.), People without borders: Becoming members of global communities (pp. 59-76). New York: Untested Ideas Research Centre.

Scott, J., & Armstrong, A. C. (2014). Through a Freirean lens: Professional learning, faith-based schooling and liberatory education. Professional Development in Education, 40(4), 610-626. doi: 10.1080/19415257.2013.830273

Scott, J., & Armstrong, A. C. (2014). The shifting sands of centre and periphery: Education and Anglican schools in New South Wales. Power and Education, 6(2), 155-168. doi: 10.2304/power.2014.6.2.155

Simpson, A., & Walsh, M. (2014). Pedagogic conceptualisations for touch pad technologies. Australian Journal of Language and Literacy, 37(2), 128-138.

Simpson, A., & Walsh, M. (2014). Teaching reading in a digital age: Towards an understanding of pedagogic practice. In A. Goodwyn, L. Reid & C. Durrant (Eds.), International perspectives on teaching English in a globalised world (pp. 102-114). London: Routledge.

Spandagou, I. (2014). Adapting the curriculum in the school years. In K. Cologon (Eds.), Inclusive education in the early years: Right from the start (pp. 242-259). Melbourne, Vic: Oxford University Press.

Sriprakash, A., Possamai, A., & Brackenreg, E. (2014). Cosmopolitan tensions: Religious diversity in an Australian university. A E R (Australian Educational Researcher), 41(3), 227-242. doi: 10.1007/s13384-013-0123-y

Starfield, S., Paltridge, B., & Ravelli, L. (2014). Researching academic writing: What textography affords. In J. Huisman & M. Tight (Eds.), Theory and method in higher education research II (pp. 103-120). Oxford, UK: Emerald.

Stevenson, M., & Phakiti, A. (2014). The effects of computer-generated feedback on the quality of writing. Assessing Writing, 19, 51-65. doi: 10.1016/j.asw.2013.11.007

Stmadova, I., Cumming, T., Knox, M., & Parmenter, T. (2014). Building an inclusive research team: The importance of team building and skills training. Journal of Applied Research in Intellectual Disabilities, 27(1), 13-22. doi: 10.1111/jar.12076

Takayanagi to Weaver

Takayanagi, T. (2014). The complexity of literacy in Kenya: Narrative analysis of Maasai women's experiences. Compare, 44(5), 826-844. doi: 10.1080/03057925.2013.806163

Thompson, K., Kennedy-Clark, S., Markauskaite, L., & Southavilay, V. (2014). Discovering processes and patterns of learning in collaborative learning environments using multi-modal discourse analysis. Research and Practice in Technology Enhanced Learning, 9(2), 215-240.

Thompson, K., Kennedy-Clark, S., Wheeler, P., & Kelly, N. (2014). Discovering indicators of successful collaboration using tense: Automated extraction of patterns in discourse. British Journal of Educational Technology, 45(3), 461-470. doi: 10.1111/bjet.12151

Thompson, K., & Markauskaite, L. (2014). Identifying group processes and affect in learners: A holistic approach to assessment in virtual worlds in higher education. In S. Kennedy-Clark, K. Everett & P. Wheeler (Eds.), Cases on the assessment of scenario and game-based virtual worlds in higher education (pp. 175-205). Hershey: IGI Global.

Tregeagle, S., & Voigt, L. (2014). Out-of-home care - The ongoing challenge for legal and social systems to enhance children's welfare. In S. Rice & A. Day (Eds.), Social work in the shadow of the law (4th ed., pp. 288-304). Sydney: Federation Press.

Uddin, M., Thompson, K., Schwendimann, B., & Piraveenan, M. (2014). The impact of study load on the dynamics of longitudinal email communications among students. Computers and Education, 72, 209-219. doi: 10.1016/j.compedu.2013.11.007

Vinson, T., & Ericson, M. (2014). The social dimensions of happiness and life satisfaction of Australians: Evidence from the World Values Survey. International Journal of Social Welfare, 23(3), 240-253. doi: 10.1111/ijsw.12062

Voola, A., & Voola, R. (2014). Poverty alleviation whilst making profits: "Voices" from the base of the pyramid. In S. Rundle-Thiele, K. Kubacki & D. Arli (Eds.), Australian and New Zealand Marketing Academy Conference, ANZMAC 2014 (pp. 1309-1315). Brisbane: Anzmac.

Walsh, M., & Simpson, A. (2014). Exploring literacies through touch pad technologies: The dynamic materiality of modal interactions. Australian Journal of Language and Literacy, 37(2), 96-106.

Wang, X. (2014). The relationship between lexical diversity and EFL writing proficiency. University of Sydney Papers in TESOL, 9, 65-88.

Wardak, D., Parker, P., & Shaw, T. (2014). ISQua Knowledge: Fostering a sense of community for the emerging field of quality in health care. In L. Carvalho & P. Goodyear (Eds.), The architecture of productive learning networks (pp. 181-192). New York: Routledge.

Way, J. (2014). Using self-assessed online discussion to stimulate reflection on mathematics education by Pre-service teachers. The International Journal of Learning in Higher Education, 20(4), 61-74.

Weaver, H. (2014). "The Teacher's Unexpected Bath": Plumbing the meaning of mayhem in the celluloid schoolroom. History of Education Quarterly, 54(2), 145-171. doi: 10.1111/hoeq.12055

Weber to Yuan

Weber, L., Fishwick, E., & Marmo, M. (2014). Crime, justice and human Rights. London: Palgrave Macmillan.

Welch, A., & Hao, J. (2014). Hai Gui and Hai Dai: The job-seeking experiences of high-skilled returnees to China. In K. H. Mok & K. M. Yu (Eds.), Internationalization of higher education in East Asia: Trends of student mobility and impact on education governance (pp. 90-114). London: Routledge.

Welch, A. (2014). Richer relations? Four decades of ASEAN-Australia relations in higher education. In S. P. Wood & B. He (Eds.), The Australia-ASEAN dialogue: Tracing 40 years of partnership (pp. 145-166). New York: Palgrave Macmillan.

Werkhoven, T., Cotton, W., & Russell, K. (2014). Pre-service health and physical education teachers' obesity-related nutrition knowledge and food habits. Journal of the Home Economics Institute of Australia, 21(3), 2-11.

Wettewa, V. (2014). Global schools for local students? The case of Sri Lankan international schools. In L. Gomez Chova, A. Lopez Martínez & I. Candel Torres (Eds.), EDULEARN14: 6th International Conference on Education and New Learning Technologies. Proceedings. (pp. 2304-2313). Barclona: IATED.

Wilkinson, L. (2014). In praise of anxiety in the field. Journal of Artistic and Creative Education, 8(1), 90-114.

Wilkinson, L. (2014). Shafts of light: Stepping out of history's shadow. In R. Ewing & A. Cole (Eds.), Performing scholartistry (pp. 298-323). Nova Scotia: Backalong Books.

Wilkinson, L. (2014). Today we're alive: Stories from the memorial to the Myall Creek massacre. Brisbane: Playlab.

Willmett, G., & Curwood, J. (2014). iLiterate: Exploring iPads, multimodality, and writing pedagogy in secondary English. In R.S. Anderson & C. Mims (Eds.), Handbook of research on digital tools for writing instruction in K-12 settings (pp. 243-258). Hershey: IGI Global.

Wilson, R., & Mack, J. (2014). Declines in high school mathematics and science participation: Evidence of students' and future teachers' disengagement with maths. International Journal of Innovation in Science and Mathematics Education, 22(7), 35-48.

Wood, P., Evans, D., & Spandagou, I. (2014). Attitudes of principals towards students with disruptive behaviour: An Australian perspective. Australasian Journal of Special Education, 38(1), 14-33. doi: 10.1017/jse.2014.5

Woodrow, L. (2014). Writing about quantitative research in applied linguistics. Basingstoke: Palgrave Macmillan.

Yager, Z., & O’Dea, J. (2014). Relationships between body image, nutritional supplement use, and attitudes towards doping in sport among adolescent boys: Implications for prevention programs. Journal of the International Society of Sports Nutrition, 11, 1-8. doi: 10.1186/1550-2783-11-13

Yeoman, P., & Carvalho, L. (2014). Material entanglement in a primary school learning network. In S. Bayne, C. Jones, M. de Laat M, T. Ryberg & C. Sinclair (Eds.), Ninth International Conference on Networked Learning 2014 (pp.331-338). Edinburgh: Networked Learning Conference Organiser.

Yuan, Y., & Shen, H. (2014). Computer assisted instruction and digital learning resources through the lens of Chinese university English learners. British Journal of Education, Society & Behavioural Science, 4(6), 884-856. doi: 10.9734/BJESBS/2014/8803

Yuan, Y. (2014). Pragmatics, perceptions and strategies in Chinese College English learning. Shanghai: Fudan University Press.

Yuan, Y., & Shen, H. (2014). Research on scholar entrepreneurs of cross-cultural backgrounds. Journal of Hebei Polytechnic University (Social Science Edition), 14(2), 42-47.