Research publications 2015

Research Grants - 2015 Archive

Page archived at: Fri, 16 December 2016

Alphabetically, by author

Agostinho to Brownlee

Agostinho, S., Tindall-Ford, S., Ginns, P., Howard, S., Leahy, W., & Paas, F. (2015). Giving learning a helping hand: Finger tracing of temperature graphs on an iPad. Educational Psychology Review, 27(3), 427-443. doi: 10.1007/s10648-015-9315-5

Aharonov, Y. (2015). The educational mission of the Shaliach: A case study in Australia. Journal of Jewish Education, 81(2), 189-211. doi: 10.1080/15244113.2015.1027869

Allender, T. (2015). History lessons from the Antipodes: Teaching History didactics in Australia. In E. Erdmann & W. Hasberg (Eds.), History teacher education: Global interrelations (pp. 213-228). Schwalbach: Wochenschau Verlag.

Anderson, M. (2015). Drama, creativity and learning. In S. Schonmann (Ed.), International yearbook for research in arts education 3/2015: The wisdom of the many - key issues in arts education (pp. 235-240). Munster: Waxmann.

Anderson, M. (2015). Encountering the unexpected and extending the horizons of expectation: An autoethnographic exploration of developing teaching practice. In Peter Duffy (Ed.), A reflective practitioner's guide to (mis)adventures in drama education - or - what was I thinking? (pp. 171-182). Bristol: Intellect.

Anderson, M., & Roche, C. (Eds.) (2015). The state of the art: Teaching drama in the 21st century. Sydney: Sydney University Press.

Araya, J., Bennie, A., & O'Connor, D. (2015). Understanding performance coach development: Perceptions about a postgraduate coach education program. International Sport Coaching Journal, 2(1), 3-14. doi: 10.1123/iscj.2013-0036

Bagnall, N. (2015). Global identity in multicultural and international educational contexts: Student identity formation in international schools. Abingdon, Oxon: Routledge.

Bagnall, N., Wilson, R., & Hu, F. (2015). Science in the Primary Years Programme: Alignment between the International Baccalaureate and the national Australian Curriculum. Singapore, Singapore: International Baccalaureate Organisation.

Bloomfield, D., & Nguyen, H. T. M. (2015). Creating and sustaining professional learning partnerships: Activity theory as an analytic tool. Australian Journal of Teacher Education, 40(11), 22-44. doi: 10.14221/ajte.2015v40n11.2

Bottrell, D. (2015). Schools and communities fit for purpose. In H. Proctor, P. Brownlee & P. Freebody (Eds.), Controversies in education: Orthodoxy and heresy in policy and practice (pp. 27-38). Cham: Springer.

Brooks, A. (2015). Torture and terror post-9/11: The role of social work in responding to torture. International Social Work, 58(2), 320-331. doi: 10.1177/0020872813487932

Brownlee, P., & Freebody, P. (2015). Who are the heretics? In H. Proctor, P. Brownlee & P. Freebody (Eds.), Controversies in education: Orthodoxy and heresy in policy and practice (pp. 207-216). Cham: Springer.

Burns to Collie

Burns, K., & Davies, C. (2015). Constructions of young women's health and wellbeing in neoliberal times: A case study of the HPV vaccination program in Australia. In K. Wright & J. McLeod (Eds.), Rethinking youth wellbeing: Critical perspectives (pp. 71-89). Singapore: Springer.

Callow, J., & Orlando, J. (2015). Enabling exemplary teaching: A framework of student engagement for students from low socio-economic backgrounds with implications for technology and literacy practices. Pedagogies: an international journal, 10(4), 349-371. doi: 10.1080/1554480X.2015.1066678

Calvo, R., Peters, D., & D’Mello, S. (2015). When technologies manipulate our emotions – Implications of the Facebook emotions study. Communications of the ACM, 58(11), 41-42. doi: 10.1145/2746227

Campbell, A., Amon, K., Nguyen, M., Cumming, S., Selby, H., Lincoln, M., Neville, V., Bhullar, N., Magor-Blatch, L., Oxman, L., Gonczi, A., et al (2015). Virtual world interview skills training for students studying health professions. Journal of Technology in Human Services, 33(2), 156-171. doi: 10.1080/15228835.2015.1022682

Campbell, C. (2015). Making the middle class: Schooling and social class formation. History of Education Review, 44(1), 54-70. doi: 10.1108/HER-02-2014-0007

Campbell, C., & Whitehead, K. (2015). Thinking historically about the schooling of young people in the 'middle years'. In S. Groundwater-Smith & N. Mockler (Eds.), Big fish, little fish: Teaching and learning in the middle years (pp. 15-26). Melbourne: Cambridge University Press.

Carvalho, L., Dong, A. & Maton, K. (2015). Foregrounding knowledge in e-learning design: An illustration in a museum setting. Australasian Journal of Educational Technology, 31(3), 328-348.

Charlesworth, S., Baines, D., & Cunningham, I. (2015). 'If I had a family, there is no way that I could afford to work here': Juggling paid and unpaid care work in social services. Gender, Work and Organization, 22(6), 596-613. doi: 10.1111/gwao.12111

Chia, Y. (2015). Education, culture and the Singapore developmental state: 'World-soul' lost and regained? Basingstoke: Palgrave Macmillan.

Clement, N., Lovat, T., Holbrook, A., Kiley, M., Bourke, S., Paltridge, B., Starfield, S., Fairbairn, H., & McInerney, D. (2015). Exploring doctoral examiner judgements through the lenses of Habermas and epistemic cognition. In J. Huisman & M. Tight (Ed.), Theory and method in higher education research (Vol. 1, pp. 213-233). Bingley: Emerald.

Collie, R., Martin, A., Malmberg, L., Hall, J., & Ginns, P. (2015). Academic buoyancy, student's achievement, and the linking role of control: A cross-lagged analysis of high school students. British Journal of Educational Psychology, 85(1), 113-130. doi: 10.1111/bjep.12066

Connell to Cranitch

Connell, R., & Pearse, R. (2015). Gender and environmental change. In R. Connell & R. Pearse (Eds.), Gender: In world perspective (3rd ed., pp. 112-129). Cambridge, United Kingdom: Polity Press.

Connell, R., & Pearse, R. (2015). Gender: In world perspective (3rd ed.). Cambridge, United Kingdom: Polity Press.

Connell, R. (2015). Género e corporificação na sociedade mundial [Gender and embodiment in world society]. Revista Lusófono de Estudos Culturais, 3(1), 289-295.

Connell, R. (2015). Hégémonie, masculinité, colonialité [Hegemony, masculinity, coloniality]. Genre, sexualité & société, 13 (Spring), 1-19. doi: 10.4000/gss.3429

Connell, R. (2015). Markets all around: Defending education in a neoliberal time. In H. Proctor, P. Brownlee & P. Freebody (Eds.), Controversies in education: Orthodoxy and heresy in policy and practice (pp. 181-197). Cham: Springer.

Connell, R. (2015). Masculinities: The field of knowledge. In Stefan Horlacher (Ed.), Configuring masculinity in theory and literary practice (pp. 39-51). Leiden, The Netherlands: Brill.

Connell, R. (2015). Meeting at the edge of fear: Theory on a world scale. Feminist Theory: an international interdisciplinary journal, 16(1), 49-66. doi: 10.1177/1464700114562531

Connell, R. (2015). Setting sail: The making of sociology in Australia, 1955–75. Journal of Sociology, 51(2), 354-369. doi: 10.1177/1440783314532174

Connors, L., & McMorrow, J. (2015). Imperatives in schools funding: Equity, sustainability and achievement. Vic., Australia: ACER Press

Cope, J. (2015). From critical analysis to critical literacy in ESP: Developing skills for greater understanding of UK, US and Australian English texts. In P. N. Shrestha (Ed.), Current developments in English for academic and specific purposes: Local innovations and global perspectives (pp. 9-26). Reading: Garnet Education.

Corcoran, T., Rowling, L., & Wise, M. (2015). The potential contribution of Intermediary Organizations for implementation of school mental health. Advances in School Mental Health Promotion, 8(2), 57-70. doi: 10.1080/1754730X.2015.1019688

Cox, R., O’Brien, K., Walsh, M., & West, H. (2015). Working with multilingual learners and vocabulary knowledge for secondary schools: Developing word consciousness. English in Australia, 50(1), 77-84.

Cranitch, M. (2015). Refugees bring home more than they can carry. In J. Hammond & J. Miller (Eds.), Classrooms of possibility: Supporting at-risk EAL students (pp. 11-30). Sydney: Primary English Teachers Association Australia (PETAA).

Crook to Dong

Crook, S., Sharma, M., & Wilson, R. (2015). Comparison of technology use between biology and physics teachers in a 1:1 laptop environment. Contemporary issues in technology & teacher education, 15(2), 126-160.

Crook, S., Sharma, M., & Wilson, R. (2015). An evaluation of the impact of 1:1 laptops on student attainment in senior high school sciences. International Journal of Science Education, 37(2), 272-293. doi: 10.1080/09500693.2014.982229

Cruickshank, K. (2015). Community languages schools: the importance of context in understanding hybrid identities. In D. N. Djenar, A. Mahboob & K. Cruickshank (Eds.), Language and identity across modes of communication (pp. 83-105). Berlin: Mouton de Gruyter.

Cruickshank, K. (2015). A framework for inclusion: Plurilingual teachers in day and community schools. Australian Review of Applied Linguistics, 38(3), 155-171.

Curwood, J., & O'Grady, A. (2015). Answering the call: Reflections on professional learning and English teaching. English in Australia, 50(3), 31-34.

Curwood, J., Tomitsch, M., Thomson, K., & Hendry, G. (2015). Professional learning in higher education: Understanding how academics interpret student feedback and access resources to improve their teaching. Australasian Journal of Educational Technology, 31(5), 556-571.

Dalton, B., Wilson, R., Evans, J., & Cochrane, S. (2015). Australian Indigenous youth's participation in sport and associated health outcomes: Empirical analysis and implications. Sport Management Review, 18(1), 57-68. doi: 10.1016/j.smr.2014.04.001

Davis, B., Torr, J., & Degotardi, S. (2015). Infants and toddlers: How visible are they in the Early Years Learning Framework? International Journal of Child Care and Education Policy, 9, 1-14. doi: 10.1186/s40723-015-0014-y

Djenar, D., Mahboob, A., & Cruickshank, K. (2015). Identity and mode as a frame for understanding social meanings. In D. N. Djenar, A. Mahboob & K. Cruickshank (Eds.), Language and identity across modes of communication (pp. 1-13). Berlin: Mouton de Gruyter.

Djenar, D., Mahboob, A., & Cruickshank, K. (Eds.) (2015). Language and identity across modes of communication. Berlin: Mouton de Gruyter.

Dong, A., Maton, K., & Carvalho, L. (2015). The structuring of design knowledge. In P. A. Rodgers & J. Yee (Eds.), The Routledge companion to design research (pp. 38-49). Abingdon, Oxon: Routledge.

Dudley to Freebody

Dudley, D., Pearson, P., Okely, A., & Cotton, W. (2015). Recommendations for policy and practice of physical education in culturally and linguistically diverse Australian secondary schools based on a two-year prospective cohort study. School Psychology International, 36(2), 172-188. doi: 10.1177/0143034314566489

Dudley, D., Cotton, W., & Peralta, L. (2015). Teaching approaches and strategies that promote healthy eating in primary school children: A systematic review and meta-analysis. International Journal of Behavioral Nutrition and Physical Activity, 12, 1-26. doi: 10.1186/s12966-015-0182-8

Dudley, D., Peralta, L., Cotton, W., & Baxter, D. (2015). Teaching healthy eating to primary school students: A review of evidence and best practice.. Sydney, Australia: NSW Department of Education and Communities.

Dunston, R., Forman, D., Matthews, L., Nicol, P., Pockett, R., Rogers, G., Steketee, C., & Thistlethwaite, J. (2015). Utilising curriculum renewal as a way of leading cultural change in Australian health professional education. In D. Forman, M. Jones & J. Thistlethwaite (Eds.), Leadership and collaboration: Further developments for interprofessional education (pp. 121-134). Basingstoke, United Kingdom: Palgrave Macmillan.

Evans, D. (2015). Curriculum adaptations. In A. Ashman (Ed.), Education for inclusion and diversity (5th ed.) (pp. 102-128). Melbourne: Pearson Australia.

Evans, J., Wilson, R., Dalton, B., & Georgakis, S. (2015). Indigenous participation in Australian sport: The perils of the ‘panacea’ proposition. Cosmopolitan Civil Societies: An Interdisciplinary Journal, 7(1), 53-79. doi: 10.5130/ccs.v7i1.4232

Ewing, R. (2015). Dramatic play and process drama: Towards a collective zone of proximal development to enhance language and literacy. In S. Davis, H. G. Clemson, B. Ferholt, S-M. Jansson & A. Marjanovic-Shane (Eds.), Dramatic interactions in education: Vygotskian and sociocultural approaches to drama, education and research (pp. 135-152). New York: Bloomsbury Academic.

Ewing, R., Manuel, J., & Mortimer, A. (2015). Imaginative children's literature, educational drama and creative writing. In J. Turbill, G. Barton & C. Brock (Eds.), Teaching writing in today's classrooms: Looking back to look forward (pp. 107-122). Norwood, South Australia: Australian Literacy Educators' Association.

Ewing, R., Gibson, R., Campbell, V., Saunders, J., & Hristofski, H. (2015). School drama: Towards state of the art in drama professional learning? In M. Anderson & C. Roche (Eds.), The state of the art: Teaching drama in the 21st century (pp. 25-48). Sydney: Sydney University Press.

Fawcett, B., & Pockett, R. (2015). Turning ideas into research: Theory, design & practice. London: Sage Publications.

Freebody, K. (2015). Building new social movements: The politics of responsibility and accountability in school-community relationships. In H. Proctor, P. Brownlee & P. Freebody (Eds.), Controversies in education: Orthodoxy and heresy in policy and practice (pp. 105-112). Cham: Springer.

Freeman to Ginns

Freeman, D., Katz, A., Gomez, P., & Burns, A. (2015). English-for-teaching: Rethinking teacher proficiency in the classroom. ELT Journal: an international journal for teachers of English to speakers of other languages, 69(2), 129-139. doi: 10.1093/elt/ccu074

Gallagher, T., Fisher, D., Lapp, D., Rowsell, J., Simpson, A., McQuirter Scott, R., Walsh, M., Ciampa, K., & Saudelli, M. (2015). International perspectives on literacy learning with iPads. Journal of Education, 195(3), 15-25.

Garaty, J., Hughes, L., & Brock, M. (2015). Seeking the voices of Catholic Teaching Sisters: Challenges in the research process. History of Education Review, 44(1), 71-84. doi: 10.1108/HER-03-2014-0022

Gardiner, P. (2015). What's wrong with the way we teach playwriting? In M. Anderson & C. Roche (Eds.), The state of the art: Teaching drama in the 21st century (pp. 109-128). Sydney: Sydney University Press.

Gardiner, P., & Anderson, M. (2015). Why playwriting? Dealing with the 'big issues' and empowering student voices. NJ-Drama Australia Journal, 39(2), 122-134. doi: 10.1080/14452294.2015.1128303

Georgakis, S., Evans, J., & Warwick, L. (2015). The academic achievement of elite athletes at Australian schools. Journal of Education and Training Studies, 3(1), 84-97. doi: 10.11114/jets.v3i1.616

Georgakis, S., Wilson, R., & Evans, J. (2015). Authentic assessment in physical education: A case study of Game Sense pedagogy. The Physical Educator, 72(1), 67-86.

Gibson, R. (2015). Dali's 'false memories' of fashion. In R. Gibson (Ed.), The memory of clothes (pp. 97-104). Rotterdam: Sense Publishers.

Gibson, R., Dufficy, P., Smith, D., Coy, L., & Barnes, J. (2015). A history of men's suits: An interlude. In R. Gibson (Ed.), The memory of clothes (pp. 81-86). Rotterdam: Sense Publishers.

Gibson, R. (2015). Into my mother's wardrobe. In R. Gibson (Eds.), The memory of clothes, (pp. 17-21). Rotterdam: Sense Publishers.

Gibson, R. (Ed.) (2015). The memory of clothes. Rotterdam: Sense Publishers.

Gibson, R., Fleming, J., Anderson, M., Martin, A., & Sudmalis, D. (2015). Testing times for the arts. Asia-Pacific Journal for Arts Education, 14(1), 1-27.

Ginns, P., Loughland, A., Tierney, R., Fryer, L., Amazan, R., & McCormick, A. (2015). Evaluation of the Learning to Teach for Social Justice–Beliefs Scale in an Australian context. Higher Education Research & Development, 34(2), 311-323. doi: 10.1080/07294360.2014.956701

Goodwin to Groundwater-Smith

Goodwin, N. (2015). "More sausage and less sizzle": The effectiveness of product design experts mentoring pre-service technology teacher education students. In M. Chatoney (Ed.), Plurality and complementarity of approaches in design and technology education (PATT29) (pp. 161-166). Marseilles, France: Presses Universitaires de Provence.

Goodwin, N. (2015). Where do design insights come from and how can they be nurtured in the technology classroom. In M. Chatoney (Ed.), Plurality and complementarity of approaches in design and technology education (PATT29) (pp. 167-172). Marseilles, France: Presses Universitaires de Provence.

Goodwin, S., & Phillips, R. (2015). The marketisation of human services and the expansion of the not-for-profit sector. In G. Meagher & S. Goodwin (Eds.), Markets, rights and power in Australian social policy (pp. 97-113). Sydney: Sydney University Press.

Goodwin, S., & Phillips, R. (2015). Policy capacity in the community sector. In B. Head & K. Crowley (Eds.), Policy analysis in Australia (pp. 245-258). Bristol: Policy Press.

Goodyear, P., Thompson, K., Ashe, D., Pinto, A., Carvalho, L., Parisio, M., Parker, P., Schwendimann, B., Wardak, D., & Yeoman, P. (2015). Analysing the structural properties of learning networks: Architectural Insights into Buildable Forms. In M. Maina, B. Craft & Y. Mor (Eds.), The art & science of learning design (pp. 15-29). Rotterdam: Sense Publishers.

Goulding, J. (2015). Improving online source analysis in history education: Trialling the Ethos model. Historical Encounters: A journal of historical consciousness, historical cultures, and history education, 2(1), 89-101.

Groundwater-Smith, S., & Mockler, N. (Eds.) (2015). Big fish, little fish: Teaching and learning in the middle years. Melbourne, Australia: Cambridge University Press.

Groundwater-Smith, S., & Mockler, N. (2015). Challenges for teaching and learning in the middle years. In S. Groundwater-Smith & N. Mockler (Eds.), Big fish, little fish: Teaching and learning in the middle years (pp. 3-14). Melbourne, Australia: Cambridge University Press.

Groundwater-Smith, S. (2015). A fair go and student agency in the middle years classroom. S. Groundwater-Smith & N. Mockler (Eds.), Big fish, little fish: Teaching and learning in the middle years (pp. 63-76). Melbourne, Australia: Cambridge University Press.

Groundwater-Smith, S., Dockett, S., & Bottrell, D. (2015). Participatory research with children and young people. London: Sage Publications.

Groundwater-Smith, S., & Mockler, N. (2015). Practice architecture in the middle years of schooling: Understanding difference and diversity. In A. Macfarlane, S. Macfarlane and M. Webber (Eds.), Sociocultural realities: Exploring new horizons, (pp. 117-134). Christchurch: Canterbury University Press.

Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2015). Teaching: Challenges and dilemmas (5th ed.). South Melbourne: Cengage Learning.

Groundwater-Smith, S., & Mockler, N. (2015). Why global policies fail disengaged young people at the local level. In H. Proctor, P. Brownlee & P. Freebody (Eds.), Controversies in education: Orthodoxy and heresy in policy and practice (pp. 139-148). Cham: Springer.

Han to Janssen

Han, F. (2015). Word recognition research in foreign language reading: A systematic review. University of Sydney Papers in TESOL, 10, 57-91.

Harbon, L., & Moloney, R. (2015). Intercultural and multicultural, Awkward companions: The case in schools in New South Wales, Australia. In H. Layne, V. Tremion & F. Dervin (Eds.), Making the most of intercultural education (pp. 15-33). Newcastle Upon Tyne: Cambridge Scholars Publishing.

Hayes, D., & Skattebol, J. (2015). Education and the politics of belonging: Attachments and actions. In J. Wyn & H. Cahill (Eds.), Handbook of children and youth studies (pp. 517-528). Singapore: Springer Science+Business Media.

Holmes, K., & Mockler, N. (2015). Ongoing professional learning. In M. Henderson & G. Romeo (Eds.), Teaching and digital technologies: Big issues and critical questions (pp. 332-345). Melbourne: Cambridge University Press.

Hu, F., Ginns, P., & Bobis, J. (2015). Getting the point: Tracing worked examples enhances learning. Learning and Instruction, 35, 85-93. doi: 10.1016/j.learninstruc.2014.10.002

Hughes, J. (2015). Theory into practice in Australian progressive education: The Enmore Activity School. History of Education Review, 44(1), 115-127.

Humphries, S., & Burns, A. (2015). 'In reality it's almost impossible': CLT-oriented curriculum change. ELT Journal: an international journal for teachers of English to speakers of other languages, 69(3), 239-248. doi: 10.1093/elt/ccu081

Jacobson, M. (2015). Authentic problem solving and learning: Lessons learned and moving forward. In Y. H. Cho, I. S. Caleon & M. Kapur (Eds.), Authentic problem solving and learning in the 21st century: Perspectives from Singapore and beyond (pp. 347-354). Singapore: Springer Science+Business Media.

Jacobson, M. (2015). Education as a complex system: Implications for educational research policy. In B. A. Furtado, P. A. M. Sakowski & M. H. Tóvolli (Eds.), Modeling complex systems for public policies (pp. 301 - 314). Brasilia, Brazil: Institute of Applied Economic Research (IPEA).

Jacobson, M., Kim, B., Pathak, S., & Zhang, B. (2015). To guide or not to guide: Issues in the sequencing of pedagogical structure in computational model-based learning. Interactive Learning Environments, 23(6), 715-730. doi: 10.1080/10494820.2013.792845

Jacobson, M., & Markauskaite, L. (2015). Understanding complex systems and climate change: Learning designs With agent-based models, productive failure, and analogical encoding. 2015 Annual Meeting of the American Educational Research Association. Washington, DC: AERA.

Janssen, A., Shaw, T., Goodyear, P., Kerfoot, B., & Bryce, D. (2015). A little healthy competition: Using mixed methods to pilot a team-based digital game for boosting medical student engagement with anatomy and histology content. BMC Medical Education, 15(1), 1-10. doi: 10.1186/s12909-015-0455-6

Jefferson to Lodge

Jefferson, M. (2015). The power of drama pedagogy and research to open doors: dwelling in the house of possibility. In M. Anderson C. Roche (Eds.), The state of the art: Teaching drama in the 21st century (pp. 1-23). Sydney: Sydney University Press.

Jung, Y., Lee, S., & Phillips, R. (2015). The influence of ideational contests of social policy on government welfare efforts. Asia Pacific Journal of Social Work and Development, 25(2), 57-67. doi: 10.1080/02185385.2015.1049651

Kelly, N., Thompson, K., & Yeoman, P. (2015). Theory-led design of instruments and representations in learning analytics: Developing a novel tool for orchestration of online collaborative learning. Journal of Learning Analytics, 2(2), 14-43. doi: 10.18608/jla.2015.22.3

Khosronejad, M., Reimann, P., & Markauskaite, L. (2015). Implied identity: A conceptual framework for exploring engineering professional identity practices in higher education . In M. DeAntonio (Ed.), Frontiers in Education Conference (FIE) 2015 (pp. 1434-1437). Piscataway: (IEEE) Institute of Electrical and Electronics Engineers.

Kim, M. (2015). Cultural difference and shared values: A critical perspective on being a good citizen, east and west. In M. Print & C. Tan (Eds.), Educating "good" citizens in a globalising world for the twenty-first century (pp. 65-79). Rotterdam: Sense Publishers.

Kummerfeld, R. (2015). Ethel A. Stephens' "at home": Art education for girls and women. History of Education Review, 44(2), 203-218. doi: 10.1108/HER-04-2013-0013.

Lee, K., & Anderson, J. (2015). Gender differences in mathematics attitudes in coeducational and single sex secondary education . In M. Marshman, V. Geiger & A. Bennison (Eds.), Mathematics education in the margins - Proceedings of the 38th annual conference of the Mathematics Education Research Group of Australasia (pp. 357-364). Sunshine Coast, Australia: MERGA.

Light, R., Evans, J., Harvey, S., & Hassanin, R. (2015). Advances in rugby coaching: An holistic approach. Abingdon: Routledge

Light, R., & Evans, J. (2015). Putting habitus to work in research on how coaches learn through experience: Identifying a coaching habitus. In L. Hunter, W. Smith & E. Emerald (Eds.), Pierre Bourdieu and physical culture (pp. 65-73). Abingdon: Routledge

Limbu, L., & Markauskaite, L. (2015). How do learners experience joint writing: University students' conceptions of online collaborative writing tasks and environments. Computers & Education, 82, 393-408. doi: 10.1016/j.compedu.2014.11.024

Lin, C-C. C. (2015). L2 word processing: A review from a word form perspective. University of Sydney Papers in TESOL, 10, 129-154.

Lodge, Jason M., & Lewis, M. (2015). Professional learning through MOOCs?: A trans-disciplinary framework for building knowledge, inquiry, and expertise. In E. McKay & J. Lenarcic (Eds.), Macro-level learning through massive open online courses (MOOCS) : Strategies and predictions for the future (pp. 48-60). Hershey: IGI Global.

Loughland to Martin

Loughland, A., & Kilpatrick, L. (2015). Formative assessment in primary science. Education 3-13, 43(2), 128-141. doi: 10.1080/03004279.2013.767850

Lovat, T., Holbrook, A., Bourke, S., Fairbairn, H., Kiley, M., Paltridge, B., & Starfield, S. (2015). Examining doctoral examination and the question of the Viva. Higher Education Review, 47(3), 5-23.

Low, R. (2015). Digitised necrophilia: Technology and psychosocial orientations in the age of ISIS and drone warfare. In B. Ploderer, M. Carter, M. Gibbs, W. Smith & F. Vetere (Eds.), Proceedings of the 27th Australian Computer-Human Interaction Conference (OzCHI 2015) (pp. 227-230). New York: Association for Computing Machinery (ACM).

Lu, Y., & Curwood, J. (2015). Update your status: Exploring pre-service teacher identities in an online discussion group. Asia-Pacific Journal of Teacher Education, 43(5), 438-449. doi: 10.1080/1359866X.2014.960802

Magnifico, A., Curwood, J., & Lammers, J. (2015). Words on the screen: Broadening analyses of interactions among fanfiction writers and reviewers. Literacy, 49(3), 158-166. doi: 10.1111/lit.12061

Manuel, J., & Carter, D. (2015). Current and historical perspectives on Australian teenagers' reading practices and preferences. Australian Journal of Language and Literacy, 38(2), 115-128.

Markauskaite, L., & Wardak, D. (2015). Research students’ conceptions of the role of information and communication technologies in educational technology research. Australasian Journal of Educational Technology, 31(4), 421-438.

Martin, A. (2015). Are these testing times, or is it a time to test? Considering the place of tests in students’ academic development . In H. Proctor, P. Brownlee & P. Freebody (Eds.), Controversies in education: Orthodoxy and heresy in policy and practice (pp. 55-62). Cham: Springer.

Martin, A., Way, J., Bobis, J., & Anderson, J. (2015). Exploring the ups and downs of mathematics engagement in the middle years of school. The Journal of Early Adolescence, 35(2), 199-244. doi: 10.1177/0272431614529365

Martin, A., Yu, K., Papworth, B., Ginns, P., & Collie, R. (2015). Motivation and engagement in the United States, Canada, United Kingdom, Australia, and China: Testing a multi-dimensional framework. Journal of Psychoeducational Assessment , 33(2), 103-114. doi: 10.1177/0734282914546287

Martin, A., Papworth, B., Ginns, P., Malmberg, L., Collie, R., & Calvo, R. (2015). Real-time motivation and engagement during a month at school: Every moment of every day for every student matters. Learning and Individual Differences, 38, 26-35. doi: 10.1016/j.lindif.2015.01.014

Martin, A., Ghasemi-Nejad, M., Colmar, S., Liem, G., & Collie, R. (2015). The role of adaptability in promoting control and reducing failure dynamics: A mediation model. Learning and Individual Differences , 38, 36-43. doi: 10.1016/j.lindif.2015.02.004

Martin, A. (2015). Teaching academically at risk students in middle school: The roles of explicit instruction and guided discovery learning. In S. Groundwater-Smith & N. Mockler (Eds.), Big fish, little fish: Teaching and learning in the middle years (pp. 29-43). Melbourne, Australia: Cambridge University Press.

Martinez-Maldonado to Mills

Martinez-Maldonado, R., Pardo, A., Mirriahi, N., Yacef, K., Kay, J., & Clayphan, A. (2015). The LATUX workflow : Designing and deploying awareness tools in technology-enabled learning settings. In P. Blikstein, A. Merceron & G. Siemens (Eds.), Proceedings of the Fifth International Conference on Learning Analytics And Knowledge (LAK15) (pp. 1-10). New York: Association for Computing Machinery (ACM).

Martinez-Maldonado, R., Goodyear, P., Dimitriadis, Y., Thompson, K., Carvalho, L., Prieto, L., & Parisio, M. (2015). Learning about collaborative design for learning in a Multi-Surface Design Studio. In O. Lindwall, P. Hakkinen, T. Koschmann, P. Tchounikine & S. Ludvigsen (Eds.), Exploring the material conditions of learning: The Computer Supported Collaborative Learning (CSCL) Conference 2015 (pp. 174-181). Gothenburg, Sweden: International Society of the Learning Sciences

Martinez-Maldonado, R., Clayphan, A., Yacef, K., & Kay, J. (2015). MTFeedback: Providing notifications to enhance teacher awareness of small group work in the classroom. IEEE Transactions on Learning Technologies , 8(2), 187-200. doi: 10.1109/TLT.2014.2365027

McGregor, G., Mills, M., te Riele, K., & Hayes, D. (2015). Excluded from school: Getting a second chance at a 'meaningful' education. International Journal of Inclusive Education, 19(6), 608-625. doi: 10.1080/13603116.2014.961684

McKenney, S., Kali, Y., Markauskaite, L., & Voogt, J. (2015). Teacher design knowledge for technology enhanced learning: An ecological framework for investigating assets and needs. Instructional Science, 43(2), 181-202. doi: 10.1007/s11251-014-9337-2

Meagher, G., & Goodwin, S. (2015). Introduction: Capturing marketisation in Australian social policy. In G. Meagher & S. Goodwin (Eds.), Markets, rights and power in Australian social policy (pp. 1-27). Sydney: Sydney University Press.

Meagher, G., & Goodwin, S. (Eds.) (2015). Markets, rights and power in Australian social policy. Sydney: Sydney University Press.

Meagher, G., & Wilson, S. (2015). The politics of market encroachment: Policymaker rationales and voter responses. In G. Meagher & S. Goodwin (Eds.), Markets, rights and power in Australian social policy (pp. 29-96). Sydney: Sydney University Press.

Mesagno, C., Geukes, K., & Larkin, P. (2015). Choking under pressure: A review of current debates, literature, and interventions. In S. D. Mellalieu & S. Hanton (Eds.), Contemporary advances in sport psychology: A review (pp. 148-174). Oxon, United Kingdom: Routledge

Mesagno, C., Hill, D., & Larkin, P. (2015). Examining the accuracy and in-game performance effects between pre- and post-performance routines: A mixed methods study. Psychology of Sport and Exercise, 19, 85-94. doi: 10.1016/j.psychsport.2015.03.005

Mills, M., McGregor, G., Hayes, D., & te Riele, K. (2015). 'Schools are for us': The importance of distribution, recognition and representation to creating socially just schools. In K. Trimmer, A. L. Black, S. Riddle (Eds.), Mainstreams, margins and the spaces in-between: New possibilities for education research (pp. 150-167). Abingdon, Oxon: Routledge.

Miskolci to Nordstrom

Miskolci, J. (2015). Dream interpretation as a component of researcher's reflexivity within an ethnographic research. Ethnography and Education, 10(1), 76-91. doi: 10.1080/17457823.2014.948563

Mockler, N., & Groundwater-Smith, S. (2015). ). Engaging with student voice in research, education and community: Beyond legitimation and guardianship. Cham, Switzerland: Springer.

Mockler, N. (2015). From surveillance to formation? A generative approach to teacher ‘performance and development’ in Australian schools. Australian Journal of Teacher Education, 40(9), 117-131. doi: 10.14221/ajte.2015v40n9.7

Mockler, N. (2015). The middle years as a site for reform: From local to global. In S. Groundwater-Smith & N. Mockler (Eds.), Big fish, little fish: Teaching and learning in the middle years (pp. 253-267). Melbourne, Australia: Cambridge University Press.

Mockler, N., & Groundwater-Smith, S. (2015). Seeking for the unwelcome truths: Beyond celebration in inquiry-based teacher professional learning. Teachers and Teaching, 21(5), 603-614. doi: 10.1080/13540602.2014.995480

Moloney, R., Harbon, L., & Fielding, R. (2015). Pre-service teachers discovering intercultural enquiry in language classroom discourse. In W. M. Chan, S. K. Bhatt, M. Nagami, I. Walker (Eds.), Culture and foreign language education: Insights from research and implications for the practice (pp. 59-86). Boston: De Gruyter Mouton.

Nelson, C. (2015). LGBT content: Why teachers fear it, why learners like it. Language Issues , 26(1), 6-12.

Ngo, N. T. H. (2015). Some insights into listening strategies of learners of English as a foreign language in Vietnam. Language, Culture and Curriculum, 28(3), 311-326. doi: 10.1080/07908318.2015.1080721

Nguyen, H., & Baldauf Jr, R. (2015). Beginning teachers: Supporting each other and learning together. Teacher Education & Practice, 28(1), 75-89.

Nicholas, J., Poladian, L., Mack, J., & Wilson, R. (2015). Mathematics preparation for university: entry, pathways and impact on performance in first year science and mathematics subjects. International Journal of Innovation in Science and Mathematics Education, 23(1), 37-51.

Nordstrom, E. (2015). Flexible bilingualism through multimodal practices: Studying K-12 community languages online. International Journal of Bilingual Education and Bilingualism, 18(4), 395-408. doi: 10.1080/13670050.2014.909773

O'Connor to Portolese

O'Connor, P., & Anderson, M. (2015). Applied theatre: Research: Radical departures. London: Bloomsbury.

O'Connor, P., & Anderson, M. (2015). Research in a post-normal world. In P. O’Connor & M. Anderson, Applied theatre: Research: Radical departures (pp. 3-94). London: Bloomsbury.

Paltridge, B., & Phakiti, A. (2015). Developing a research project. In B. Paltridge & A. Phakiti (Eds.), Research methods in applied linguistics: A practical resource (pp. 259-278). London: Bloomsbury.

Paltridge, B. (2015). Language, identity, and communities of practice. In D. N. Djenar, A. Mahboob & K. Cruickshank (Eds.), Language and identity across modes of communication (pp. 15-25). Berlin: Mouton de Gruyter

Paltridge, B. (2015). Referees' comments on submissions to peer-reviewed journals: When is a suggestion not a suggestion? Studies in Higher Education, 40(1), 106-122. doi: 10.1080/03075079.2013.818641

Paltridge, B., & Phakiti, A. (Eds.) (2015). Research methods in applied linguistics: A practical resource. London: Bloomsbury.

Phakiti, A., & Paltridge, B. (2015). Approaches and methods in applied linguistics research. In B. Paltridge & A. Phakiti (Eds.), Research methods in applied linguistics: A practical resource (pp. 5-25). London: Bloomsbury.

Phakiti, A. (2015). Quantitative research and analysis. In B. Paltridge & A. Phakiti (Eds.), Research methods in applied linguistics: A practical resource (pp. 27-47). London: Bloomsbury.

Phillips, R. (2015). Feminist research and social Work. In J. D. Wright (Ed.), International encyclopedia of the social & behavioral sciences (pp. 935-941). Amsterdam: Elsevier.

Phillips, R. (2015). How 'empowerment' may miss its mark: Gender equality policies and how they are understood in women’s NGOs. Voluntas: International Journal of Voluntary and Nonprofit Organizations, 26(4), 1122-1142. doi: 10.1007/s11266-015-9586-y

Pockett, R., Dzidowska, M., & Hobbs, K. (2015). Social work intervention research with adult cancer patients: A literature review and reflection on knowledge-building for practice. Social Work in Health Care, 54(7), 582-614. doi: 10.1080/00981389.2015.1046577

Portolese, A., Markauskaite, L., Lai, P., & Jacobson, M. (2015). Model-based learning with productive failure and analogical encoding: Unpacking learning dynamics with contrasting designs. 2015 Annual Meeting of the American Educational Research Association. Washington, DC: AERA.

Print to Reimann

Print, M. (2015). A global citizenship perspective through a school curriculum. In R. Reynolds, D. Bradbery, J. Brown, K. Carroll, D. Donnelly et al. (Eds.), Contesting and constructing international perspectives in global Education (pp. 187-198). Rotterdam: Sense Publishers.

Print, M. (2015). The "good" citizen for the 21st century: A curriculum perspective. In M. Print & C. Tan (Eds.), Educating "good" citizens in a globalising world for the twenty-first century (pp. 33-48). Rotterdam: Sense Publishers.

Print, M., & Tan, C. (Eds.) (2015). Educating "good" citizens in a globalising world for the twenty-first century. Rotterdam: Sense Publishers.

Print, M. (2015). Values education and the making of "good" citizens in Australia. In M. Print & C. Tan (Eds.), Educating "good" citizens in a globalising world for the twenty-first century (pp. 81-95). Rotterdam: Sense Publishers.

Proctor, H., Brownlee, P., & Freebody, P. (Eds.) (2015). Controversies in education: Orthodoxy and heresy in policy and practice. Cham: Springer.

Proctor, H., Freebody, P., & Brownlee, P. (2015). Introduction: Heresy and orthodoxy in contemporary schooling: Australian educational policy and global neoliberal reform. In H. Proctor, P. Brownlee & P. Freebody (Eds.), Controversies in education: Orthodoxy and heresy in policy and practice (pp. 1-12). Cham: Springer.

Proctor, H., & Aitchison, C. (2015). Markets in education: School choice and family capital. In G.e Meagher & S. Goodwin (Eds.), Markets, rights and power in Australian social policy (pp. 323-341. Sydney: Sydney University Press.

Proctor, H. (2015). Markets made out of love: Parents, schools and communities before neoliberalism. In H. Proctor, P. Brownlee & P. Freebody (Eds.), Controversies in education: Orthodoxy and heresy in policy and practice (pp. 199-205). Cham: Springer.

Proctor, H. (2015). The public high school, bureaucratic administration and the making of the twentieth century family. 2015 Annual Meeting of the American Educational Research Association. Washington, DC: AERA.

Rawsthorne, M., Evans, D., Young, A., & Andriana, E. (2015). Learning support in NSW public schools. Technical report, June 2015. Sydney, Australia: Sydney School of Education and Social Work, The University of Sydney.

Rawsthorne, M., Klineberg, E., Paxton, K., Hawke, C., & Steinbeck, K. (2015). Trust and reciprocity: Parental consent in adolescent research. Developing Practice, 41, 47-61.

Reimann, P. (2015). Testing times: Data and their (mis-)use in schools. In H. Proctor, P. Brownlee & P. Freebody (Eds.), Controversies in education: Orthodoxy and heresy in policy and practice, (pp. 39-53). Cham: Springer.

Richards to Samdal

Richards, J. C. (2015). The changing face of language learning: Learning beyond the classroom. RELC Journal, 46(1), 5-22. doi: 10.1177/0033688214561621

Richards, J. C. (2015). Creativity in language teaching. In A. Chik, T. Costley & M. C. Pennington (Eds.), Creativity and discovery in the university writing class: A teacher's guide (pp. 15-44). Sheffield: Equinox Publishing.

Richards, J. C. (2015). Materials design in language teacher education: An example from Southeast Asia. In T. S. C. Farrell (Ed.), International perspectives on English language teacher education: Innovations from the field (pp. 90-106). Basingstoke: Palgrave Macmillan.

Robertson, M. (2015). Experiences of time: A qualitative inquiry into experiences of time as described by palliative care inpatients. Palliative and Supportive Care, 13(1), 67-73. doi: 10.1017/S1478951513000886

Rodríguez, C. D., Strnadova, I., & Cumming, T. (2015). Implementing iPad and mobile technologies for students with intellectual disabilities. In N. R. Silton (Ed.), Recent advances in assistive technologies to support children with developmental disorders (pp. 27-44). Hershey: IGI Global.

Rosmawati (2015). Investigating second language learners’ usage of Mandarin numeral classifiers: A case-based study. Researching and Teaching Chinese as a Foreign Language, 1(1), 29-49. doi: 10.1558/rtcfl.v1i1.26456

Rowan, L., Mayer, D., Kline, J., Kostogriz, A., & Walker-Gibbs, B. (2015). Investigating the effectiveness of teacher education for early career teachers in diverse settings: The longitudinal research we have to have. A E R (Australian Educational Researcher), 42(3), 273-298. doi: 10.1007/s13384-014-0163-y

Rowling, L. (2015). Developing and sustaining mental health and wellbeing in Australian schools. In S. Kutcher, Y. Wei & M. D. Weist (Eds.), School mental health: Global challenges and opportunities (pp. 6-20). Cambridge: Cambridge University Press.

Sadeghi, K., & Richards, J. C. (2015). Teaching spoken English in Iran's private language schools: Issues and options. English Teaching: Practice and Critique, 14(2), 210-234. doi: 10.1108/ETPC-03-2015-0019

Sallis, R., Anderson, M., & Ewing, R. (2015). Young people’s theatre attendance: Perspectives from theatre company workers in the TheatreSpace project. Journal of Artistic and Creative Education, 9(1), 41-67.

Samdal, O., & Rowling, L. (2015). Implementation strategies to promote and sustain health and learning in school. In V. Simovska & P. Mannix-McNamara (Eds.), Schools for health and sustainability: Theory, research and practice (pp. 233-252). Dordrecht, Netherlands: Springer.

Scanlon to Starfield

Scanlon, L. (2015). My School: Listening to parents, teachers and students from a disadvantaged educational setting. Abingdon, United Kingdom: Routledge.

Serrano Amaya, J. F. & Vidal-Ortiz, S. (2015). Masculinities, profeminism, and feminism in Latin America. In R. Baksh & W. Harcourt (Eds.), The Oxford handbook of transnational feminist movements (pp. 321-340). Oxford: Oxford University Press.

Shen, H., Yuan, Y., & Ewing, R. (2015). English learning websites and digital resources from the perspective of Chinese university EFL practitioners. ReCall, 27(2), 156-176. doi: 10.1017/S0958344014000263

Sherington, G., & Hughes, J. (2015). ‘Money made us’: A short history of government funds for Australian schools. In H. Proctor, P. Brownlee & P. Freebody (Eds.), Controversies in education: Orthodoxy and heresy in policy and practice (pp. 157-173). Cham: Springer.

Simpson, A., & Walsh, M. (2015). Children’s literature in the digital world: How does multimodality support affective, aesthetic and critical response to narrative? English Teaching: Practice and Critique, 14(1), 28-43. doi: 10.1108/ETPC-12-2014-0005

Simpson, G. K., & Lord, B. (2015). Enhancing the reporting of quantitative research methods in Australian Social Work. Australian Social Work, 68(3), 375-383. doi: 10.1080/0312407X.2015.1035662

Skamp, K., & Preston, C. (Eds.) (2015). Teaching primary science constructively (5th ed.). South Melbourne, Victoria: Cengage Learning.

Skilling, K., Bobis, J., & Martin, A. (2015). The engagement of students with high and low achievement levels in mathematics. In K. Beswick, T. Muir & J. Wells (Eds.), Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education (PME39) (pp. 185-192). Hobart: Psychology of Mathematics Education.

Spandagou, I. (2015). ). Inklusive padagogik als Herausforderung fur policy und praxis - Internationale und vergleichende Aspekte [Inclusive education as a challenge for policy and practice – International and comparative aspects]. In G. Biewer, E. T. Bohm & S. Schutz (Eds.), Inklusive Padagogik in der Sekundarstufe [Inclusive Education in secondary] (pp. 25-38). Stuttgart: W. Kohlhammer GmbH

Sriprakash, A., & Mukhopadhyay, R. (2015). Reflexivity and the politics of knowledge: Researchers as 'brokers' and 'translators' of educational development. Comparative Education, 51(2), 231-246. doi: 10.1080/03050068.2014.996027

Starfield, S., Paltridge, B., McMurtrie, R., Holbrook, A., Bourke, S., Fairbairn, H., Kiley, M., & Lovat, T. (2015). Understanding the language of evaluation in examiners’ reports on doctoral theses. Linguistics and Education, 31, 130-144. doi: 10.1016/j.linged.2015.06.004

Strnadova to Walker

Strnadova, I. (2015). My sister won't let me: Issues of control over one's own life as experienced by older women with intellectual disabilities. In T. Shakespeare (Ed.), Disability research today: International perspectives, (pp. 166-181). Abingdon, UK: Routledge.

Strnadova, I., & Evans, D. (2015). Older women with intellectual disabilities: Overcoming barriers to autonomy. Journal of Policy and Practice in Intellectual Disabilities, 12(1), 12-19. doi: 10.1111/jppi.12097

Strnadova, I., Hajkova, V., & Kvetonova, L. (2015). Voices of university students with disabilities: Inclusive education on the tertiary level - a reality or a distant dream? International Journal of Inclusive Education, 19(10), 1080-1095. doi: 10.1080/13603116.2015.1037868

Taing, M., Bobis, J., Way, J., & Anderson, J. (2015). Using metaphors to assess student motivation and engagement in mathematics. In K. Beswick, T. Muir & J. Wells (Eds.), Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education (PME39) (pp. 233-240). Hobart: Psychology of Mathematics Education.

Talbot, D. (2015). Teachers talk about their learning: A Bakhtinian analysis. Knowledge Cultures, 3(4), 171-187.

Thibaut, P., Curwood, J., Carvalho, L., & Simpson, A. (2015). Moving across physical and online spaces: A case study in a blended primary classroom. Learning, Media & Technology, 40(4), 458-479. doi: 10.1080/17439884.2014.959971

Thibaut, P. (2015). Social network sites with learning purposes: Exploring new spaces for literacy and learning in the primary classroom. Australian Journal of Language and Literacy, 38(2), 83-94.

Till, K., Morley, D., Cobley, S., Cupples, B., & O'Connor, D. (2015). Talent identification and development. In K. Till & B. Jones (Eds.), The science of sport: Rugby (pp. 139-150). Marlborough: Crowood Press.

Tseris, E. (2015). Trauma and women's rights..According to whom? Decolonizing the psychological trauma narrative. Feminism and Psychology: an international journal, 25(1), 34-38.

Uptin, J. (2015). Negotiating a place in Australian schools: Lessons learned from voices of students. In J. Hammond & J. Miller (Eds.), Classrooms of possibility: Supporting at-risk EAL students (pp. 31-45). Sydney: Primary English Teachers Association Australia (PETAA).

Vinson, T., Rawsthorne, M., Beavis, A., & Ericson, M. (2015). Dropping off the edge 2015: Persistent communal disadvantage in Australia. Curtin, ACT, Australia: Jesuit Social Services / Catholic Social Services Australia.

Walker, R., Anderson, M., Gibson, R., & Martin, A. (2015). Constructing identity and motivation in the drama classroom: A sociocultural approach. In S. Davis, H. G. Clemson, B. Ferholt, S-M. Jansson & A. Marjanovic-Shane (Eds.), Dramatic interactions in education: Vygotskian and sociocultural approaches to drama, education and research (pp. 115-131). New York: Bloomsbury Academic.

Walsh to Welch

Walsh, M. (2015). Literacy education. In J. D. Wright (Ed.), International encyclopedia of the social & behavioral sciences (2nd ed.) (pp. 246-250). Amsterdam: Elsevier.

Walsh, M., Durrant, C., & Simpson, A. (2015). Moving in a multimodal landscape: Examining 21st century pedagogy for multicultural and multilingual students. English in Australia , 50(1), 67-76.

Wang, W., & Shen, H. (2015). Researching genre learning in second language writing: A review from the perspective of English for specific purposes. University of Sydney Papers in TESOL, 10, 155-181.

Ward, M-H. (2015). The liminal space of PhD candidature: Becoming doctor. In L. Bryant & K. Jaworski (Eds.), Women supervising and writing doctoral theses: Walking on the grass (pp. 109-120).Lanham: Lexington Books.

Way, J., Reece, A., Bobis, J., Anderson, J., & Martin, A. (2015). Improving student motivation and engagement in mathematics through one-to-one interactions. In M. Marshman, V. Geiger & A. Bennison (Eds.), Mathematics education in the margins - Proceedings of the 38th annual conference of the Mathematics Education Research Group of Australasia (pp. 627-634). Hobart: Psychology of Mathematics Education.

Way, J., Bobis, J., & Anderson, J. (2015). Teacher representations of fractions as a key to developing their conceptual understanding. In K. Beswick, T. Muir & J. Wells (Eds.), Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education (PME39), (pp. 281-288). Hobart: Psychology of Mathematics Education.

Wearring, A., Le, H., Wilson, R., & Arambewela, R. (2015). The international student’s experience: An exploratory study of students from Vietnam. International Education Journal: Comparative Perspectives, 14(1), 71-89.

Weaver, H. A. (2015). Spirit of education: The gendered vision of compulsory schooling in mass magazine art, 1908-1938. In S. G. Terzian & P. A. Ryan (Eds.), American education in popular media: From the blackboard to the silver screen, (pp. 59-84). New York: Palgrave Macmillan.

Welch, A., Konigsberg, P., Rochecouste, J., & Collard, G. (2015). Australia: Aboriginal education. In M. Crossley, G. Hancock & T. Sprague (Eds.), Education in Australia, New Zealand and the Pacific, (pp. 91-110). London: Bloomsbury Academic.

Welch, A. (2015). Countering campus extremism in Southeast Asia. International Higher Education, 82, 7-8.

Welch, A. (2015). Evidence-based policy: Epistemologically specious, ideologically unsound. In H. Proctor, P. Brownlee & P. Freebody (Eds.), Controversies in education: Orthodoxy and heresy in policy and practice, (pp. 63-79). Cham: Springer.

Welch, A. (2015). Federalism in Australian education. In M. Crossley, G. Hancock & T. Sprague (Eds.), Education in Australia, New Zealand and the Pacific, (pp. 41-59). London: Bloomsbury Academic.

Welch, A. (2015). Les relations regionales de l'Australie pour l'enseignement superieur [Australia's regional relations in higher education]. Revue Internationale d'Education Sevres, 68, 157-167.

Welch, A. (2015). A new epistemic Silk Road? The Chinese knowledge diaspora, and its implications for the Europe of Knowledge. European Review, 23(S1), S95-S111. doi: 10.1017/S1062798714000805

Werkhoven to Yuan

Werkhoven, T., Cotton, W., & Russell, K. (2015). Weight based stereotyping amongst pre-service health and physical educators. International Journal of e-Healthcare Information Systems (IJe-HIS), 2(1), 31-38.

Wettewa, V. (2015). Agents for social reproduction: The exponential growth of Sri Lankan International Schools. Education Perspectives, 4(1), 30-44.

Wilkinson, L., & Anderson, M. (2015). Artistry and academia: Adventures on the other side of orthodoxy. TEXT Special Issue 29: Scriptwriting as Creative Writing Research II, April 2015, pp. 1 - 26.

Wilkinson, L. (2015). Working together: Collaborative journeys in cross-cultural research and performance. In P. O’Connor & M. Anderson, Applied theatre: Research: Radical departures (pp. 206-293). London: Bloomsbury.

Wilson, R., & Wilson, R. (2015). Understanding emotional development: Providing insight into human lives. Abingdon, Uk: Routledge.

Xu, X., Welch, A., & Zhigang, Z. (2015). Influence of traditional cultural ideas on the construction of quality culture in higher vocational education and constructive suggestions. Tianjin Daxue Xuebao (Shehui Kexue Ban) [Journal of Tianjin University (Social Sciences)], 17(1), 41-44.

Yeung, D., & Curwood, J. (2015). Boys' literacy development: Navigating the intersection of popular culture, new literacies, and high stakes assessments. English in Australia, 50(2), 21-29.

Yuan, Y., Tangen, D., Mills, K., & Lidstone, J. (2015). Learning English pragmatics in China: An investigation into Chinese EFL learners' perceptions of pragmatics. TESL-EJ, 19(1), 1-16.