Research publications 2013

Alphabetically, by author

Adi-Ben | Bob-Cat | Chi-Con | Cra–Dun | Ert-Fre | Ger-Gor | Gre-Hir | Hon-Kim | Lai-Liu | Lon-Mal | Mar-Mat | May-Mun | Nak-Osb |Pal-Pro | Rav-Ros | Sam-Sim | Sou-Sun | Tak-Tse | Udd-Way | Wel-Zub


Aditomo to Bennie


Aditomo, A., Goodyear, P., Bliuc, A., & Ellis, R. (2013). Inquiry-based learning in higher education: Principal forms, educational objectives, and disciplinary variations. Studies in Higher Education, 38(9), 1239-1258. doi: 10.1080/03075079.2011.616584

Allender, T. (2013). Colonial anxieties: The state embodiment of the female teacher -'trainer', 1808-1931. In D. Kumar, J. Bara, N. Khadria, & Ch. R. Gayathri (Eds.), Education in colonial India: Historical insights (pp. 325-35). New Delhi: Manohar Publications.

Allender, T. (2013). Knowledge transfer and mission sociology in the colonial Punjab, 1849-1900. In R. Kochhar, P. Nagpal, Nandita, & L. Sharma (Eds.), The making of modern Punjab: Education, science and social change c. 1850-c. 2000 (pp. 23-36). Chandigarh: Panjab University.

Anderson, M., & O'Connor, P. (2013). Applied theatre as research: Provoking the possibilities. Applied Theatre Research, 1(2), 189-202. doi: 10.1386/atr.1.2.189_1

Anderson, M., & Dunn, J. (2013). Drama and learning: Landscapes of an aspirational pedagogy. In M. Anderson & J. Dunn (Eds.), How drama activates learning: Contemporary research and practice (pp. 3-11). London: Bloomsbury Academic.

Anderson, M., & Cameron, D. (2013). Drama and learning technologies: To affinity spaces and beyond. In M. Anderson & J. Dunn (Eds.), How drama activates learning: Contemporary research and practice (pp. 226-244). London: Bloomsbury Academic.

Anderson, M., & Dunn, J. (Eds.) (2013). How drama activates learning: Contemporary research and practice. London: Bloomsbury Academic.

Arciuli, J., Villar, G., Colmar, S., Evans, D., Einfeld, S., & Parmenter, T. (2013). Home-based reading between mothers and their children with autism spectrum disorders. Australian Journal of Learning Difficulties, 18(1), 17-33. doi: 10.1080/19404158.2012.747186

Armstrong, A. C. (2013). Collaboration, partnerships and alliances: perspectives on Erasmus Mundus MA/Magistr in special education needs. International Journal of Inclusive Education, 17(4), 364-376. doi: 10.1080/13603116.2011.651823

Barkell, J., & O'Connor, D. (2013). A case study of coach practices in skill acquisition training. In H. Nunome, B. Drust, & B. Dawson (Eds.), Science and football VII: The proceedings of the seventh world congress on science and football (pp. 355-360). Abingdon, UK: Routledge.

Barkell, J., O'Connor, D., & Cotton, W. (2013). An examination of the progression from national schoolboy to senior representation in Australian rugby union. University of Sydney Papers in Human Movement, Health and Coach Education, 2, 1-16.

Bennett, D., Smith, E., Bennett, S., Chan, P., Bobis, J., Harrison, N., Seddon, T., & Shore, S. (2013). Who is conducting educational research in Australia and how can their work be supported? A E R (Australian Educational Researcher), 40(4), 473-492. doi: 10.1007/s13384-013-0106-z

Bennie, A., & O'Connor, D. (2013). Perceptions of effective coaching in Australian professional team sports. In H. Nunome, B. Drust, & B. Dawson (Eds.), Science and football VII: The proceedings of the seventh world congress on science and football (pp. 367-372). Abingdon, UK: Routledge.


Bobis to Cattle


Bobis, J., Shore, S., Bennett, D., Bennett, S., Chan, P., Harrison, N., & Seddon, T. (2013). Education research in Australia: Where is it conducted? A E R (Australian Educational Researcher), 40(4), 453-471. doi: 10.1007/s13384-013-0105-0

Bobis, J., Mulligan, J., & Lowrie, T. (2013). Mathematics for children: Challenging children to think mathematically (4th ed.). NSW: Pearson Education Australia.

Bristol, L., & Ponte, P. (2013). ‘Muddying the space’: Social justice, action research and professional learning. Professional Development in Education, 39(4), 513-530. doi: 10.1080/19415257.2013.797007

Brownlee, P. (2013). The emergence of Australia's business migration program and entrepreneurial diversity policy. The International Journal of Diversity in Organisations, Communities and Nations, 12, 15-31.

Bundy, P., Ewing, R., & Fleming, J. (2013). Drama and the audience: Transformative encounters in TheatreSpace. In M. Anderson & J. Dunn (Eds.), How drama activates learning: Contemporary research and practice (pp. 145-158). London: Bloomsbury Academic.

Burns, K. (2013). Normative 'sexual' knowledge and critique as a mode of resistance: A response to Damien Riggs. Contemporary Issues in Early Childhood, 14(1), 88-93.

Burns, K., & Davies, C. (2013). Producing girl citizens as agents of health: An analysis of HPV media campaigns in the United States. In K. Harper, Y. Katsulis, V. Lopez, & G. Scheiner Gillis (Eds.), Girls' sexualities and the media (pp. 139-154). New York: Peter Lang Publishing.

Callow, J. (2013). The shape of text to come: How image and text work. Sydney: Primary English Teachers Association Australia (PETAA).

Calvo, R., & Peters, D. (2013). The irony and re-interpretation of our quantified self. In H. Shen, R. Smith, J. Paay, P. Calder, & T. Wyeld (Eds.), Proceedings of the 25th Australian Computer-Human Interaction Conference, OzCHI 2013 (pp. 367-370). New York: Association for Computing Machinery (ACM).

Campbell, C., & Sherington, G. (2013). The comprehensive public high school: Historical perspectives (2nd ed.). New York: Palgrave Macmillan.

Campbell, C. (2013). Epilogue. In C. Campbell & G. Sherington (Eds.), The comprehensive public high school: Historical perspectives (2nd ed., pp. 165-179). New York: Palgrave Macmillan.

Campbell, V. (2013). Playing with storytelling. In R. Ewing (Ed.), Creative arts in the lives of young children: Play, imagination and learning (pp. 34-46). Melbourne: ACER Press

Carter, D. (2013). Ars Poetica, Romanticism and English education: Poetic inheritances in the senior secondary English curriculum in New South Wales, Australia. English Teaching: Practice and Critique, 12(1), 46-63.

Cattle, S., Bloomfield, D., & Klineberg, I. (2013). The engagement of an urban-based, comprehensive university with rural communities. Metropolitan Universities: An International Forum, 23(3), 95-108.


Chia to Connell


Chia, Y. (2013). Through the "Western" gaze: Chinese history in Ontario High School World History Syllabus and textbooks, 1947-ca. 1980s. History of Education Review, 42(2), 199-211. doi: 10.1108/HER-10-2012-0035

Christie, F. (2013). Genres and genre theory: A response to Michael Rosen. Changing English, 20(1), 11-22. doi: 10.1080/1358684X.2012.757056

Collins, J., & Allender, T. (2013). Knowledge transfer, educational change and the history of education: New theoretical frameworks. History of Education Review, 42(2), 112-118. doi: 10.1108/HER-10-2012-0036

Connell, R. (2013). Conclusion: Understanding empire. In G. Steinmetz (Ed.), Sociology and empire: The imperial entanglements of a discipline (pp. 489-497). Durham, United Kingdom: Duke University Press.

Connell, R., Welch, A., Vickers, M., Foley, D., Bagnall, N., Hayes, D., Proctor, H., Sriprakash, A., & Campbell, C. (2013). Education, change and society (3rd ed.). Melbourne: Oxford University Press.

Connell, R. (2013). Embodying serious power: Managerial masculinities in the security sector. In J. Hearn, M. Blagojevic, & K. Harrison (Eds.), Rethinking transnational men: Beyond, between and within nations (pp. 45-58). New York: Routledge.

Connell, R. (2013). Equal rights, to a certain extent: Memoirs of a researcher into mysteries of gender and education. In M. Weaver-Hightower & C. Skelton (Eds.), Leaders in gender and education: Intellectual self-portraits (pp. 33-42). Rotterdam: Sense Publishers.

Connell, R. (2013). Masculinidade corporativa e o contexto global: um estudo de caso de dinamica conservadora de genero [Corporate masculinity and the global context: A case study of conservative gender dynamics]. Cadernos Pagu, 40, 323-344. doi: 10.1590/S0104-83332013000100010

Connell, R. (2013). Masculinity and Nazism. In A. Dietrich & L. Heise (Eds.), Mannlichkeitskonstruktionen im Nationalsozialismus: Formen, Funktionen und Wirkungsmacht von Geschlechterkonstruktionen im Nationalsozialismus und ihre Reflexion in der padagogischen Praxis [Masculinity constructions in National Socialism: Forms, functions and powers of gender construction in National Socialism and their reflection in educational practice] (pp. 37-42). Frankfurt: Peter Lang AG, International Academic Publishers.

Connell, R. (2013). Master builders: Research on men and masculinities and directions for Australian theory and practice. Australian Feminist Studies, 28(75), 7-13. doi: 10.1080/08164649.2012.758079

Connell, R. (2013). The neoliberal cascade and education: an essay on the market agenda and its consequences. Critical Studies in Education, 54(2), 99-112. doi: 10.1080/17508487.2013.776990

Connell, R. (2013). Ours is in colour: The new left of the 1960s. In C. D'Cruz & M. Pendleton (Eds.), After homosexual: The legacies of gay liberation (pp. 35-48). Crawley: University of Western Australia Publishing (UWAP).

Connell, R. (2013). The shores of the southern ocean: Steps toward a world sociology of modernity, with Australian examples. In S. Arjomand & E. Reis (Eds.), Worlds of difference (pp. 58-72). Los Angeles: Sage Publications.

Connell, R. (2013). Under southern skies. In J. Go (Ed.), Decentering social theory: Political power and social theory (pp. 173-182). Bingley, United Kingdom: Emerald Group Publishing.

Connell, R. (2013). Uomini, maschilita e violenza di genere [Men, masculinity and gender violence]. In S. Magaraggia & D. Cherubini (Eds.), Uomini Contro le Donne? Le radici della violenza maschile [Men against women? The roots of male violence] (pp. 5-19). Novara: UTET (Unione Tipografico Editrice Torinese).

Connell, R. (2013). Why do market ‘reforms’ persistently increase inequality? Discourse (Abingdon): Studies in the Cultural Politics of Education, 34(2), 279-285. doi: 10.1080/01596306.2013.770253


Craven to Dunn


Craven, R. & Mooney, J. (Eds.) (2013). Seeding success in Indigenous Australian higher education. Bingley, UK: Emerald Group Publishing Ltd.

Crook, S., & Sharma, M. (2013). Bloom-ing heck! The activities of Australian science teachers and students two years into a 1:1 laptop program across 14 high schools. International Journal of Innovation in Science and Mathematics Education, 21(1), 54-69.

Crook, S., Sharma, M., Wilson, R., & Muller, D. (2013). Seeing eye-to-eye on ICT: Science student and teacher perceptions of laptop use across 14 Australian schools. Australasian Journal of Educational Technology, 29(1), 82-95.

Cruickshank, K., & Westbrook, R. (2013). Local and global – conflicting perspectives? The place of overseas practicum in preservice teacher education. Asia-Pacific Journal of Teacher Education, 41(1), 55-68. doi: 10.1080/1359866X.2012.753989

Curwood, J. (2013). Applying the design framework to technology professional development. Journal of Digital Learning in Teacher Education, 29(3), 89-96.

Curwood, J. (2013). Fan fiction, remix culture, and The Potter Games. In V. Estelle Frankel (Ed.), Teaching with Harry Potter: Essays on classroom wizardry from elementary school to college (pp. 81-92). Jefferson, NC: McFarland.

Curwood, J. (2013). The Hunger Games: Literature, literacy, and online affinity spaces. Language Arts, 90(6), 417-427.

Curwood, J. (2013). Redefining normal: A critical analysis of (dis)ability in young adult literature. Children's Literature in Education, 44(1), 15-28. doi: 10.1007/s10583-012-9177-0

Curwood, J., Magnifico, A., & Lammers, J. (2013). Writing in the wild: Writers' motivation in fan-based affinity spaces. Journal of Adolescent and Adult Literacy, 56(8), 677-685. doi: 10.1002/JAAL.192

Dang, T., Nguyen, H. T. M., & Le, T. (2013). The impacts of globalisation on EFL teacher education through English as a medium of instruction: An example from Vietnam. Current Issues in Language Planning, 14(1), 52-72. doi: 10.1080/14664208.2013.780321

Davies, C., & Burns, K. (2013). Imagining queer community in The L Word. In D. Heller (Ed.), Loving the L Word: The complete series in focus (pp. 173-190). London: I.B. Tauris.

Dimitriadis, Y., & Goodyear, P. (2013). Forward-oriented design for learning: Illustrating the approach. Research in Learning Technology, 21, 1-13. doi: 10.3402/rlt.v21i0.20290

Dudley, D., Okely, A., Pearson, P., Caputi, P., & Cotton, W.(2013). Decline in enjoyment of physical education among culturally and linguistically diverse youth. International Journal of Quantitative Research in Education (IJQRE), 1(4), 408-425. doi: 10.1504/IJQRE.2013.058308

Dunn, J., & Anderson, M. (2013). Drama and the future: Activating new possibilities. In M. Anderson & J. Dunn (Eds.), How drama activates learning: Contemporary research and practice (pp. 293-305). London: Bloomsbury Academic, imprint of Bloomsbury.


Ertmer to Freebody


Ertmer, P., Parisio, M., & Wardak, D. (2013). The practice of educational/instructional design. In R. Luckin, S. Puntambekar, P. Goodyear, B. Grabowski, J. Underwood, & N. Winters (Eds.), Handbook of Design in Educational Technology (pp. 5-19). New York: Routledge.

Ewing, R. (Ed.) (2013). Creative arts in the lives of young children: Play, imagination and learning. Melbourne: ACER Press.

Ewing. R. (2013). Curriculum and assessment: Storylines (2nd ed.). South Melbourne: Oxford University Press.

Ewing, R. (2013). Imaginative play in the lives of young children. In R. Ewing (Ed.), Creative arts in the lives of young children: Play, imagination and learning (pp. 7-18). Melbourne: ACER Press.

Ewing, R., Blinkhorne, H., Warhurst, J., & Watson, G. (2013). Playing with literature: A place of wonder. In R. Ewing (Ed.), Creative arts in the lives of young children: Play, imagination and learning (pp. 65-80). Melbourne: ACER Press.

Ewing, R. (2013). The role of dramatic play in developing confident, creative learners. In R. Ewing (Ed.), Creative arts in the lives of young children: Play, imagination and learning (pp. 19-33). Melbourne: ACER Press.

Fielding, R., & Harbon, L. (2013). Examining bilingual and bicultural identity in young students. Foreign Language Annals, 46(4), 527-544. doi: 10.1111/flan.12051

Fleming, J. (2013). The expanded developmental periphery: Framing the institutional role of university continuing education units. International Journal of Lifelong Education, 32(3), 335-352. doi: 10.1080/02601370.2012.737378

Foster, K., Lewis, M., Marshall, A., & Lewis, P. (2013). Educating Australian registered nurses in comprehensive health assessment: A pilot study. Journal of Continuing Education in Nursing, 44(4), 155-162. doi: 10.3928/00220124-20130201-34

France, A., Bottrell, D., & Haddon, E. (2013). Managing everyday life: The conceptualisation and value of cultural capital in navigating everyday life for working-class youth. Journal of Youth Studies, 16(5), 597-611. doi: 10.1080/13676261.2012.733814

Freebody, K. (2013). Discourse in drama: Talk, role, and learning in drama education. NJ-Drama Australia Journal, 37(1), 65-75.

Freebody, K., & Finneran, M. (2013). Drama and social justice: Power, participation and possibility. In M. Anderson & J. Dunn (Eds.), How drama activates learning: Contemporary research and practice (pp. 47-63). London: Bloomsbury Academic.

Freebody, K. (2013). Talking drama into being: Types of talk in drama classrooms. Exchanges: The Warwick Research Journal, 1(1), 1-23.

Freebody, P. (2013). Knowledge and school talk: Intellectual accommodations to literacy? Linguistics and Education, 24(1), 4-7. doi: 10.1016/j.linged.2012.11.004

Freebody, P., Chan, E., & Barton, G. (2013). Literacy and curriculum: Language and knowledge in the classroom. In K. Hall, T. Cremin, B. Comber, & L. C Moll (Eds.), International handbook of research on children's literacy, learning and culture (pp. 304-318). West Sussex, UK: Wiley-Blackwell Publishing.

Freebody, P. (2013). School knowledge in talk and writing: Taking 'when learners know' seriously. Linguistics and Education, 24(1), 64-74. doi: 10.1016/j.linged.2012.11.009


Gerrard to Gordon


Gerrard, J., Albright, J., Clarke, D. J., Farrell, L., Freebody, P., & Sullivan, P. (2013). Researching the creation of a national curriculum from systems to classrooms. Australian Journal of Education, 57(1), 60-73. doi: 10.1177/0004944112471480

Gibson, R. (2013). Playing with paint, clay and other media. In R. Ewing (Ed.), Creative arts in the lives of young children: Play, imagination and learning (pp. 96-113). Melbourne: ACER Press.

Gibson, R., & Campbell, V. (2013). Playing with puppetry. In R. Ewing (Ed.), Creative arts in the lives of young children: Play, imagination and learning (pp. 114-128). Melbourne: ACER Press.

Giles, R., & Pockett, R. (2013). Critical reflection in social work education. In J. Fook & F. Gardner (Eds.), Critical reflection in context: Applications in health and social care (pp. 208-218). Oxon: Routledge.

Gilroy, J., Donelly, M., Colmar, S., & Parmenter, T. (2013). Conceptual framework for policy and research development with Indigenous people with a disability. Australian Aboriginal Studies, 2013 (2), 42-58.

Ginns, P., Martin, A., & Marsh, H. (2013). Designing instructional text in a conversational style: A meta-analysis. Educational Psychology Review, 25(4), 445-472. doi: 10.1007/s10648-013-9228-0

Goldstein, M. (2013). Teach me to teach English in English: Navigating "top-down" implementation of target language as the medium of instruction for Korean-speaking teachers of English language. In M. Pinto & D. Shaffer (Eds.), Perfect score: Methodologies, technologies, & communities of practice, KOTESOL 2012 Proceedings (pp. 147-155). Korea: Korea TESOL (KOTESOL).

Goldstein, M. (2013). "They bombed us" - teaching Japanese in country New South Wales: Privilege and parochialism. In L. Harbon & R. Moloney (Eds.), Language teachers’ narratives of practice (pp. 37-47). Newcastle upon Tyne: Cambridge Scholars Publishing.

Goodwin, N. (2013). Unpacking the thinking behind sustainability: A macrocognitive perspective. In P. John Williams & D. Gedera (Eds.), Technology education for the future: A play on sustainability, PATT27 Proceedings (pp. 180-188). New Zealand: University of Waikato.

Goodwin, S., & Young, A. (2013). Ensuring children and young people have a voice in neighbourhood community development. Australian Social Work, 66(3), 344-357. doi: 10.1080/0312407X.2013.807857

Goodwin, S., & Voola, A. (2013). Framing microfinance in Australia - gender neutral or gender blind? Australian Journal of Social Issues, 48(2), 223-239.

Goodyear, P., & Carvalho, L. (2013). The analysis of complex learning environments. In H. Beetham & R. Sharpe (Eds.), Rethinking pedagogy for a digital age: Designing for 21st century learning (2nd ed., pp. 49-63). New York: Routledge.

Goodyear, P., & Dimitriadis, Y. (2013). In medias res: Reframing design for learning. Research in Learning Technology,21(SUPPL.1), 1-13. doi: 10.3402/rlt.v21i0.19909

Goodyear, P. (2013). Strategic capacity building for Australian educational research: Creating spaces for action. A E R (Australian Educational Researcher), 40(4), 415-424. doi: 10.1007/s13384-013-0102-3

Gordon, S., & Nicholas, J. (2013). Students' conceptions of mathematics bridging courses. Journal of Further and Higher Education, 37(1), 109-125. doi: 10.1080/0309877X.2011.644779


Gregory to Hirsh


Gregory, S., Gregory, B., Reiners, T., Fardinpour, A., Hillier, M., Lee, M., Jacka, L., Butler, D., Holloway, D., Jegathesan, J., Jacobson, M., et al (2013). Virtual worlds in Australian and New Zealand higher education: Remembering the past, understanding the present and imagining the future. In H. Carter, M. Gosper, & J. Hedberg (Eds.), Electric dreams, 30th ascilite Conference 2013 Proceedings (pp. 312-324). Sydney: Macquarie University.

Groundwater-Smith, S., Mitchell, J., Mockler, N., Ponte, P., & Ronnerman, K. (2013). Facilitating practitioner research: Developing transformational partnerships. UK: Routledge.

Harbon, L., & Moloney, R. (2013). Introduction: Language teachers and their narratives. In L. Harbon & R. Moloney (Eds.), Language teachers’ narratives of practice (pp. 1-15). Newcastle upon Tyne: Cambridge Scholars Publishing.

Hale, C. (2013). A sense of belonging in re-membering: Anthropocosmic connection in the twenty-first century. World Futures: the journal of general evolution, 69(1), 45-60. doi: 10.1080/02604027.2012.730439

Hamid, M., Nguyen, H., & Baldauf Jr, R. (2013). Medium of instruction in Asia: Context, processes and outcomes. Current Issues in Language Planning, 14(1), 1-15. doi: 10.1080/14664208.2013.792130

Han, F. (2013). The relationship between L1 and FL comprehension monitoring with Chinese EFL readers. International Journal of Literacies, 19(1), 13-24.

Haque, M. M. (2013). Hope for gender equality? A pattern of post-conflict transition in masculinity. Gender, Technology and Development, 17(1), 55-77. doi: 10.1177/0971852412472124

Harbon, L., & Moloney, R. (2013). Language teachers and learners interpreting the world: Identifying intercultural development in language classroom discourse. In L. Harbon & R. Moloney (Eds.), Language teachers’ narratives of practice (pp. 139-159). Newcastle upon Tyne: Cambridge Scholars Publishing.

Harbon, L., & Moloney, R. (Eds.) (2013). Language teachers’ narratives of practice. Newcastle upon Tyne: Cambridge Scholars Publishing.

Harbon, L. (2013). Second language teachers and intercultural literacy. International Journal of Innovation in English Language Teaching and Research, 2(1), 77-87.

Harrison, N., Bennett, S., Bennett, D., Bobis, J., Chan, P., Seddon, T., & Shore, S. (2013). Changing boundaries - Shifting identities: Strategic interventions to enhance the future of educational research in Australia. A E R (Australian Educational Researcher), 40(4), 493-507. doi: 10.1007/s13384-013-0107-y

Hendry, G., & Anderson, J. (2013). Helping students understand the standards of work expected in an essay: Using exemplars in mathematics pre-service education classes. Assessment and Evaluation in Higher Education, 38(6), 754-768. doi:

Hirsh, D. (2013). Endangered languages, knowledge systems and belief systems. Bern: Peter Lang Publishing.


Honan to Kim


Honan, E., Exley, B., Kervin, L., & Simpson, A. (2013). Rethinking the literacy capabilities of pre-service primary teachers in testing times. Australian Journal of Teacher Education, 38(10), 48-63. doi: 10.14221/ajte.2013v38n10.3

Horne, J., & Sherington, G. (2013). 'Dominion' legacies: The Australian experience. In D. M. Schreuder (Ed.), Universities for a new world: Making a global network in international higher education, 1913-2013 (pp. 284-307). London: Sage Publications

Horsley, M., & Walker, R. (2013). Reforming homework: Practices, learning and policies. South Yarra: Palgrave Macmillan.

Hughes, J., Liyanage, S., & Stevens, R. (2013). Mapping educational research conducted in NSW government schools using the State Education Research Approval Process (SERAP) data base. A E R (Australian Educational Researcher), 40(4), 425-432. doi: 10.1007/s13384-013-0103-2

Hunting, R., Bobis, J., Doig, B., English, L., Mousley, J., Mulligan, J., Papic, M., Pearn, C., Perry, B., Robbins, J., & Young-Loveridge, J. (2013). Mathematical thinking of preschool children in rural and regional Australia: Research and practice. Camberwell, VIC: ACER Press.

Huppatz, K., & Goodwin, S. (2013). Masculinised jobs, feminised jobs and men's 'gender capital' experiences: Understanding occupational segregation in Australia. Journal of Sociology, 49(2-3), 291-308. doi: 10.1177/1440783313481743

Kay, J., Reimann, P., Diebold, E., & Kummerfeld, R. (2013). MOOCs: So many learners, so much potential...IEEE Intelligent Systems, 28(3), 70-77. doi: 10.1109/MIS.2013.66

Kennedy-Clark, S., & Thompson, K. (2013). Collaborative Process Analysis Coding Scheme (CPACS): Examining the macro- and micro-level of students' discourse in a virtual world. International Journal of Virtual and Personal Learning Environments, 4(2), 19-49. doi: 10.4018/jvple.2013040102

Kennedy-Clark, S., Galstaun, V., & Anderson, K. (2013). Death in Rome: Using an online game for inquiry-based learning in a pre-service teacher training course. In Y. Baek & N. Whitton (Eds.), Cases on digital game-based learning: Methods, models, and strategies (pp. 364-382). Hershey: IGI Global.

Kennedy-Clark, S., & Thompson, K. (2013). A MUVEing success: Design strategies for professional development in the use of multi-user virtual environments and educational games in science education. In S. D’Agustino (Ed.), Immersive environments, augmented realities, and virtual worlds: Assessing future trends in education (pp. 16-41). Philadelphia, USA: Information Science Reference.

Kennedy-Clark, S., Wheeler, P., & Galstaun, V. (2013). Using a collaborative investigation and design strategy to support digital resource development in an online unit of study. In H. Carter, M. Gosper, & J. Hedberg (Eds.), Electric dreams, 30th ascilite Conference 2013 Proceedings (pp. 471-475). Sydney: Macquarie University.

Khan, S. H., & Markauskaite, L. (2013). Emerging teachers' conceptions about their current use of ICT in vocational education. In H. Carter, M. Gosper, & J. Hedberg (Eds.), Electric dreams, 30th ascilite Conference 2013 Proceedings (pp.476-480). Sydney: Macquarie University.

Kim, M. (2013). Cultivating teachers' morality and the pedagogy of emotional rationality. Australian Journal of Teacher Education, 38(1), 12-26.


Laing to Liu


Laing, L., Humphreys, C., & Cavanagh, K. (2013). Social work and domestic violence: Developing critical and reflective Practice. London: Sage Publications.

Lalayants, M., Epstein, I., Auslander, G., Chan, W. C. H., Fouche, C., Giles, R., Joubert, L., Rosenne, H., & Vertigan, A. (2013). Clinical data-mining: Learning from practice in international settings. International Social work, 56(6), 775-797. doi: 10.1177/0020872811435370

Lane, M. (2013). People, power, participation: Living community development. Melbourne: Borderlands cooperative.

Laragy, C., Bland, R., Giles, R., & Scott, V. (2013). Australian Practice Standards nine years on: Are they useful? International Social work, 56(5), 644-658. doi: 10.1177/0020872812436623

Latham, G. (2013). The responsive reading teacher. Australian Journal of Teacher Education, 38(8), 62-72. doi: 10.14221/ajte.2013v38n8.3

Laws, K., Harbon, L., & Wescombe, C. (Eds.) (2013). Supporting professional development with learning through action projects: Research from Australia & Southeast Asia. Developing Educational Professionals in Southeast Asia (DEPISA).

Liem, A., Marsh, H. W., Martin, A., McInerney, D. M., & Yeung, A. S. (2013). The big-fish-little-pond effect and a national policy of within-school ability streaming: alternative frames of reference. American Educational Research Journal, 50(2), 326-370. doi: 10.3102/0002831212464511

Liem, G. A. D., & Martin, A. (2013). Latent variable modeling in educational psychology: Insights from a motivation and engagement research program. In M. S. Khine (Ed.), Application of structural equation modeling in educational research and practice (pp. 187-216). The Netherlands: Sage.

Light, R., & Evans, J. (2013). Dispositions of elite-level Australian rugby coaches towards game sense: Characteristics of their coaching habitus. Sport Education and Society, 18(3), 407-423. doi: 10.1080/13573322.2011.593506

Lindgren, E., & Stevenson, M. (2013). Interactional resources in the letters of young writers in Swedish and English. Journal of Second Language Writing, 22(4), 390-405. doi: 10.1016/j.jslw.2013.09.001

Lipka, J., Wong, M., & Andrew-Ihrke, D. (2013). Alaska Native Indigenous knowledge: Opportunities for learning mathematics. Mathematics Education Research Journal, 25(1), 129-150. doi: 10.1007/s13394-012-0061-4

Liu, Y., Hung, F-S., & Chung, Y-P. (2013). Chinese students' choice of major when considering higher education abroad: The case of Mainland China. China: An International Journal, 11(1), 94-112. doi: 10.1353/chn.2013.0010

Liu, L., & Stevenson, M. (2013). A cross-cultural analysis of stance in disaster news reports. Australian Review of Applied Linguistics, 36(2), 197-220.


Lonsdale to Malmberg


Lonsdale, C., Rosenkranz, R., Sanders, T., Peralta, L., Bennie, A., Jackson, B., Taylor, I., & Lubans, D. (2013). A cluster randomized controlled trial of strategies to increase adolescents' physical activity and motivation in physical education: Results of the Motivating Active Learning in Physical Education (MALP) trial. Preventive Medicine, 57(5), 696-702. doi: 10.1016/j.ypmed.2013.09.003

Luckin, R., Puntambekar, S., Goodyear, P., Grabowski, B., Underwood, J., & Winters, N. (Eds.) (2013). Handbook of design in educational technology. New York: Routledge.

Mackinnon, A., & Proctor, H. (2013). Education. In A. Bashford & S. Macintyre (Eds.), The Cambridge history of Australia (Vol. 2, pp. 429-451). New York, USA: Cambridge University Press.

Macnaught, L., Maton, K., Martin, J., & Matruglio, E. (2013). Jointly constructing semantic waves: Implications for teacher training. Linguistics and Education, 24(1), 50-63. doi: 10.1016/j.linged.2012.11.008

Magnifico, A. M., Lammers, J. C., & Curwood, J. S. (2013). Collaborative learning across space and time: Ethnographic research in online affinity spaces. In N. Rummel, M. Kapur, M. Nathan, & S. Puntambekar (Eds.), Proceedings of the 10th International Conference on Computer Supported Collaborative Learning, CSCL 2013 (Vol. 2, pp. 81-84). Madison, WI: International Society of the Learning Sciences.

Mai, L. (2013). Behold: Art appreciation in the early years. In R. Ewing (Ed.), Creative arts in the lives of young children: Play, imagination and learning (pp. 47-64). Melbourne: ACER Press.

Malmberg, L-E., Hall, J., & Martin, A. (2013). Academic buoyancy in secondary school: Exploring patterns of convergence in English, mathematics, science, and physical education. Learning and Individual Differences, 23(1), 262-266. doi: 10.1016/j.lindif.2012.07.014

Malmberg, L-E., Walls, T., Martin, A., Little, T., & Lim, W. (2013). Primary school students' learning experiences of, and self-beliefs about competence, effort, and difficulty: Random effects models. Learning and Individual Differences,28, 54-65. doi: 10.1016/j.lindif.2013.09.007

Malmberg, L-E., Woolgar, C., & Martin, A. (2013). Quality of measurement of the learning experience questionnaire for personal digital assistants. International Journal of Quantitative Research in Education (IJQRE), 1(3), 275-296. doi: 10.1504/IJQRE.2013.057689


Martin to Matruglio


Martin, A., Ginns, P., Papworth, B., & Ghasemi-Nejad, M.(2013). Aboriginal/Indigenous students in high school: Understanding their motivation, engagement, academic buoyancy, and achievement. In G. A. D. Liem & A. B. I. Bernardo (Eds.), Advancing cross-cultural perspectives on educational psychology: A Festschrift for Dennis M. McInerney (pp. 273-294). Charlotte, NC: Information Age Publishing.

Martin, A. (2013). Academic buoyancy and academic resilience: Exploring ‘everyday’ and ‘classic’ resilience in the face of academic adversity. School Psychology International, 34(5), 488-500. doi: 10.1177/0143034312472759

Martin, A., Ginns, P., Brackett, M., Malmberg, L., & Hall, J. (2013). Academic buoyancy and psychological risk: Exploring reciprocal relationships. Learning and Individual Differences, 27, 128-133. doi: 10.1016/j.lindif.2013.06.006

Martin, A., Wilson, R., Liem, G., & Ginns, P. (2013). Academic momentum at university/college: Exploring the roles of prior learning, life experience, and ongoing performance in academic achievement across time. Journal of Higher Education, 84(5), 640-674. doi: 10.1353/jhe.2013.0029

Martin, A., Ghasemi-Nejad, M., Colmar, S., Liem, A. (2013). Adaptability: How students' responses to uncertainty and novelty predict their academic and non-academic outcomes. Journal of Educational Psychology, 105(3), 728-746. doi: 10.1037/a0032794

Martin, A. (2013). Improving the achievement, motivation, and engagement of students with ADHD: The role of personal best goals and other growth-based approaches. Australian Journal of Guidance and Counselling, 23(1), 143-155. doi: 10.1017/jgc.2013.4

Martin, A. (2013). Male involvement in children's lives: The Australian context: Roles and relevance to academic and nonacademic outcomes in the Australian context. In J. Pattnaik (Ed.), Father involvement in young children's lives: A global analysis (241-260). Dordrecht: Springer.

Martin, A. (2013). The Personal Proficiency Network: Key self-system factors and processes to optimize academic development. In D. M. McInerney, H. Marsh, R. G. Craven, & F. Guay (Eds.), Theory driving research: New wave perspectives on self-processes and human development (251-286). Charlotte, NC: Information Age Publishing.

Martin, A., Ginns, P., Papworth, B., & Ghasemi-Nejad, M.(2013). The role of academic buoyancy in Aboriginal/Indigenous students' educational intentions: Sowing the early seeds of success for post-school education and training. In R. G. Craven & J. Mooney (Eds.), Seeding success in Indigenous Australian higher education (pp. 57-79). Bingley, UK: Emerald Group Publishing Ltd.

Martin, A., Mansour, M., Anderson, M., Gibson, R., Liem, A., & Sudmalis, D. (2013). The role of arts participation in students' academic and nonacademic outcomes: A longitudinal study of school, home, and community factors. Journal of Educational Psychology, 105(3), 709-727. doi: 10.1037/a0032795

Martin, J., & Matruglio, E. (2013). Revisiting mode: Context in/dependency in Ancient History classroom discourse. In H. Guowen, Z. Yongsheng, Z. Delu, & Y. Xinzhang (Eds.), Studies in functional linguistics and discourse analysis (Vol. 5, pp. 72-95). Beijing: Higher Education Press.

Matruglio, E., Maton, K., & Martin, J. (2013). Time travel: The role of temporality in enabling semantic waves in secondary school teaching. Linguistics and Education, 24(1), 38-49. doi: 10.1016/j.linged.2012.11.007


May to Munns


May, J., & Proctor, H. (2013). Being Special: Memories of the Australian public high school, 1920s-1950s. History of Education Review, 42(1), 55-68. doi: 10.1108/08198691311317697

Mayes, E. (2013). Negotiating the hidden curriculum: Power and affect in negotiated classrooms. English in Australia, 48(3), 62-71.

Mayes, E., & Groundwater-Smith, S. (2013). Ricoprire posizioni alternative: Student voice, riflessione e riforma [Performing alternative positions: Student voice, reflection and reform]. In V. Grion & A. Cook-Sather (Eds.), Student Voice. Prospettive Internazionale e Pratiche Emergenti in Italia [IStudent Voice. International perspectives and emergent practices in Italy] (pp. 193-211). Milan, Italy: Guerinin E Associati.

Mayes, E. (2013). Students researching teachers' practice: Lines of flight and temporary assemblage conversions in and through a Students-as-Co-researchers event. In J. White (Ed.), Proceedings of the 2013 International Conference of the Australian Association for Research in Education, AARE 2013. Deakin, ACT: Australian Association for Research in Education (AARE).

Meagher, G., & Szebehely, M. (2013). Long-term care in Sweden: Trends, actors, and consequences. In C. Ranci & E. Pavolini (Eds.), Reforms in long-term care policies in Europe: Investigating institutional change and social impacts (pp. 55-78). New York: Springer.

Mellis, S., Carvalho, L., & Thompson, K. (2013). Applying 21st century constructivist learning theory to stage 4 design projects. In J. White (Ed.), Proceedings of the 2013 International Conference of the Australian Association for Research in Education, AARE 2013. Deakin, ACT: Australian Association for Research in Education (AARE).

Mifsud, A. (2013). Using social network sites to foster creativity and collaboration in the music classroom. In B. Merrick & D. Forrest (Eds.), Redefining the musical landscape: Inspired learning and innovation in music education, XIX National Australian Society for Music Education Conference Proceedings (pp. 138-143). Parkville, Australia: Australian Society for Music Education (ASME).

Mooney, J., & Craven, R. G. (2013). A critical analysis of core Aboriginal Studies subjects. In R. G. Craven & J. Mooney (Eds.), Seeding success in Indigenous Australian higher education (pp. 319-342). Bingley, UK: Emerald Group Publishing Ltd.

Mooney, J., & Moore, S. J. (2013). Shifting the emphasis: Embedding and reflecting on introducing Aboriginal Studies and perspectives. In R. G. Craven & J. Mooney (Eds.), Seeding success in Indigenous Australian higher education (pp. 301-318). Bingley, UK: Emerald Group Publishing Ltd.

Morgan, G., Wood, J., & Nelligan, P. (2013). Beyond the vocational fragments: Creative work, precarious labour and the idea of 'Flexploitation'. Economic and Labour Relations Review, 24(3), 397-415. doi: 10.1177/1035304613500601

Mukhopadhyay, R., & Sriprakash, A. (2013). Target-driven reforms: Education for All and the translations of equity and inclusion in India. Journal of Education Policy, 28(3), 306-321. doi: 10.1080/02680939.2012.718362

Munns, G., & Martin, A. (2013). Me, my classroom, my school: A mixed methods approach to the meE framework of motivation, engagement, and academic development. In In G. A. D. Liem & A. B. I. Bernardo (Eds.), Advancing cross-cultural perspectives on educational psychology: A Festschrift for Dennis M. McInerney (pp. 317-342). Charlotte, NC: Information Age Publishing.


Nakakoji to Osborne


Nakakoji, Y., Wilson, R., & Poladian, L. (2013). Participation & transfer of learning between tertiary mathematics, science, and engineering education. In M. Sharma & A. Yeung (Eds.), Proceedings of the Australian Conference on Science and Mathematics Education 2013, 19th Annual UniServe Science Conference (pp. 174-178). University of Sydney: Uniserve Science.

Nguyen, H. (2013). Peer mentoring: A way forward for supporting preservice EFL teachers psychosocially during the practicum. Australian Journal of Teacher Education, 38(7), 31-44. doi: 10.14221/ajte.2013v38n7.3

Novak, K., & Hulsbosch, M. (2013). Examining museum education kits using a cultural capital lens: The positioning of Visual Arts teachers and their students within museum education kits. International Journal of the Inclusive Museum, 5(3), 37-49.

O'Connor, D. (2013). Coaching practice: Turning the camera on yourself. In H. Nunome, B. Drust, & B. Dawson (Eds.), Science and Football VII: The Proceedings of the Seventh World Congress on Science and Football (pp. 397-402). Abingdon, United Kingdom: Routledge.

O'Connor, D. (2013). A prospective study of injuries sustained during a National Rugby League season. In H. Nunome, B. Drust, & B. Dawson (Eds.), Science and Football VII: The Proceedings of the Seventh World Congress on Science and Football (pp. 329-334). Abingdon, United Kingdom: Routledge.

Odhiambo, G. (2013). Academic brain drain: Impact and implications for public higher education quality in Kenya. Research in Comparative and International Education, 8(4), 510-523. doi: 10.2304/rcie.2013.8.4.510

Odhiambo, G. (2013). The future of public higher education leadership. In J. White (Ed.), Proceedings of the 2013 International Conference of the Australian Association for Research in Education, AARE 2013. Deakin, ACT: Australian Association for Research in Education (AARE).

O'Loughlin, M. (2013). Hager and embodied practice in postmodernity: A tribute. Educational Philosophy and Theory, 45(12), 1219-1229. doi: 10.1080/00131857.2013.763591

Osborne, R., Weliange, W., Jayasingha, P., Dandeniya, A., Algiriya, P., & Pogson, R. (2013). Caves and karst-like features in Proterozoic gneiss and Cambrian granite, southern and central Sri Lanka: An introduction. Acta Carsologica, 42(1), 25-48.

Osborne, R. A. (2013). Exhumation of palaeokarst by vadose weathering: A telling example from eastern Australia. In M. Filippi & P. Bosak (Eds.), Proceedings of the 16th International Congress of Speleology (Vol. 3, pp. 275-279). Brno, Czech Republic: Czech Speleological Society and the SPELEO2013.

Osborne, R. A., Jayasingha, P., & Weliange, W. (2013). An introduction to Sri Lankan gneiss and granite caves. In M. Filippi & P. Bosak (Eds.), Proceedings of the 16th International Congress of Speleology (Vol. 3, pp. 280-285). Brno, Czech Republic: Czech Speleological Society and the SPELEO2013.

Osborne, R. (2013). Preservation and burial of ancient karst. In Dr A. Frumkin (Ed.), Treatise on geomorphology (pp. 95-103). London, UK: Academic Press Elsevier.


Paltridge to Proctor


Paltridge, B., & Starfield, S. (Eds.) (2013). The handbook of English for specific purposes. Malden, USA: Wiley-Blackwell Publishing.

Paltridge, B. (2013). Learning to review submissions to peer reviewed journals: How do they do it? International Journal for Researcher Development, 4(1), 6-18. doi: 10.1108/IJRD-07-2013-0011

Parisio, M. (2013). Designing learning spaces in higher education for autonomy: Preliminary findings and applications. In H. Carter, M. Gosper, & J. Hedberg (Eds.), Electric dreams, 30th ascilite Conference 2013 Proceedings (pp.676-680). Sydney: Macquarie University.

Phakiti, A., Hirsh, D., & Woodrow, L. (2013). It’s not only English: Effects of other individual factors on English language learning and academic learning of ESL International students in Australia. Journal of Research in International Education, 12(3), 239-258. doi: 10.1177/1475240913513520

Phillips, R., & Jung, Y. (2013). The clash between social policy and traditional values: Unmet welfare needs sustained by the culture of familism in South Korea. Asian Social Work and Policy Review, 7(1), 18-27. doi: 10.1111/aswp.12004

Poetsch, S. (2013). Communities, linguists and strengthening Indigenous languages in Australia. Studi Italiani Di Linguistica Teorica E Applicata, 42(2), 271-293.

Ponte, P., & Smit, B. H. J. (2013). Education for all as praxis: Consequences for the profession. Professional Development in Education, 39(4), 455-469. doi: 10.1080/19415257.2013.796296

Print, M., & Lange, D. (Eds.) (2013). Civic education and competences for engaging citizens in democracies. Rotterdam: Sense Publishers.

Print, M. (2013). Competences for democratic citizenship in Europe. In M. Print & D. Lange (Eds.), Civic education and competences for engaging citizens in democracies (pp. 37-49). Rotterdam: Sense Publishers.

Print, M. (2013). Conceptualizing competences for democratic citizenship: A Delphi approach. In M. Print & D. Lange (Eds.), Civic education and competences for engaging citizens in democracies (pp. 149-162). Rotterdam: Sense Publishers.

Proctor, H., & Sriprakash, A. (2013). School systems and school choice. In R. Connell, A. Welch, M. Vickers, D. Foley, N. Bagnall, D. Hayes, H. Proctor, A. Sriprakash, & C. Campbell (Eds.), Education, change and society (3rd ed., pp. 213-233). Melbourne, Australia: Oxford University Press.


Ravelli to Rose


Ravelli, L., Paltridge, B., Starfield, S., & Tuckwell, K. (2013). Extending the notion of text: The visual and performing arts doctoral thesis. Visual Communication, 12(4), 395-422. doi: 10.1177/1470357212462663

Rawsthorne, M. (2013). How long in the wilderness? Australian lesbian parents and social policy reform. Critical Social Policy, 33(2), 266-284. doi: 10.1177/0261018312457857

Reid, G., Strnadova, I., & Cumming, T. (2013). Expanding horizons for students with dyslexia in the 21st century: Universal design and mobile technology. The Journal of Research in Special Educational Needs, 13(3), 175-181. doi: 10.1111/1471-3802.12013

Reimann, P. (2013). Design-based research - Designing as research. In R. Luckin, S. Puntambekar, P. Goodyear, B. Grabowski, J. Underwood, & N. Winters (Eds.), Handbook of design in educational technology (pp. 44-52). New York: Routledge.

Reimann, P., Kickmeier-Rust, M., & Albert, D. (2013). Problem solving learning environments and assessment: A knowledge space theory approach. Computers and Education, 64, 183-193. doi: 10.1016/j.compedu.2012.11.024

Reimann, P., & Yacef, K. (2013). Using process mining for understanding learning. In R. Luckin, S. Puntambekar, P. Goodyear, B. Grabowski, J. Underwood, & N. Winters (Eds.), Handbook of design in educational technology (pp. 472-481). New York: Routledge.

Richards, J. C. (2013). Curriculum approaches in language teaching: Forward, central, and backward design. RELC Journal: a journal of language teaching and research in Southeast Asia, 44(1), 5-33. doi: 10.1177/0033688212473293

Riley-Mundine, L., Howard-Wagner, D., Mooney, J., & Kutay, C. (2013). Embedding Aboriginal cultural knowledge in curriculum at university level through Aboriginal community engagement. In R. Craven & J. Mooney (Eds.), Seeding success in Indigenous Australian higher education (pp. 251-276). Bingley, UK: Emerald Group Publishing Ltd.

Riley-Mundine, L., Howard-Wagner, D., Mooney, J., & Kutay, C. (2013). The Kinship On-Line Project and Aboriginal community engagement. In J. White (Ed.), Proceedings of the 2013 International Conference of the Australian Association for Research in Education, AARE 2013. Deakin, ACT: Australian Association for Research in Education (AARE).

Rose, H., & Harbon, L. (2013). Self-regulation in second language learning: An investigation of the kanji-learning task. Foreign Language Annals, 46(1), 96-107. doi: 10.1111/flan.12011


Samdal to Simpson


Samdal, O., & Rowling, L. (Eds.) (2013). The implementation of health promoting schools: Exploring the theories of what, why and how. London: Routledge.

Samdal, O., & Rowling, L. (2013). Theory based components for implementation of health promoting schools. In O. Samdal & L. Rowling (Eds.), The implementation of health promoting schools: Exploring the theories of what, why and how (pp. 51-74). London: Routledge.

Sankey, D., & Kim, M. (2013). A dynamic systems approach to moral and spiritual development. In J. Arthur & T. Lovat (Eds.), The Routledge international handbook of education, religion and values (pp. 182-193). Abingdon, UK: Routledge.

Sawyer, W., Callow, J., Munns, G., & Zammit, K. (2013). What exemplary teachers do. In G. Munns, W. Sawyer, & B. Cole (Eds.), Exemplary teachers of students in poverty (pp. 90-108). Oxon, UK: Routledge.

Saxton, J., & Millier, C. (2013). Drama, creating and imagining: Rendering the world newly strange. In M. Amderson & J. Dunn (Eds.), How drama activates learning: Contemporary research and practice (pp. 111-124). London: Bloomsbury Academic.

Seddon, T., Bennett, D., Bennett, S., Bobis, J., Chan, P., Harrison, N., & Shore, S. (2013). Education research Australia: A changing ecology of knowledge and practice. A E R (Australian Educational Researcher), 40(4), 433-451. doi: 10.1007/s13384-013-0104-1

Serrano-Amaya, J. F. (2013). A people-centered approach to the links among HIV/AIDS, conflicts, and security in Colombia. In Raymond A. Smith (Ed.), Global HIV/AIDS politics, policy and activism: Persistent challenges and emerging issues (pp. 315-335). Santa Barbara, California: Praeger Publishers.

Sharma, M., Stewart, C., Wilson, R., & Gokalp, M. (2013). Can a syllabus change impact on students' perceptions of science? Fragmented and cohesive conceptions of physics. EURASIA Journal of Mathematics, Science and Technology Education, 9(1), 33-44. doi: 10.12973/eurasia.2013.914a

Sharma, M., Stewart, C., Wilson, R., & Gokalp, M. (2013). Student approaches to learning in physics – validity and exploration using adapted SPQ. International Journal of Environmental & Science Education (IJESE), 8(2), 241-253. doi: 10.12973/ijese.2013.203a

Shen, H., & Yuan, Y. (2013). Complexities of Confucian entrepreneurs: Narratives of transnational Chinese scholar entrepreneurs. International Journal of Liberal Arts and Social Science, 1(1), 61-70.

Shen, H., & Yuan, Y. (2013). Reframing research and teaching of English in China: Perception, practice and paradigm. Foreign Language Learning: Theory and Practice, 1, 1-7.

Shields, S., Gilchrist, L., Nixon, C., Holland, B., & Thompson, E. (2013). An ecological approach to a university course that develops partnerships impacting health and wellness in K-12 schools and communities. Peabody Journal of Education, 88(5), 608-621. doi: 10.1080/0161956X.2013.835177

Simpson, A., Walsh, M., & Rowsell, J. (2013). The digital reading path: Researching modes and multidirectionality with iPads. Literacy, 47(3), 123-130. doi: 10.1111/lit.12009

Simpson, A., White, S., Freebody, P., & Comber, B. (2013). Language, literacy and literature. Melbourne: Oxford University Press.

Simpson, A. (2013). Standardized tests and the threat to creativity. Book 2.0, 2(1 & 2), 17-22.


Southavilay to Sunggingwati


Southavilay, V., Yacef, K., Reimann, P., & Calvo, R. (2013). Analysis of collaborative writing processes using revision maps and probabilistic topic models. In D. Suthers, K. Verbert, E. Duval, & X. Ochoa (Eds.), Proceedings of the Third International Conference on Learning Analytics and Knowledge, LAK 2013 (pp. 38-47). New York: Association for Computing Machinery (ACM).

Southavilay, V., Markauskaite, L., & Jacobson, M. (2013). From "events" to "activities": Creating abstraction techniques for mining students' model-based inquiry processes. In S. K. D'Mello, R. A. Calvo, & A. Olney (Eds.), Proceedings of the 6th International Conference on Educational Data Mining, EDM 2013 (pp. 280-283). Memphis, US: International Educational Data Mining Society.

Spandagou, I. (2013). The elusive search for inclusive education in a comparative study. In S. Symeonidou & K. Beauchamp-Pryor (Eds.), Purpose, process and future direction of disability research (pp. 59-72). Rotterdam: Sense Publishers.

Sriprakash, A. (2013). New learner subjects? Reforming the rural child for a modern India. Discourse: Studies in the Cultural Politics of Education, 34(3), 325-337. doi: 10.1080/01596306.2012.717187

Sriprakash, A., & Proctor, H. (2013). Social class and inequality. In R. Connell, A. Welch, M. Vickers, D. Foley, N. Bagnall, D. Hayes, H. Proctor, A. Sriprakash, & C. Campbell (Eds.), Education, change and society (3rd ed., pp. 79-98). Melbourne, Australia: Oxford University Press.

Strnadova, I., & Evans, D. (2013). Schooling transitions within the lifespan of people with an intellectual disability: Perceptions and recommendations of ageing mothers. Australasian Journal of Special Education, 37(1), 64-78. doi: 10.1017/jse.2013.7

Stylianakis, C., & Little, C. (2013). Implementing a multilevel literacy program for a child with autism. Special Education Perspectives, 22(1), 7-14.

Sugahara, S., & Wilson, R. (2013). Discourse surrounding the International Education Standards for professional accountants (IES): A content analysis approach. Accounting Education, 22(3), 213-232. doi: 10.1080/09639284.2013.785860

Sunggingwati, D., & Nguyen, H. (2013). Self-questioning strategy training: Insights from implementation. Asian EFL Journal, 60(May 2013), 39-72.

Sunggingwati, D., & Nguyen, H. (2013). Teachers’ questioning in reading lessons: A case Study in Indonesia. Electronic Journal of Foreign Language Teaching, 10(1), 80-95.


Takayanagi to Tseris


Takayanagi, T., & Shimomura, T. (2013). Indigenous women facing educational disadvantages: The case of the Ainu in Japan. Prospects: quarterly review of comparative education, 43(3), 347-360. doi: 10.1007/s11125-013-9273-y

Thanosawan, P., & Laws, K. (2013). Global citizenship: Differing perceptions within two Thai higher education institutions. Journal of Higher Education Policy and Management, 35(3), 293-304. doi: 10.1080/1360080X.2013.786861

Thompson, K., Ashe, D., Wardak, D., Yeoman, P., & Parisio, M. (2013). Identification of patterns of tool use and sketching practices in a learning by design task. In N. Rummel, M. Kapur, M. Nathan, & S. Puntambekar (Eds.), Proceedings of the 10th International Conference on Computer Supported Collaborative Learning, CSCL 2013 (Vol. 1, pp. 478-486). Madison, WI: International Society of the Learning Sciences.

Thompson, K., Ashe, D., Yeoman, P., & Parisio, M. (2013). Phases of design: Following idea development and patterns of collaborative discussion in a learning by design project. In N. Rummel, M. Kapur, M. Nathan, & S. Puntambekar (Eds.), Proceedings of the 10th International Conference on Computer Supported Collaborative Learning, CSCL 2013 (Vol. 1, pp. 494-501). Madison, WI: International Society of the Learning Sciences.

Thompson, K., Ashe, D., Carvalho, L., Goodyear, P., Kelly, N., & Parisio, M. (2013). Processing and visualizing data in complex learning environments. American Behavioral Scientist, 57(10), 1401-1420. doi: 10.1177/0002764213479368

Thompson, K., Kennedy-Clark, S., Kelly, N., & Wheeler, P. (2013). Using automated and fine-grained analysis of pronoun use as indicators of progress in an online collaborative project. In N. Rummel, M. Kapur, M. Nathan, & S. Puntambekar (Eds.), Proceedings of the 10th International Conference on Computer-Supported Collaborative Learning, CSCL 2013 (Vol. 1, pp. 486-493). Madison, WI: International Society of the Learning Sciences.

Thompson, K. (2013). Using micro-patterns of speech to predict the correctness of answers to mathematics problems: An exercise in multimodal learning analytics. In Proceedings of the 15th International Conference on Multimodal Interaction, ICMI 2013 (pp. 591-597. New York: ACM Digital Library.

Tseris, E. (2013). Beyond symptoms: Towards a narrative conceptualisation of women who have experienced trauma. In F. Davies & L. Gonzalez (Eds.), Madness, women and the power of art (pp. 25-43). UK: Inter-Disciplinary Press.

Tseris, E. (2013). Trauma theory without feminism? Evaluating contemporary understandings of traumatized women. Affilia-Journal of Women and Social Work, 28(2), 153-164. doi: 10.1177/0886109913485707


Uddin to Way


Uddin, M., & Jacobson, M. (2013). Dynamics of email communications among university students throughout a semester. Computers and Education, 64, 95-103. doi: 10.1016/j.compedu.2013.01.014

Ungar, M., Bottrell, D., Tian, G-X., & Wang, X. (2013). Resilienz: Starken und Ressourcen im Jugendalter [Understanding resilience: The influence of context and culture on protective processes]. In C. Steinebach & K. Gharabaghi (Eds.), Resilienzförderung im Jugendalter: Praxis und Perspektiven [Promoting resilience in adolescence: Practice and perspectives] (pp. 2-19). Berlin: Springer.

Van Kan, C., Ponte, P., & Verloop, N. (2013). Ways in which teachers express what they consider to be in their pupils’ best interest. Professional Development in Education, 39(4), 574-595. doi: 10.1080/19415257.2013.796294

Vanbossuyt, D., Dong, A., Tumer, I., & Carvalho, L. (2013). On measuring engineering risk attitudes. Journal of Mechanical Design, 135(12), 1-13. doi: 10.1115/1.4025118

Vinson, T., & Rawsthorne, M. (2013). Lifting our gaze: The community appraisal and strengthening framework. Champaign, Illinois: Common Ground Publishing.

Voola, A. (2013). The sustainability of what?: The challenge for microfinance in Australia. Third Sector Review, 19(1), 127-146.

Walczak, M., Uziak, J., Oladiran, M. T., Baeza, C. C., & Thibaut, P. (2013). Industry expectations of mechanical engineering graduates. A case study in Chile. International Journal of Engineering Education, 29(1), 181-192.

Walsh, C. S., & Kamler, B. (2013). Teacher research on literacy: Turning around to students and technology. In K. Hall, T. Cremin, B. Comber, & L. C. Moll (Eds.), International handbook of research on children's literacy, learning and culture (pp. 499-513). West Sussex, UK: Wiley-Blackwell Publishing.

Walsh, M., & Simpson, A. (2013). Touching, tapping...thinking?: Examining the dynamic materiality of touch pad devices for literacy learning. Australian Journal of Language and Literacy, 36(3), 148-157.

Way, J., Bobis, J., Anderson, J., & Cameron, L. (2013). Representations of concepts as a catalyst for change in teacher pedagogical content knowledge. Procedia: Social and Behavioral Sciences, 106, 2248-2258. doi: 10.1016/j.sbspro.2013.12.256


Welch to Zuber


Welch, A. (2013). Different paths, one goal: Southeast Asia as knowledge society. Asia Pacific Journal of Education, 33(2), 197-211. doi: 10.1080/02188791.2013.782801

Welch, A., & Wahidyar, A. (2013). Evolution, revolution, reconstruction: The interrupted development of higher education in Afghanistan. In M. F. Buck & M. Kabaum (Eds.), Ideen und Realitaten von Universitaten [Universities: Ideas and realities] (pp. 83-105). Frankfurt: Peter Lang Publishing.

Welch, A. (2013). Local tradition, international engagement: Challenges for the Asian professoriate. In T. Seddon & J. S. Levin (Eds.), World Yearbook of Education 2013: Educators, professionalism and politics: Global transitions, national spaces and professional projects (pp. 117-132). Oxon: Routledge.

Welch, A., & Hao, J. (2013). Returnees and diaspora as source of innovation in Chinese higher education. Frontiers of Education in China, 8(2), 214-238. doi: 10.3868/s110-002-013-0016-7

Wettewa, V. (2013). Education in globalizing Sri Lanka: The case of Sri Lankan international schools. In L. Gomez Chova, A. Lopez Martinez, & I. Candel Torres (Eds.), Proceedings 6th International Conference of Education, Research and Innovation, ICERI 2013 (pp. 3218-3227). International Academy of Technology, Education and Development (IATED).

Wilson, R., Mack, J., & Walsh, B. (2013). Stagnation, decline and gender disparity in participation in NSW HSC mathematics and science combinations. In M. Sharma & A. Yeung (Eds.), Proceedings of the Australian Conference on Science and Mathematics Education 2013, 19th Annual UniServe Science Conference (pp. 199-204). University of Sydney: Uniserve Science.

Woodrow, L. (2013). Motivation and the transition to university. In E. Ushioda (Ed.), International perspectives on motivation: Language learning and professional challenges (pp. 117-132). New York: Palgrave Macmillan.

Yamashita, Y., Nakajima, Y., Ueda, K., Shimada, Y., Hirsh, D., Seno, T., & Smith, B. (2013). Acoustic analyses of speech sounds and rhythms in Japanese- and English-learning infants. Frontiers in Psychology, 4(February), 1-10. doi: 10.3389/fpsyg.2013.00057

Yuan, Y., & Shen, H. (2013). Analysis and evaluation of Chinese English learning websites. Foreign Language Education in China (Quarterly), 6(1), 41-49.

Zammit, K., & Callow, J. (2013). Literacies in challenging contexts. In G. Munns, W. Sawyer, & B. Cole (Eds.), Exemplary teachers of students in poverty (pp. 109-122). Oxon, UK: Routledge.

Zeng, L., Webster, B., & Ginns, P. (2013). Measuring the research experience of research postgraduate students in Hong Kong. Higher Education Research and Development, 32(4), 672-686. doi: 10.1080/07294360.2012.754410

Zhong, H. (2013). Receptive word comprehension and productive word use. In S. May (Ed.), Refereed Conference Proceedings of the 3rd International Conference on Language, Education and Diversity, LED 2011. Auckland, NZ: University of Auckland.

Zuber, E., & Anderson, J. (2013). The initial response of secondary mathematics teachers to a one-to-one laptop program. Mathematics Education Research Journal, 25(2), 279-298. doi: 10.1007/s13394-012-0063-2