Research publications 2016

Alphabetically, by author

Abu Bakar to Bartimote-Aufflick

Abu Bakar, K., Way, J., & Bobis, J. (2016). Young children's drawings in problem solving. Proceedings of the 39th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA 2016) (pp. 84-91), Adelaide: MERGA.

Abu-Rayya, H., Almoty, S., White, F. & Abu-Rayya, M. (2016). The interconnection between Islamic religiosity and deviancy among Australian Muslim youth: A partial mediation role of life satisfaction. The International Journal for the Psychology of Religion, 26(4), 337-347. doi: 10.1080/10508619.2016.1157720

Abu-Rayya, M., Walker, R., White, F., & Abu-Rayya, H. (2016). Cultural identification and religious identification contribute differentially to the adaptation of Australian adolescent Muslims. International Journal of Intercultural Relations, 54, 21-33. doi: 10.1016/j.ijintrel.2016.07.002

Agostinho, S., Ginns, P., Tindall-Ford, S., Mavilidi, M-F., & Paas, F. (2016). 'Touch the screen': Linking touch-based educational technology with learning - a synthesis of current research. In L. Lin & R. Atkinson (Eds.), Educational technologies: Challenges, applications and learning outcomes (pp. 33-57). New York: Nova Science Publishers.

Allender, T. & Freebody, P. (2016). Disciplinary and idiomatic literacy: Re-living and re-working the past in senior school history. Australian Journal of Language and Literacy, 39(1), 7-19.

Allender, T. (2016). Learning femininity in colonial India, 1820-1932. Manchester: Manchester University Press.

Allender, T. (2016). 'Lessons' from the subcontinent: Indian dynamics in British Africa. In P. Kallaway & R. Swartz (Eds.), Empire and education in Africa: The shaping of a comparative perspective, (pp. 29-50). New York: Peter Lang Publishing.

Amazan, R., Negin, J., Howie, L. & Wood, J. (2016). From extraction to knowledge reproduction: The impact of Australia’s development awards on Uganda and Mozambique. International Education Journal: Comparative Perspectives, 15(1), 45-65.

Anderson, M. (2016). Negotiating arts education research: Setting the scene. In J. Fleming, R. Gibson & M. Anderson (Eds.), How arts education makes a difference: Research examining successful classroom practice and pedagogy, (pp. 29-38). Abingdon: Routledge.

Anderson, M., & Jefferson, M. (2016). Teaching creativity: Unlocking educational opportunity. In P. OConnor (Ed.), The possibilities of creativity, (pp. 151-170). Newcastle upon Tyne: Cambridge Scholars Publishing.

Anderson, M., Gibson, R., Fleming, J. (2016). Where to from here? Implications for future research. In J. Fleming, R. Gibson & M. Anderson (Eds.), How arts education makes a difference: Research examining successful classroom practice and pedagogy, (pp. 291-298). Abingdon: Routledge.

Bacchi, C., & Goodwin, S. (2016). Poststructural policy analysis: A guide to practice. New York: Palgrave Macmillan.

Baines, D. (2016). Care, austerity and resistance. In Charlotte Williams (Ed.), Social work and the city: Urban themes in 21st-century social work, (pp. 193-214). London: Palgrave Macmillan.

Baines, D. (2016). Moral projects and compromise resistance: Resisting uncaring in nonprofit care work. Studies in Political Economy: a socialist review, 97(2), 124-142. doi: 10.1080/07078552.2016.1208793

Baines, D., & Armstrong, P. (Eds.) (2016). Promising practices in long term care: Ideas worth sharing. Montreal: The Canadian Centre for Policy Alternatives.

Bamforth, J., Gapps, B., Gurr, R., Howard, A., Onyx, J., & Rawsthorne, M. (2016). Planning, funding, and community action: The Area Assistance story. Champaign: Common Ground Publishing.

Barkell, J., O'Connor, D., & Cotton, W. (2016). Characteristics of winning men's and women's sevens rugby teams throughout the knockout Cup stages of international tournaments. International Journal of Performance Analysis in Sport, 16(2), 634-652.

Barnhardt, B. (2016). The "epidemic" of cheating depends on its definition: A critique of inferring the moral quality of "cheating in any form". Ethics and Behavior, 26(4), 330-343. doi: 10.1080/10508422.2015.1026595

Baroutsis, A., Mills, M., McGregor, G., te Riele, K. & Hayes, D. (2016). Student voice and the community forum: finding ways of 'being heard' at an alternative school for disenfranchised young people. British Educational Research Journal, 42(3), 438-453. doi: 10.1002/berj.3214

Bartimote-Aufflick, K., Bridgeman, A., Walker, R., Sharma, M., & Smith, L. (2016). The study, evaluation, and improvement of university student self-efficacy. Studies in Higher Education, 41(11), 1918-1942. doi: 10.1080/03075079.2014.999319

Baroutsis to Cologon

Baroutsis, A., Mills, M., McGregor, G., te Riele, K., Hayes, D. (2016). Student voice and the community forum: finding ways of 'being heard' at an alternative school for disenfranchised young people. British Educational Research Journal, 42(3), 438-453. doi: 10.1002/berj.3214

Beswick, K., Anderson, J., & Hurst, C.M (2016). The education and development of practising teachers. In K. Makar, S. Dole, J. Visnovska, M. Goos, A. Bennison, K. Fry (Eds.), Research in mathematics education in Australasia 2012-2015, (pp. 329-352). Singapore: Springer.

Biddolph, C., & Curwood, J. (2016). #PD: Examining the intersection of Twitter and professional learning. In M. Knobel & J. Kalman (Eds.), New literacies and teacher learning: Professional Development and the Digital Turn, (pp. 195-218). New York: Peter Lang Publishing.

Bobis, J., Way, J., Anderson, J., & Martin, A. (2016). Challenging teacher beliefs about student engagement in mathematics. Journal of Mathematics Teacher Education, 19(1), 33-55. doi: 10.1007/s10857-015-9300-4

Bowmer, M. & Curwood, J. S. (2016). From Keats to Kanye: Romantic poetry and popular culture in the secondary English classroom. Journal of Adolescent and Adult Literacy, 60(2), 141-149. doi: 10.1002/jaal.550

Brownlee, P. (2016). Global capital's lieutenants: Australia's skilled migrant intake and the rise of global value chain production. Journal of Australian Political Economy, 77, 108-135.

Bui, T., & Nguyen, H. T. M. (2016). Standardizing English for educational and socio-economic betterment - A critical analysis of English language policy reforms in Vietnam. In R. Kirkpatrick (Ed.), English language education policy in Asia, (pp. 363-388) . Cham: Springer.

Burgess, C. (2016). Conceptualising a pedagogical cultural identity through the narrative construction of early career Aboriginal teachers' professional identities. Teaching and Teacher Education, 58, 109-118. doi: 10.1016/j.tate.2016.04.007

Burgess, C., & Cavanagh, P. (2016). Cultural immersion: Developing a community of practice of teachers and Aboriginal community members. The Australian Journal of Indigenous Education, 45(1), 48-55. doi: 10.1017/jie.2015.33

Charteris, J., Gannon, S., Mayes, E., Nye, A., & Stephenson, L. (2016). The emotional knots of academicity: A collective biography of academic subjectivities and spaces. Higher Education Research & Development, 35(1), 31-44. doi: 10.1080/07294360.2015.1121209

Chia, Y. (2016). Singapore General Election 2015 and the role of citizenship education. The Round Table, 105(2), 149-160. doi: 10.1080/00358533.2016.1154382

Christie, F. (2016). Secondary school English literary studies: Cultivating a knower code. In K. Maton, S. Hood & S. Shay (Eds.), Knowledge-building: Educational studies in Legitimation Code Theory (pp. 158-175). Abingdon: Routledge.

Cinelli, R. L., & O'Dea, J. (2016). Obesity prevention programs in children: Impact on weight, shape and food concern. Current Obesity Reports, 5(1), 88-96. doi: 10.1007/s13679-016-0195-x

Colgate, O., & Ginns, P. (2016). The effects of social norms on parents' reading behaviour at home with their child. Educational Psychology, 36(5), 1009-1023. doi: 10.1080/01443410.2015.1044945

Collie, R., Martin, A. & Curwood, J. S. (2016). Multidimensional motivation and engagement for writing: Construct validation with a sample of boys. Educational Psychology, 36(4), 771-791. doi: 10.1080/01443410.2015.1093607

Collie, R., Martin, A., Papworth, B., & Ginns, P. (2016). Students' interpersonal relationships, personal best (PB) goals, and academic engagement. Learning and Individual Differences, 45, 65-76. doi: 10.1016/j.lindif.2015.12.002

Colmar, S., Davis, N., & Sheldon, L. (2016). A pilot classroom-based study of attention and working memory strategies for primary-aged students. Journal of Psychologists and Counsellors in Schools, 26(1), 125-136. doi: 10.1017/jgc.2016.10

Cologon, K., Niland, A., Salvador, A., Mackenzie, M., & Artinian, V. (2016). Embracing diversity: Early childhood education and children who experience disability. In R. R. Scarlet (Eds.), Anti-bias approach in early childhood (3rd edition), (pp. 69-80). Sydney: Multiverse.

Connell to Finkelstein

Connell, R. (2016). 100 million Kalashnikovs: Gendered power on a world scale. Debate Feminista, 51, 3-17. doi: 10.1016/j.df.2016.03.001

Connell, R. (2016). Masculinities in global perspective: hegemony, contestation, and changing structures of power. Theory and Society, 45(4), 303-318. doi: 10.1007/s11186-016-9275-x

Connell, R. (2016). Theorizing intellectuals. Arena Journal, 45/46, 12-27.

Connell, R. (2016). What are good universities? Australian Universities' Review, 58(2), 67-73.

Cruickshank, K., & Wright, J. (2016). A tale of two cities: What the dickens happened to languages in NSW? Australian Review of Applied Linguistics, 39(1), 72-94. doi: 10.1075/aral.39.1.04cru

Cunningham, I., Baines, D., Shields, J., & Lewchuk, W. (2016). Austerity policies, precarity and the nonprofit workforce: A comparative study of UK and Canada. Journal of Industrial Relations, 58(4), 455-472. doi: 10.1177/0022185616639309

Da, W., & Welch, A. (2016). Educative and child-rearing practices among recent Chinese migrants in Australia: Continuity, change, hybridity. In C. P. Chou & J. Spangler (Eds.), Chinese education models in a global age, (pp. 231-245). Singapore: Springer.

Davis, B., & Torr, J. (2016). Educators’ use of questioning as a pedagogical strategy in long day care nurseries. Early Years, 36(1), 97-111. doi: 10.1080/09575146.2015.1087974

Egan, S. (2016). Sexual assault as trauma: A Foucauldian examination of knowledge practices in the field of sexual assault service provision. Feminist Review, 112(1), 95-112. doi: 10.1057/fr.2015.47

Ellis, R., & Bliuc, A-M. (2016). An exploration into first-year university students' approaches to inquiry and online learning technologies in blended environments. British Journal of Educational Technology, 47(5), 970-980. doi: 10.1111/bjet.12385

Ellis, R., & Goodyear, P. (2016). Models of learning space: integrating research on space, place and learning in higher education. Review of Education, 4(2), 149-191. doi: 10.1002/rev3.3056

Ellis, R. (2016). Qualitatively different university student experiences of inquiry: Associations among approaches to inquiry, technologies and perceptions of the learning environment. Active Learning in Higher Education, 17(1), 13-23. doi: 10.1177/1469787415616721

Ellis, R., Pardo, A., & Han, F. (2016). Quality in blended learning environments - Significant differences in how students approach learning collaborations. Computers & Education, 102, 90-102. doi: 10.1016/j.compedu.2016.07.006

Ellis, R. (2016). Students' approaches to groupwork in a blended course, associations with perceptions of the online environment and academic achievement - when is learning engaged? Education and Information Technologies, 21(5), 1095-1112. doi: 10.1007/s10639-014-9370-4

Ewing, R. (2016). Anticipating future storylines: Considering possible directions in Australian literacy education. Australian Journal of Language and Literacy, 39(1), 96-102.

Ewing, R., Callow, J., & Rushton, K. (2016). Language and literacy development in early childhood. Port Melbourne: Cambridge University Press.

Ewing, R., & Saunders, J. (2016). The school drama book: Drama, Literature and Literacy in the Creative Classroom. Sydney: Currency Press.

Faulkner, J., & Latham, G. (2016). Adventurous lives: Teacher qualities for 21st century learning. Australian Journal of Teacher Education, 41(4), 137-150. doi: 10.14221/ajte.2016v41n4.9

Ferguson, A. (2016). Borderline Personality Disorder and access to services: A crucial social justice issue. Australian Social Work, 69(2), 206-214. doi: 10.1080/0312407X.2015.1054296

Fielding, R. (2016). Bilingual identity negotiation in practice: Teacher pedagogy and classroom interaction in a bilingual programme. Language Learning Journal, 44(2), 152-168. doi: 10.1080/09571736.2012.757635

Finkelstein, J., & Morgan, M. J. (2016). Consumption. In K. Huppatz, M. Hawkins & A. Matthews (Eds.), Identity and belonging, (pp. 168-180). London: Palgrave Macmillan.

Finneran to Gawne

Finneran, M., & Freebody, K. (2016). Critical issues and intersections: Part 2. In K. Freebody & M. Finneran (Eds.), Drama and social justice: Theory, research and practice in international contexts, (pp. 69-74). Abingdon: Routledge.

Finneran, M., & Freebody, K. (2016). Tensions and mythologies in the liminal space between drama and social justice. In K. Freebody & M. Finneran (Eds.), Drama and social justice: Theory, research and practice in international contexts, (pp. 15-29). Abingdon: Routledge.

Fleming, J. (2016). Arts education and school leadership: A case study. In J. Fleming, R. Gibson & M. Anderson (Eds.), How arts education makes a difference: Research examining successful classroom practice and pedagogy, (pp. 186-204). Abingdon: Routledge.

Fleming, J., Gibson, R., Anderson, M., Martin, A., & Sudmalis, D. (2016). Cultivating imaginative thinking: Teacher strategies used in high-performing arts education classrooms. Cambridge Journal of Education, 46(4), 435-453. doi: 10.1080/0305764X.2015.1064097

Fleming, J., Gibson, R., & Anderson, M. (Eds.) (2016). How arts education makes a difference: Research examining successful classroom practice and pedagogy. Abingdon: Routledge.

Fleming, J., & Mansour, M. (2016). Reading the intersection of combined quantitative and qualitative approaches. In J. Fleming, R. Gibson & M. Anderson (Eds.), How arts education makes a difference: Research examining successful classroom practice and pedagogy, (pp. 70-86). Abingdon: Routledge.

Freebody, K., & Finneran, M. (2016). Critical issues and intersections: Part 1. In K. Freebody & M. Finneran (Eds.), Drama and social justice: Theory, research and practice in international contexts, (pp. 9-14). Abingdon: Routledge.

Freebody, K., & Finneran, M. (Eds.) (2016). Drama and social Justice: Theory, research and practice in international contexts. Abingdon: Routledge.

Fryer, L., Ainley, M., & Thompson, A. (2016). Modelling the links between students' interest in a domain, the tasks they experience and their interest in a course: Isn't interest what university is all about? Learning and Individual Differences, 50, 157-165. doi: 10.1016/j.lindif.2016.08.011

Fryer, L., Ginns, P. & Walker, R. (2016). Reciprocal modelling of Japanese university students' regulation strategies and motivational deficits for studying. Learning and Individual Differences, 51, 220-228. doi: 10.1016/j.lindif.2016.08.032

Fryer, L. & Bovee, H. N. (2016). Supporting students' motivation for e-learning: Teachers matter on and offline. Internet and Higher Education, 30, 21-29. doi: 10.1016/j.iheduc.2016.03.003

Fryer, L., Van den Broeck, A., Ginns, P., & Nakao, K. (2016). Understanding students’ instrumental goals, motivation deficits and achievement: Through the lens of a Latent Profile Analysis. Psychologica Belgica, 56(3), 226-243. doi: 10.5334/pb.265

Gardiner, P. (2016). Playwriting pedagogy and the myth of intrinsic creativity. Research in Drama Education: The journal of applied theatre and performance, 21(2), 247-262. doi 10.1080/13569783.2016.1157016

Gawne, L., Wigglesworth, G., Morales, G., Poetsch, S., & Dixon, S. (2016). Australia - Making the ESL classroom visible: indigenous Australian children's early education. In Victoria A Murphy and Maria Evangelou (Eds.), Early childhood education in English for speakers of other languages, (pp. 111-136). London: British Council.

Georgakis to Goodyear

Georgakis, S. & Graham, J. (2016). From comparative education to comparative pedagogy: A physical education case study. International Education Journal: Comparative Perspectives, 15(1), 105-115.

Georgakis, S. & Molloy, S. (2016). From old soccer to new football? Expert accounts of transformations on the world game in Australia post-Crawford Report. Soccer and Society, 17(1), 72-89. doi: 10.1080/14660970.2014.919270

George, J. (2016). Cultivating wellbeing: Gardens and health in colonial New South Wales. In G. Poiner & S. Jack (Eds.), Gardens of history and imagination: Growing New South Wales (pp. 78-98). Sydney: Sydney University Press.

Gibson, R., & Fleming, J. (2016). Arts and cultural policy in Australia: An overview. In J. Fleming, R. Gibson & M. Anderson (Eds.), How arts education makes a difference: Research examining successful classroom practice and pedagogy, (pp. 39-47). Abingdon: Routledge.

Gibson, R. (2016). Perceptions of the role of arts education in Australian schools. In J. Fleming, R. Gibson & M. Anderson (Eds.), How arts education makes a difference: Research examining successful classroom practice and pedagogy, (pp. 13-28). Abingdon: Routledge.

Gibson, R. (2016). The primary visual arts classroom: The imperative of narrative. In J. Fleming, R. Gibson & M. Anderson (Eds.), How arts education makes a difference: Research examining successful classroom practice and pedagogy, (pp. 136-150). Abingdon: Routledge.

Gibson, R., Anderson, M., & Fleming, J. (2016). The qualitative findings: Quality arts pedagogy. In J. Fleming, R. Gibson & M. Anderson (Eds.), How arts education makes a difference: Research examining successful classroom practice and pedagogy (pp. 106-120). Abingdon: Routledge.

Gibson, R., Fleming, J., Burnard, P., Pierce, E., Seidel, S., Valdez, J., Belliveau, G., Wales, P., & Lum, C.(2016). The role of teaching frameworks: International perspectives on policy and arts education research. In J. Fleming, R. Gibson & M. Anderson (Eds.), How arts education makes a difference: Research examining successful classroom practice and pedagogy, (pp. 227-248). Abingdon: Routledge.

Gilroy, J., Donelly, M., Colmar, S., & Parmenter, T. (2016). Twelve factors that can influence the participation of Aboriginal people in disability services. Australian Indigenous Health Bulletin, 16(1), 1-9.

Ginns, P., Hu, F., Byrne, E., & Bobis, J. (2016). Learning by tracing worked examples. Applied Cognitive Psychology, 30(2), 160-169. doi: 10.1002/acp.3171

Goodwin, N. (2016). Framing processes of technology education students. In H. Middleton (Ed.), Creating contexts for learning in technology education: Proceedings of the 9th Biennial International Conference on Technology Education Research (TERC 2016) (pp. 63-70), Adelaide: Design & Technology Association of Australia (DATTA).

Goodyear, P., & Carvalho, L. (2016). Activity centred analysis and design in the evolution of learning networks. In S. J. Cranmer, N. Bonderup-Dohn, M. de Laat, T. Ryberg and J. A. Sime (Eds.), Tenth International Conference on Networked Learning - proceedings, (pp. 218-225). Lancaster, UK: Lancaster University (UK).

Goodyear, P., Carvalho, L., & Dohn, N. (2016). Artefacts and activities in the analysis of learning networks. In T. Ryberg, C. Sinclair, S. Bayne & M. de Laat (Eds.), Research, boundaries, and policy in networked learning, (pp. 93-110). Switzerland: Springer.

Grace to Laing

Grace, R., Bowes, J., McKay-Tempest, J., Burnstein, J., & Tregeagle, S. (2016). Early parenting education to strengthen Aboriginal parents in a remote area: The development and piloting of a group programme. Children Australia, 41(4), 249-257. doi: 10.1017/cha.2016.30

Groundwater-Smith, S. & Mockler, N. (2016). From data source to co-researchers? Tracing the shift from 'student voice' to student–teacher partnerships in Educational Action Research. Educational Action Research, 24(2), 159-176. doi: 10.1080/09650792.2015.1053507

Groundwater-Smith, S., Mitchell, J., & Mockler, N. (2016). Praxis and the language of improvement: Inquiry-based approaches to authentic improvement in Australasian schools. School Effectiveness and School Improvement, 27(1), 80-90. doi: 10.1080/09243453.2014.975137

Han, F. (2016). Integrating pronunciation instruction with passage-level reading instruction. In T. Jones (Ed.), Pronunciation in the classroom: The overlooked essential, (pp. 143-151). Alexandria, USA: TESOL Press.

Han, F. (2016). New developments in lexical inferencing and incidental vocabulary acquisition in foreign language learning. In A. Murphy (Ed.), New developments in foreign language learning, (pp. 161-173). New York: Nova Science Publishers.

Hao, J., Wen, W., & Welch, A. (2016). When sojourners return: Employment opportunities and challenges facing high-skilled Chinese returnees. Asian and Pacific Migration Journal, 25(1), 22-40. doi: 10.1177/0117196815621806

Harbon, L., & Smyth, C. (2016). Creating an ecology of affordances to allow Australian pre-service teachers to get to know and make sense of China. In M. Robertson & P. K. E. Tsang (Eds.), Everyday knowledge, education and sustainable futures: Transdisciplinary approaches in the Asia-Pacific region, (pp. 195-208). Singapore: Springer.

Hayes, D. (2016). Teachers' work in high-poverty contexts: Curating repertoires of pedagogical practice. In J. Lampert & B. Burnett (Eds.), Teacher education for high poverty schools, (pp. 211-222). Cham: Springer International Publishing.

Heward-Belle, S. (2016). The diverse fathering practices of men who perpetrate domestic violence. Australian Social Work, 69(3), 323-337. doi: 10.1080/0312407X.2015.1057748

Hine, G., Reaburn, R., Anderson, J., Galligan, L., Carmichael, C., Cavanagh, M., Ngu, B., & White, B. (Eds.) (2016). Teaching secondary mathematics. Great Britain: Cambridge University Press.

Howard, S., & Thompson, K. (2016). Seeing the system: Dynamics and complexity of technology integration in secondary schools. Education and Information Technologies, 21(6), 1877-1894. doi: 10.1007/s10639-015-9424-2

Irving, T., & Connell, R. (2016). Scholars and radicals: Writing and re-thinking class structure in Australian history. Journal of Australian Studies, 40(1), 3-15. doi: 10.1080/14443058.2015.1120224

Irwin, J. (2016). Working for equality and difference: (de)constructing heteronormativity. In B. Pease, S. Goldingay, N. Hosken & S. Nipperess (Eds.), Doing critical social work: Transformative practices for social justice, (pp. 254-267). Crows Nest: Allen and Unwin.

Jacobson, M., Kapur, M., & Reimann, P. (2016). Conceptualizing debates in learning and educational research: Toward a complex systems conceptual framework of learning. Educational Psychologist, 51(2), 210-218. doi: 10.1080/00461520.2016.1166963

Jacobson, M., Markauskaite, L., Portolese, A., Lai, P., & Kapur, M. (2016). Understanding climate change as a complex system with agent-based models: A study of contrasting learning designs. In Kevin G. Welner (Ed.), Proceedings of the 2016 American Educational Research Association (AERA) Annual Meeting, Washington, D.C.: AERA..

Jones, R. H. & Richards, J. C. (Eds.) (2016). Creativity in language teaching: Perspectives from research and practice. New York: Routledge.

Kennedy, I., Latham, G., & Jacinto, H. (2016). Education skills for 21st century teachers: Voices from a global online educators’ forum. Cham: Springer.

Khosronejad, M., Reimann, P., & Markauskaite, L. (2016). Engineering professional identity practices: Investigating the use of web search in collaborative decision making. In S. Barker, S. Dawson, A. Pardo and C. Colvin (Eds.), Conference Proceedings: 33rd International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education (ASCILITE 2016) (pp.329-337), Adelaide: University Of South Australia.

Kidson, P. (2016). Leadership for international mindedness. In K. Ikin (Ed.), National Conference of the Australian College of Educators (ACE) 2016 proceedings: Changes and challenges: The power of education to build the world to which we aspire (pp. 56-62), Victoria: Australian College of Educators.

Kirkpatrick, R., & Bui, T. (2016). Introduction: The challenges for English education policies in Asia. In R. Kirkpatrick (Ed.), English language education policy in Asia (pp. 1-23). Cham: Springer.

Lai, P., Jacobson, M., & Markauskaite, L. (2016). Agent-Based Models versus video-based visualizations to learn nanoscience concepts: An embodied cognition perspective. In Kevin G. Welner (Ed.), Proceedings of the 2016 American Educational Research Association (AERA) Annual Meeting, Washington, D.C.: AERA.

Laing, L. (2016). Feminism and social policy. In S. Wendt and N. Moulding (Eds.), Contemporary feminisms in social work practice (pp. 54-69). Abingdon: Routledge.

Lambert to Macfarlane

Lambert, P. (2016). Educational standards and Australia: A changed landscape. Revista Brasileira de Estudos Pedagogicos, 97(247), 463-471. doi: 10.1590/S2176-6681/291437381

Lambert, P., Marks, W., Elliott, V., & Johnston-Anderson, N. (2016). Generational change in Australian school leadership: Collision path or smooth baton change? Journal of Educational Administration, 54(2), 114-134. doi: 10.1108/JEA-06-2014-0069

Larkin, P., O'Connor, D., & Williams, A. (2016). Does grit influence sport-specific engagement and perceptual-cognitive expertise in elite youth soccer? Journal of Applied Sport Psychology, 28(2), 129-138. doi: 10.1080/10413200.2015.1085922

Larkin, P., O'Connor, D., & Williams, A. (2016). Establishing validity and reliability of a movement awareness and technical skill (MATS) analysis instrument in soccer. International Journal of Performance Analysis in Sport, 16(1), 191-202.

Larkin, P., O'Connor, D., & Williams, A. (2016). Perfectionism and sport-specific engagement in elite youth soccer players. Journal of Sports Sciences, 34(14), 1305-1310. doi: 10.1080/02640414.2015.1126673

Liem, G., Martin, A., & Gibson, R. (2016). Technology-mediated arts engagement: Theoretical views, empirical bases and applied implications. In J. Fleming, R. Gibson & M. Anderson (Eds.), How arts education makes a difference: Research examining successful classroom practice and pedagogy, (pp. 205-223). Abingdon: Routledge.

Little, J., & Anderson, J. (2016). What factors support or inhibit secondary mathematics pre-service teachers' implementation of problem-solving tasks during professional experience? Asia-Pacific Journal of Teacher Education, 44(5), 504-521.

Lonsdale, C., Lester, A., Owen, K., White, R., Moyes, I., Peralta, L., Kirwan, M., Maeder, A., Bennie, A., & MacMillan, F., et al (2016). An internet-supported physical activity intervention delivered in secondary schools located in low socio-economic status communities: Study protocol for the Activity and Motivation in Physical Education (AMPED) cluster randomized controlled trial. BMC Public Health, 16(1), 1-15. doi: 10.1186/s12889-015-2583-7

Lonsdale, C., Sanders, T., Cohen, K., Parker, P., Noetel, M., Hartwig, T., Vasoncellos, D., Kirwan, M., Morgan, P., Salmon, J., Peralta, L., et al (2016). Scaling-up an efficacious school-based physical activity intervention: Study protocol for the 'Internet-based Professional Learning to help teachers support Activity in Youth' (iPLAY) cluster randomized controlled trial and scale-up implementation evaluation. BMC Public Health, 16(1), 1-16. doi: 10.1186/s12889-016-3243-2

Loughland, A., & Sriprakash, A. (2016). Bernstein revisited: The recontextualisation of equity in contemporary Australian school education. British Journal of Sociology of Education, 37(2), 230-247. doi: 10.1080/01425692.2014.916604

Loughland, A., & Thompson, G. (2016). The problem of simplification: Think-tanks, recipes, equity and 'Turning around low-performing schools'. A E R (Australian Educational Researcher), 43(1), 111-129. doi: 10.1007/s13384-015-0190-3

Low, R. (2016). Facing symbolic violence: A cruel tale of competitive university admissions. Critical Education, 7(12), 1-21.

Low, R. (2016). Making up the Ummah: The rhetoric of ISIS as public pedagogy. The Review of Education, Pedagogy, and Cultural Studies, 38(4), 297-316. doi: 10.1080/10714413.2016.1203679

Macfarlane, S., & Kostecki, T. (2016). Growing old in the lucky country. Social Alternatives, 35(4), 54-58.

Mackenzie to McCormick

Mackenzie, J. (2016). Dahlbeck and pure ontology. Educational Philosophy and Theory, 48(9), 928-942. doi: 10.1080/00131857.2015.1047216

Mackenzie, M., Cologon, K., & Fenech, M. (2016). 'Embracing everybody': Approaching the inclusive early childhood education of a child labelled with autism from a social relational understanding of disability. Australasian Journal of Early Childhood, 41(2), 4-12.

Mahboob, A., Paltridge, B., Phakiti, A., Wagner, E., Starfield, S., Burns, A., Jones, R., & De Costa, P. (2016). TESOL Quarterly research guidelines. TESOL Quarterly, 50(1), 42-65. doi: 10.1002/tesq.288

Mansour, M., Martin, A. & Anderson, M. (2016). The project's research methods: Addressing gaps in previous arts research. In J. Fleming, R. Gibson & M. Anderson (Eds.), How arts education makes a difference: Research examining successful classroom practice and pedagogy (pp. 51-69). Abingdon: Routledge.

Mansour, M., Martin, A. & Liem, G. A. D. (2016). School, home and community arts participation and students' outcomes: Quantitative findings. In J. Fleming, R. Gibson & M. Anderson (Eds.), How arts education makes a difference: Research examining successful classroom practice and pedagogy (pp. 87-105). Abingdon: Routledge.

Mansour, M., Martin, A., Anderson, M., Gibson, R., Liem, G., & Sudmalis, D. (2016). Student, home, and school socio-demographic factors: Links to school, home, and community arts participation. A E R (Australian Educational Researcher), 43(2), 221-244. doi: 10.1007/s13384-015-0199-7

Manuel, J., & Carter, D. (2016). Sustaining hope and possibility: Early-career English teachers' perspectives on their first years of teaching. English in Australia, 51(1), 91-103.

Markauskaite, L., & Jacobson, M. (2016). Tracking and assessing students' learning strategies in model-based learning environments. In P. Reimann, S. Bull, M. Kickmeier-Rust, R. Vatrapu & B. Wasson (Eds.), Measuring and visualizing learning in the information-rich classroom, (pp. 137-153). New York: Routledge.

Markose, & S., Simpson, A. (2016). 'I want them better than me': Pedagogical strategies employed by four immigrant parents in the face of perceived forms of exclusion by school authorities. Race Ethnicity and Education, 19(3), 659-682. doi: 10.1080/13613324.2014.885423

Martin, A., Papworth, B., Ginns, P., & Malmberg, L. (2016). Motivation, engagement, and social climate: An international study of boarding schools. Journal of Educational Psychology, 108(6), 772-787. doi: 10.1037/edu0000086

Martin, A., Durksen, T., Williamson, D., Kiss, J. & Ginns, P. (2016). The role of a museum-based science education program in promoting content knowledge and science motivation. Journal of Research in Science Teaching, 53(9), 1364-1384. doi: 10.1002/tea.21332

Martinez-Maldonado, R., Goodyear, P., Kay, J., Thompson, K., & Carvalho, L. (2016). An actionable approach to understand group experience in complex, multi-surface spaces. In J. Kaye & A. Druin (Eds.), Proceedings of the 34th Annual CHI Conference on Human Factors in Computing Systems (CHI 2016) (pp. 2062-2074), New York: Association for Computing Machinery (ACM).

Martinez-Maldonado, R., & Goodyear, P. (2016). CoCoDeS: Multi-device support for collocated collaborative learning design. In C. Parker (Ed.), Proceedings of the 28th Australian Conference on Computer-Human Interaction (OzCHI 2016), New York: Association for Computing Machinery (ACM).

Maton, K., Carvalho, L., & Dong, A. (2016). LCT in praxis: Creating an e-learning environment for informal learning of principled knowledge. In K. Maton, S. Hood and S. Shay (Eds.), Knowledge-building: Educational studies in Legitimation Code Theory, (pp. 72-92). Abingdon: Routledge.

Mayer, D., Allard, A., Moss, J., & Dixon, M. (2016). Initial teacher education and assessment of graduates in Australia. In J. C-K. Lee and C. Day (Eds.), Quality and change in teacher education: Western and Chinese perspectives, (pp. 149-162). Cham: Springer.

Mayer, D., & Reid, J. (2016). Professionalising teacher education: Evolution of a changing knowledge and policy landscape. In J. Loughran & M. L. Hamilton (Eds.), International handbook of teacher education (Vol. 1), (pp. 453-486). Singapore: Springer.

Mayes, E. (2016). Shifting research methods with a becoming-child ontology: Co-theorising puppet production with high school students. Childhood, 23(1), 105-122. doi: 10.1177/0907568215576526

McCormick, A. (2016). Policy constructions of childhoods: Impacts of multi-level education and development policy processes in Southeast Asia and the South Pacific. In L. Hopkins & A. Sriprakash (Eds.), The 'poor child': The cultural politics of education, development and childhood, (pp. 127-150). Abingdon: Routledge.

McCormick, A. (2016). Vanuatu education policy post-2015: 'Alternative', decolonising processes for 'development'. International Education Journal: Comparative Perspectives, 15(3), 16-29.

McMaster to O'Dea

McMaster, H., & McMartin, K. (2016). Opening the door on triangular numbers. Australian Primary Mathematics Classroom, 21(4), 27-34.

McMaster, H., & Cavanagh, M. (2016). A professional experience model for primary pre-service teachers specialising in mathematics. In B. White, M. Chinnappan & S. Trenholm (Eds.), Proceedings of the 39th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA 2016) (pp.463-470), Adelaide: MERGA.

Mills, M., McGregor, G., Baroutsis, A., te Riele, K. & Hayes, D. (2016). Alternative education and social justice: considering issues of affective and contributive justice. Critical Studies in Education, 57(1), 100-115. doi: 10.1080/17508487.2016.1087413

Miskolci, J. (2016). Inclusive education in the Slovak Republic two decades after the dissolution of Czechoslovakia. International Journal of Inclusive Education, 20(2), 199-213. doi: 10.1080/13603116.2015.1079272

Miskolci, J., Armstrong, D., & Spandagou, I. (2016). Teachers' perceptions of the relationship between inclusive education and distributed leadership in two primary schools in Slovakia and New South Wales (Australia). Journal of Teacher Education for Sustainability, 18(2), 53-65. doi: 10.1515/jtes-2016-0014

Mockler, N. (2016). NAPLAN and the problem frame: Exploring representations of NAPLAN in the print media, 2010 and 2013. In B. Lingard, G. Thompson & S. Sellar (Eds.), National testing in schools: An Australian assessment, (pp. 181-198). Abingdon: Routledge.

Morley, D., Ogilvie, P., Till, K., Rothwell, M., Cotton, W., O'Connor, D., & Mckenna, J. (2016). Does modifying competition affect the frequency of technical skills in junior rugby league? International Journal of Sports Science and Coaching, 11(6), 810-818. doi: 10.1177/1747954116676107

Moss, J., Bruce, C. D. & Bobis, J. (2016). Young children's access to powerful mathematics ideas: A review of current challenges and new developments in the early years. In L. D. English & D. Kirshner (Eds.), Handbook of international research in mathematics education (3rd ed., pp. 153-190). New York: Routledge.

Munday, & C., Fleming, J. (2016). The drama classroom: The practices of learning within community. In J. Fleming, R. Gibson & M. Anderson (Eds.), How arts education makes a difference: Research examining successful classroom practice and pedagogy, (pp. 151-168). Abingdon: Routledge.

Munday, C., Anderson, M., Gibson, R., & Martin, A. (2016). Drama in schools: Agency, community and the classroom. In K. Freebody & M. Finneran (Eds.), Drama and social justice: Theory, research and practice in international contexts, (pp. 75-88). Abingdon: Routledge.

Munday, C., & Anderson, M. (2016). Understanding the social aesthetic. In J. Fleming, R. Gibson & M. Anderson (Eds.), How arts education makes a difference: Research examining successful classroom practice and pedagogy, (pp. 123-135). Abingdon: Routledge.

Nelson, C. (2016). Cultivating creative teaching via narrative inquiry. In Rodney H. Jones & Jack C. Richards (Eds.), Creativity in language teaching: Perspectives from research and practice, (pp. 241-255). New York: Routledge.

Nelson, A., Signal, T., & Wilson, R. (2016). Equine Assisted Therapy and Learning: A survey of methodologies in Australia. Society and Animals, 24(4), 337-357. doi: 10.1163/15685306-12341418

Nelson, C. (2016). The significance of sexual identity to language learning and teaching. In S. Preece (Ed.), The Routledge handbook of language and identity (pp. 351-365). Abingdon: Routledge.

Nguyen, H. T. M., & Bui, T. (2016). Teachers' agency and the enactment of educational reform in Vietnam. Current Issues in Language Planning, 17(1), 88-105. doi: 10.1080/14664208.2016.1125664

Nordstrom, J. (2016). Parents' reasons for community language schools: Insight from a high-shift, non-visible, middle-class community. Language and Education, 30(6) 519-535. doi: 10.1080/09500782.2016.1168431

O'Connor, D., & Larkin, P. (2016). Decision making and tactical knowledge: An Australian perspective in the development of youth football players. In T. Favero, B. Drust & B. Dawson (Eds.), International research in science and soccer II, (pp. 204-214). Abingdon: Routledge.

O'Connor, D., Larkin, P., & Williams, A. (2016). Talent identification and selection in elite youth football: An Australian context. European Journal of Sport Science, 16(7), 837-844. doi: 10.1080/17461391.2016.1151945

O'Dea, J. (2016). Evaluation of nutrition and physical activity knowledge, attitudes, self efficacy and behaviors in teachers and children after implementation of the "Healthy Active Kids" online program in Australian elementary schools. Health, 8(4), 293-303. doi: 10.4236/health.2016.84031

O'Dea, J., & Cinelli, R. (2016). Use of drugs to change appearance in girls and female adolescents. In M. Hall, S. Grogan & B. Gough (Eds.), Chemically modified bodies: The use of diverse substances for appearance enhancement, (pp. 51-76). London: Palgrave Macmillan.

Odhiambo to Pennington

Odhiambo, G. (2016). Advancing equity and widening access to higher education in Kenya. In C. Harmon (Eds.), Higher education: Global perspectives, emerging challenges and opportunities, (pp. 17-38). New York: Nova Science Publishers, Inc.

Odhiambo, G. (2016). Higher education in Kenya: An assessment of current responses to the imperative of widening access. Journal of Higher Education Policy and Management, 38(2), 196-211. doi: 10.1080/1360080X.2016.1150551

Odhiambo, G. (2016). Market orientation as a policy paradigm in Australian university education. In C. Harmon (Eds.), Higher education: Global perspectives, emerging challenges and opportunities, (pp. 61-81). New York: Nova Science Publishers, Inc.

O'Neill, K., Cotton, W., Cuadros, J., & O'Connor, D. (2016). An investigation of the relative age effect amongst Olympic athletes. Talent Development & Excellence, 8(1), 27-39.

Otonicar, B., Dublyansky, Y., Osborne, R., Tyc, A., & Philipp, S. (2016). Cave inception in Dedolomite (a case study from central Slovenia). In T. Chavez and P. Reehling (Eds.), Proceedings of DeepKarst 2016: Origins, Resources, and Management of Hypogene Karst, (pp. 189-198). Carlsbad: National Cave and Karst Research Institute.

Padgett, E. & Curwood, J. S. (2016). A figment of their imagination: Adolescent poetic literacy in an online affinity space. Journal of Adolescent and Adult Literacy, 59(4), 397-407. doi: 10.1002/jaal.453

Paltridge, B. (2016). Data selection as an ethical issue: Dealing with outliers in telling a research story. In Peter I. De Costa (Eds.), Ethics in applied linguistics research: Language researcher narratives, (pp. 38-50). New York: Routledge.

Paltridge, B., Starfield, S., & Tardy, C. (2016). Ethnographic perspectives on academic writing. Oxford: Oxford University Press.

Paradis, K., Larkin, P., & O'Connor, D. (2016). The effects of physical exertion on decision-making performance of Australian football umpires. Journal of Sports Sciences, 34(16), 1535-1541. doi: 10.1080/02640414.2015.1122205

Pardo, A., Han, F., & Ellis, R. (2016). Exploring the relation between Self-regulation, Online activities, and academic performance: A case study. In Enhancing impact: Convergence of communities for grounding, implementation, and validation. LAK' 16 Conference proceedings: The Sixth International Learning Analytics and Knowledge Conference (pp.422-429), New York: ACM.

Pearse, R., & Connell, R. (2016). Gender norms and the economy: Insights from social research. Feminist Economics, 22(1), 30-53. doi: 10.1080/13545701.2015.1078485

Pearse, R. (2016). Moving targets: Carbon pricing, energy markets, and social movements in Australia. Environmental Politics, 25(6) 1079-1101. doi: 10.1080/09644016.2016.1196969

Pennington, D. D., Bammer, G., Danielson, A., Gosselin, D., Gouvea, J. S., Habron, G. B., Hawthorne, D. J., Parnell, R., Thompson, K., Vincent, S. G., & Wei, C. (2016). The EMBeRS project: employing model-based reasoning in socio-environmental synthesis. Journal of Environmental Studies and Science, 6(2), 278-286. doi: 10.1007/s13412-015-0335-8

Pennington, M. C., & Richards, J. C. (2016).Teacher identity in language teaching: Integrating personal, contextual, and professional factors. RELC Journal, 47(1), 5-23. doi: 10.1177/0033688216631219

Peralta to Reimann

Peralta, L., & Cinelli, R. (2016). An evaluation of an Australian Aboriginal controlled-community organization’s remote sports-based programme: A qualitative investigation. Sport in Society, 19(7), 973-989. doi: 10.1080/17430437.2015.1096247

Peralta, L., O'Connor, D., Cotton, W., & Bennie, A. (2016). Pre-service physical education teachers' Indigenous knowledge, cultural competency and pedagogy: a service learning intervention. Teaching Education, 27(3), 248-266. doi: 10.1080/10476210.2015.1113248

Peralta, L., Dudley, D., & Cotton, W. (2016). Teaching healthy eating to elementary school students: A scoping review of nutrition education resources. Journal of School Health, 86(5), 334-345. doi: 10.1111/josh.12382

Peseta, T., Bell, A., Clifford, A., English, A., Janarthana, J., Jones, C., Teal, M., Zhang, J. (2016). Students as ambassadors and researchers of assessment renewal: Puzzling over the practices of university and academic life. International Journal for Academic Development, 21(1), 54-66. doi: 10.1080/1360144X.2015.1115406

Phakiti, A. (2016). Test takers' performance appraisals, appraisal calibration, and cognitive and metacognitive strategy use. Language Assessment Quarterly: an international journal, 13(2), 75-108. doi: 10.1080/15434303.2016.1154555

Phakiti, A. (2016). Test-takers' performance appraisals, appraisal calibration, state-trait strategy use, and state-trait IELTS listening difficulty in a simulated IELTS Listening test, 2016/6. Melbourne, Australia: IELTS Partners.

Phakiti, A., & Bi, Z. (2016). Trait and state lexico-grammatical strategy use questionnaires. In V. Aryadoust & J. Fox (Eds.), Trends in language assessment research and practice: The view from the Middle East and the Pacific Rim, (pp. 122-148). Newcastle upon Tyne: Cambridge Scholars Publishing.

Phillips, R. (2016). 'Empowerment' as women's emancipation? A global analysis of the empowerment paradigm and the influence of feminism in women's NGOs. In Christina Schwabenland, Chris Lange, Jenny Onyx and Sachiko Nakagawa (Eds.), Women's emancipation and civil society organisations: Challenging or maintaining the status quo?, (pp. 21-45). Bristol: Policy Press.

Pockett, R., Peate, M., Hobbs, K. M., Dzidowska, M., Bell, M. L., Baylock, B., & Epstein, I. (2016). The characteristics of oncology social work in Australia: Implications for workforce planning in integrated cancer care. Asia-Pacific Journal of Clinical Oncology, 12(4), 444-452. doi: 10.1111/ajco.12482

Portolese, A., Markauskaite, L., Lai, P., & Jacobson, M. (2016). Analyzing patterns of emerging understanding and misunderstanding in collaborative science learning: A method for unpacking critical turning points. In C-K. Looi, J. Polman, U. Cress & P. Reimann (Eds.), Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS 2016) (Vol. 1, pp. 410-417), Singapore: International Society of the Learning Sciences.

Preston, C. (2016). Effect of a science diagram on primary students' understanding about magnets. Research in Science Education, 46(6), 857-877.doi: 10.1007/s11165-015-9484-8

Reichert, F. (2016). How internal political efficacy translates political knowledge into political participation: Evidence from Germany. Europe's Journal of Psychology, 12(2), 221-241. doi: 10.5964/ejop.v12i2.1095

Reichert, F. (2016). Learning for active citizenship: Are Australian youths discovering democracy at school? Education, Citizenship and Social Justice, 11(2), 130-144. doi: 10.1177/1746197915626090

Reichert, F. (2016). Students' perceptions of good citizenship: A person-centred approach. Social Psychology of Education: an International Journal, 19(3), 661-693. doi: 10.1007/s11218-016-9342-1

Reichert, F. (2016). Who is the engaged citizen? Correlates of secondary school students' concepts of good citizenship. Educational Research and Evaluation, 22(5-6), 305-332. doi: 10.1080/13803611.2016.1245148

Reimann, P., & Khosronejad, M. (2016). Designing authentic assessments in higher education. In P. Reimann, S. Bull, M. Kickmeier-Rust, R. Vatrapu & B. Wasson (Eds.), Measuring and visualizing learning in the information-rich classroom, (pp. 92-106). New York: Routledge.

Reimann, P., Bell, S., Kickmeier-Rust, M., Vatrapu, R., & Wasson, B. (Eds.) (2016). Measuring and visualizing learning in the information-rich classroom. New York: Routledge.

Richards to Skilling

Richards, J. C., & Reppen, R. (2016). 12 principles of grammar instruction. In E. Hinkel (Ed.), Teaching English grammar to speakers of other languages, (pp. 143-160). New York: Routledge.

Richards, J. C., & Cotterall, S. (2016). Exploring creativity in language teaching. In R. H. Jones and J. C. Richards (Eds.), Creativity in language teaching: Perspectives from research and practice (pp. 97-113). New York: Routledge.

Ringland, E., Gifford (nee Barnard), J., Denyer, G., Thai, D., Franklin, J., Stevenson, M., Prvan, T., & O'Connor, H. (2016). Evaluation of an electronic tool to assess food label literacy in adult Australians: A pilot study. Nutrition and Dietetics, 73(5), 482-489. doi: 10.1111/1747-0080.12271

Rubino, A., & Cruickshank, K. (2016). Exploring language choice and identity construction in 'in-between' sites: Ethnic media and community languages schools in Australia. Australian Review of Applied Linguistics, 39(3), 255-271. doi: 10.1075/aral.39.3.03rub

Sadeghi, K. & Richards, J. C. (2016). The idea of English in Iran: An example from Urmia. Journal of Multilingual and Multicultural Development, 37(4), 419-434. doi: 10.1080/01434632.2015.1080714

Sankey, D., & Kim, M. (2016). Cultivating moral values in an age of neuroscience. In C. W. Joldersma (Eds.), Neuroscience and education: A philosophical appraisal, (pp. 111-127). New York: Routledge.

Scott, J., & Armstrong, A. C. (2016). Using metaphors to understand how educators in faith-based schools view professional learning. Power and Education, 8(2), 140-159. doi: 10.1177/1757743816650222

Sherington, G. (2016). British academics, liberalism, and the First World War. History of Education Review, 45(2), 198-211. doi: 10.1108/HER-09-2015-0019

Simpson, A. (2016). Choosing to teach with quality literature: From reading (through talk) to writing. Scan, 35(4), 26-38.

Simpson, A. (2016). Designing pedagogic strategies for dialogic learning in higher education. Technology, Pedagogy and Education, 25(2), 135-151. doi: 10.1080/1475939X.2015.1038580

Simpson, A. (2016). Dialogic teaching in the initial teacher education classroom: "Everyone's voice will be heard". Research Papers in Education, 31(1), 89-106. doi: 10.1080/02671522.2016.1106697

Simpson, A. (2016). The use of children's literature in teaching: A study of politics and professionalism within teacher education. Abingdon: Routledge.

Skattebol, J. & Hayes, D. (2016). Cracking with affect: Relationality in young people’s movements in and out of mainstream schooling. Critical Studies in Education, 57(1), 6-20. doi: 10.1080/17508487.2015.1096803

Skilling, K., Bobis, J., Martin, A., Anderson, J., & Way, J. (2016). What secondary teachers think and do about student engagement in mathematics. Mathematics Education Research Journal, 28(4), 545-566. doi: 10.1007/s13394-016-0179-x

Smyrnis to Tracey

Smyrnis, E., & Ginns, P. (2016). Does a drama-inspired 'mirroring' exercise enhance mathematical learning? The Educational and Developmental Psychologist, 33(2), 178-186. doi: 10.1017/edp.2016.17

Sriprakash, A., Proctor, H., & Hu, B. X. (2016). Visible pedagogic work: Parenting, private tutoring and educational advantage in Australia. Discourse: Studies in the Cultural Politics of Education, 37(3), 426-441. doi: 10.1080/01596306.2015.1061976

Stacey, M. (2016). Middle-class parents' educational work in an academically selective public high school. Critical Studies in Education, 57(2), 209-223. doi: 10.1080/17508487.2015.1043312

Stevenson, M. (2016). A critical interpretative synthesis: The integration of Automated Writing Evaluation into classroom writing instruction. Computers and Composition, 42, 1-16. doi: 10.1016/j.compcom.2016.05.001

Strnadova, I., Evans, D. (2016). Students with Down syndrome in inclusive classrooms: Using evidence-based practices. In L. Peer & G. Reid (Eds.), Special educational needs: A guide for inclusive practice, (pp. 201-212). London: Sage Publications.

Sun, S. (2016). Learntime and learning place-focused forward-oriented design for learning in technology-enhanced classrooms. Distance Education, 37(3) 349-365. doi: 10.1080/01587919.2016.1233051

Takayanagi, T. (2016). Rethinking women’s learning and empowerment in Kenya: Maasai village women take initiative. International Review of Education, 62(6), 671-688. doi: 10.1007/s11159-016-9597-y

Talbot, D. (2016). Evidence for no-one: Standards, accreditation, and transformed teaching work. Teaching and Teacher Education, 58, 80-89. doi: 10.1016/j.tate.2016.05.006

Talbot, D., & Hayes, D. (2016). Teachers' experiences of re-engaging disenfranchised young people in learning through inquiry-based pedagogies: A phenomenographic study. International Journal of Child, Youth and Family Studies, 7(2), 257-274. doi: 10.18357/ijcyfs72201615721

Talbot, D. (2016). 'To be numerate is to be someone..': Tracing the doings of students labelled 'at risk'. A E R (Australian Educational Researcher), 43(4), 419-436. doi: 10.1007/s13384-016-0207-6

Tan, C., & Print, M. (Eds.) (2016). Educating good citizens: An international comparative study on citizenship education. Hangzhou: Zhejiang Education Press.

Terbish, B., & Rawsthorne, M. (2016). Social exclusion in Ulaanbaatar city Mongolia. Asia Pacific Journal of Social Work and Development, 26(2-3), 88-101. doi: 10.1080/02185385.2016.1199324

Thompson, G. & Mockler, N. (2016). Principals of audit: Testing, data and 'implicated advocacy'. Journal of Educational Administration and History, 48(1), 1-18. doi: 10.1080/00220620.2015.1040376

Thomson, K., Curwood, J. S. & Tomitsch, M. (2016). Participatory professional development: Designing a mobile website that links student feedback with best practice teaching resources. In M. Davis & A. Goody (Eds.), Research and development in higher education: The shape of higher education, 39 (pp. 329-339). Fremantle, Australia: Higher Education Research and Development Society of Australasia.

Thorpe, K., & Burgess, C. (2016). Challenging lecturer assumptions about preservice teacher learning in mandatory Indigenous Studies. The Australian Journal of Indigenous Education, 45(2), 119-128. doi:10.1017/jie.2016.20

Tierney, R., & Kan, W. (2016). Knowledge globalization within and across the People's Republic of China and the United States: A cross-national study of internationalization of educational research in the early 21st century. American Educational Research Journal, 53(6), 1759-1791. doi: 10.3102/0002831216678320

Tracey, D., Craven, R., Yeung, A., Tregeagle, S., Burnstein, J., & Stanley, H. (2016). A place to learn: Cultivating engaging learning environments for young rural Aboriginal Australians. International Journal of Inclusive Education, 20(6), 641-658. doi: 10.1080/13603116.2015.1102341

Tregeagle to Zhang

Tregeagle, S. (2016). Heads in the cloud: An example of practice-based information and communication technology in child welfare. Journal of Technology in Human Services 34(2), 224-239. doi: 10.1080/15228835.2016.1177479

Tseris, E. (2016). Thinking critically about 'mental health issues' affecting women during/after violence. Social Alternatives, 35(4), 37-42.

Vatrapu, R., Reimann, P., Hussain, A., & Pantazos, K. (2016). Repertory grids for formative assessment: Concept, method, tools and findings. In P. Reimann, S. Bull, M. Kickmeier-Rust, R. Vatrapu & B. Wasson (Eds.), Measuring and visualizing learning in the information-rich classroom, (pp. 121-136). New York: Routledge.

Voola, A. (2016). Gendered poverty and education: Moving beyond access to expanding freedoms through microfinance policy in India and Australia. International Education Journal: Comparative Perspectives, 15(1), 84-104.

Ward, J., & Georgakis, S. (2016). Identity in Australia: A case study on the role of sport in the ego identity formation process. Journal of Sports Research, 3(2), 56-72. doi: 10.18488/journal.90/2016.3.2/

Wardak, D. (2016). Gestures orchestrating the multimodal development of ideas in educational design team meetings. Design Studies, 47, 1-22. doi: 10.1016/j.destud.2016.08.001

Wardak, D. (2016). Inscriptions in educational design team meetings. Performance Improvement Quarterly, 29(3), 257-285. doi: 10.1002/piq.21224

Watanabe, H. (2016). Genre analysis of writing tasks in Japanese university entrance examinations. Language Testing in Asia, 6, 1-14. doi: 10.1186/s40468-016-0026-8

Way, J., Bobis, J., Lamb, J., & Higgins, J. (2016). Researching curriculum, policy and leadership in mathematics education. In K. Makar, S. Dole, J. Visnovska, M. Goos, A. Bennison, K. Fry (Eds.), Research in mathematics education in Australasia 2012-2015, (pp. 49-71). Singapore: Springer.

Welch, A. (2016). Asian higher education: Achievements, challenges, prospects. In C. Collins, M. N. N. Lee, J. N. Hawkins, D. E. Neubauer (Eds.), The Palgrave handbook of Asia Pacific higher education, (pp. 39-55). New York: Palgrave Macmillan.

Welch, A. (2016). Audit culture and academic production: Re-shaping Australian social science research output 1993-2013. Higher Education Policy, 29(4), 511-538. doi: 10.1057/s41307-016-0022-8

Welch, A. (2016). Evolving ASEAN-Australia relations in higher education: Towards a regional knowledge network? International Education Journal: Comparative Perspectives, 15(1), 5-25.

Welch, A., & Hao, J. (2016). Global argonauts: Returnees and diaspora as sources of innovation in China and Israel. Globalisation, Societies and Education, 14(2), 272-297. doi: 10.1080/14767724.2015.1026249

Welch, A. (2016). Ir-regular regionalism? China's borderlands and ASEAN higher education: Trapped in the prism. In S. L. Robertson, K. Olds, R. Dale & Q. A. Dang (Eds.), Global regionalisms and higher education: Projects, processes, politics, (pp. 166-190). Cheltenham: Edward Elgar Publishing.

Werkhoven, T., Cotton, W., & Dudley, D. (2016). Narrative review of pedagogical interventions on nutrition knowledge and weight prejudice. Cogent Education, 3(1), 1-12. doi: 10.1080/2331186X.2016.1251118

Wettewa, V. (2016). Postcolonial emotionalism in shaping education: An analysis of international school choice in Sri Lanka. International Education Journal: Comparative Perspectives, 15(1), 66-83.

Williams, G. (2016). Reflection literacy in the first years of schooling: Questions of theory and practice. In W. L. Bowcher & J. Yameng Liang (Eds.), Society in language, language in society: Essays in honour of Ruqaiya Hasan (pp. 333-356). Basingstoke: Palgrave Macmillan.

Wilson, O., & Phakiti, A. (2016). Teacher motivational strategy practice and student motivation in tertiary ESL. EA Journal, 32(1), 3-21.

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