Books

• Jefferson, M., Anderson, M. (2021). Transforming Education: Reimagining Learning, Pedagogy and Curriculum. London: Bloomsbury. [More Information]
• Anderson, M., Jefferson, M. (2019). Transforming Organizations: Engaging the 4Cs for Powerful Organizational Learning and Change. London: Bloomsbury.
• Cameron, D., Anderson, M., Wotzko, R. (2017). Drama and digital arts cultures. London: Bloomsbury. [More Information]
• Jefferson, M., Anderson, M. (2017). Transforming schools: Creativity, critical reflection, communication, collaboration. London: Bloomsbury.
• O'Connor, P., Anderson, M. (2015). Applied Theatre: Research: Radical departures. London: Bloomsbury.
• Anderson, M., Freebody, K. (2014). Partnerships in education research: Creating knowledge that matters. New York: Bloomsbury Academic, imprint of Bloomsbury. [More Information]
• Anderson, M. (2012). MasterClass in Drama Education: Transforming Teaching and Learning. London: Continuum.
• Anderson, M., Jefferson, M. (2009). Teaching the screen: film education for generation next. Crows Nest , Australia: Allen and Unwin.
• Anderson, M., Carroll, J., Cameron, D. (2006). Real Players? Drama, Technology and Education. Stoke on Trent, UK and Sterling, USA: Trentham Books.
• Anderson, M. (2006). Solo: A guidebook to Individual Performance. Stawberry Hill: Currency Press.

Edited Books

• Jefferson, M., Anderson, M. (2024). How schools transform: Practices, research and actions that change schools. London: Bloomsbury.
• Finneran, M., Anderson, M. (2019). Education and Theatres: Beyond the Four Walls. Cham: Springer. [More Information]
• Freebody, K., Balfour, M., Finneran, M., Anderson, M. (2018). Applied theatre: Understanding change. Cham: Springer. [More Information]
• Fleming, J., Gibson, R., Anderson, M. (2016). How Arts Education Makes a Difference: Research examining successful classroom practice and pedagogy. Abingdon: Routledge. [More Information]
• Anderson, M., Cameron, D., Sutton, P. (2015). Innovation, technology and converging practices in drama education and applied theatre. London: Routledge.
• Anderson, M., Roche, C. (2015). The state of the art: Teaching drama in the 21st century. Sydney: Sydney University Press.
• O'Toole, J., Adams, R., Anderson, M., Burton, B., Ewing, R. (2014). Young audiences, theatre and the cultural conversation. Dordrecht: Springer. [More Information]
• Anderson, M., Dunn, J. (2013). How Drama Activates Learning: Contemporary Research and Practice. London: Bloomsbury Academic, imprint of Bloomsbury. [More Information]
• Anderson, M., Carroll, J., Cameron, D. (2009). Drama Education with Digital Technology. United Kingdom: Continuum.
• Anderson, M., Hughes, J., Manuel, J. (2008). Drama and English teaching: Imagination, action and engagement. Melbourne: Oxford University Press.
• Hatton, C., Anderson, M. (2004). The State of Our Art: NSW Perspectives in Educational Drama. Australia: Currency Press.

Book Chapters

• Jefferson, M., Anderson, M. (2024). Conclusion: The threads of transformation: Finding the patterns. In M. Jefferson & M. Anderson (Eds.), How schools transform: Practices, research and actions that change schools, (pp. 181-188). London: Bloomsbury.
• Ulacco, M., Anderson, M. (2024). How schools transform through creative disruption. In M. Jefferson & M. Anderson (Eds.), How schools transform: Practices, research and actions that change schools, (pp. 103-121). London: Bloomsbury.
• Anderson, M., Jefferson, M. (2024). Introduction: Sleep walking and waking up: How schools transform. In M. Jefferson & M. Anderson (Eds.), How schools transform: Practices, research and actions that change schools, (pp. 1-13). London: Bloomsbury.
• Steed, M., Anderson, M. (2024). Transforming learning: Walking on water. In M. Jefferson & M. Anderson (Eds.), How schools transform: Practices, research and actions that change schools. London: Bloomsbury.
• Cameron, D., Anderson, M. (2022). Evolution, diffusion and disturbance: Drama, education and technology. In Not known (Eds.), The Routledge companion to drama in education, (pp. 513-523). TBC. [More Information]
• Anderson, M., O'Connor, P. (2019). Creative Leadership in Learning at the Sydney Opera House. In Michael Finneran, Michael Anderson (Eds.), Education and Theatres: Beyond the Four Walls, (pp. 53-65). Cham: Springer. [More Information]
• Finneran, M., Anderson, M., McDonagh, F. (2019). Theatres and a Spectrum of Engagement. In Michael Finneran, Michael Anderson (Eds.), Education and Theatres: Beyond the Four Walls, (pp. 3-21). Cham: Springer. [More Information]
• Freebody, K., Finneran, M., Balfour, M., Anderson, M. (2018). What is applied theatre good for? Exploring the notions of success, intent and impact. In K. Freebody, M. Balfour, M. Finneran, M. Anderson (Eds.), Applied theatre: Understanding change, (pp. 1-17). Cham: Springer. [More Information]
• Anderson, M., Cameron, D. (2017). Playing Beowulf: Play-based approaches to the telling of an old story in new and old ways with young people. In P. OConnor, C. Rozas Gomez (Eds.), Playing with possibilities, (pp. 109-127). Newcastle upon Tyne: Cambridge Scholars Publishing.
• Munday, C., Anderson, M., Gibson, R., Martin, A. (2016). Drama in schools: Agency, community and the classroom. In Kelly Freebody, Michael Finneran (Eds.), Drama and Social Justice: Theory, research and practice in international contexts, (pp. 75-88). Abingdon: Routledge. [More Information]
• Anderson, M., Fleming, J., Gibson, R. (2016). Introduction. In Josephine Fleming, Robyn Gibson, Michael Anderson (Eds.), How Arts Education Makes a Difference: Research examining successful classroom practice and pedagogy, (pp. 1-10). Abingdon: Routledge. [More Information]
• Anderson, M. (2016). Negotiating arts education research: Setting the scene. In Josephine Fleming, Robyn Gibson, Michael Anderson (Eds.), How Arts Education Makes a Difference: Research examining successful classroom practice and pedagogy, (pp. 29-38). Abingdon: Routledge. [More Information]
• Anderson, M., Jefferson, M. (2016). Teaching creativity: Unlocking educational opportunity. In Peter OConnor (Eds.), The possibilities of creativity, (pp. 151-170). Newcastle upon Tyne: Cambridge Scholars Publishing.
• Mansour, M., Martin, A., Anderson, M. (2016). The project's research methods: Addressing gaps in previous arts research. In Josephine Fleming, Robyn Gibson, Michael Anderson (Eds.), How Arts Education Makes a Difference: Research examining successful classroom practice and pedagogy, (pp. 51-69). Abingdon: Routledge. [More Information]
• Gibson, R., Anderson, M., Fleming, J. (2016). The qualitative findings: Quality arts pedagogy. In Josephine Fleming, Robyn Gibson, Michael Anderson (Eds.), How Arts Education Makes a Difference: Research examining successful classroom practice and pedagogy, (pp. 106-120). Abingdon: Routledge. [More Information]
• Munday, C., Anderson, M. (2016). Understanding the social aesthetic. In Josephine Fleming, Robyn Gibson, Michael Anderson (Eds.), How Arts Education Makes a Difference: Research examining successful classroom practice and pedagogy, (pp. 123-135). Abingdon: Routledge. [More Information]
• Anderson, M., Gibson, R., Fleming, J. (2016). Where to from here? Implications for future research. In Josephine Fleming, Robyn Gibson, Michael Anderson (Eds.), How Arts Education Makes a Difference: Research examining successful classroom practice and pedagogy, (pp. 291-298). Abingdon: Routledge. [More Information]
• Walker, R., Anderson, M., Gibson, R., Martin, A. (2015). Constructing Identity and Motivation in the Drama Classroom: A Sociocultural Approach. In S. Davis, H. G. Clemson, B. Ferholt, S-M. Jansson, A. Marjanovic-Shane (Eds.), Dramatic Interactions in Education: Vygotskian and Sociocultural Approaches to Drama, Education and Research, (pp. 115-131). New York: Bloomsbury Academic. [More Information]
• Anderson, M. (2015). Drama, creativity and learning. In S. Schonmann (Eds.), International Yearbook for Research in Arts Education 3/2015: The wisdom of the many - key issues in arts education, (pp. 235-240). Munster: Waxmann.
• Anderson, M. (2015). Encountering the unexpected and extending the horizons of expectation: An autoethnographic exploration of developing teaching practice. In Peter Duffy (Eds.), A Reflective Practitioner's Guide to (mis)Adventures in Drama Education - or - What Was I Thinking?, (pp. 171-182). Bristol: Intellect.
• O'Connor, P., Anderson, M., Mullen, M. (2014). Applied theatre: Enacting research. In Robyn A. Ewing & Ardra L. Cole (Eds.), Performing scholartistry, (pp. 369-393). Nova Scotia: Backalong Books.
• Anderson, M., Fleming, J. (2014). The TheatreSpace project, its partners and its purposes. In John OToole, Ricci-Jane Adams, Michael Anderson, Bruce Burton, Robyn Ewing (Eds.), Young audiences, theatre and the cultural conversation, (pp. 17-29). Dordrecht: Springer. [More Information]
• Wales, P., Anderson, M. (2013). Dialogue. In Chee-Hoo Lum (Eds.), Contextualized Practices in Arts Education: An International Dialogue on Singapore, (pp. 71-74). Singapore: Springer. [More Information]
• Anderson, M., Cameron, D. (2013). Drama and Learning Technologies: To Affinity Spaces and Beyond. In Michael Anderson and Julie Dunn (Eds.), How Drama Activates Learning: Contemporary Research and Practice, (pp. 226-244). London: Bloomsbury Academic, imprint of Bloomsbury. [More Information]
• Anderson, M., Dunn, J. (2013). Drama and Learning: Landscapes of an Aspirational Pedagogy. In Michael Anderson and Julie Dunn (Eds.), How Drama Activates Learning: Contemporary Research and Practice, (pp. 3-11). London: Bloomsbury Academic, imprint of Bloomsbury. [More Information]
• Dunn, J., Anderson, M. (2013). Drama and the Future: Activating New Possibilities. In Michael Anderson and Julie Dunn (Eds.), How Drama Activates Learning: Contemporary Research and Practice, (pp. 293-305). London: Bloomsbury Academic, imprint of Bloomsbury. [More Information]
• Anderson, M. (2013). Exegetical commentary. In Chee-Hoo Lum (Eds.), Contextualized Practices in Arts Education: An International Dialogue on Singapore, (pp. 67-69). Singapore: Springer. [More Information]
• Clausen, M., Anderson, M. (2012). Crossing borders: Reading Indigenous playtexts in White classrooms. In Jacqueline Manuel and Sue Brindley (Eds.), Teenagers and Reading: Literary heritages, cultural contexts and contemporary reading practices, (pp. 177-191). Kent Town, S. Aust.: Wakefield Press.
• Anderson, M. (2011). Drama Education, Ethnomethodology, and 'Industrious Chatter'. In Markauskaite L, Freebody P, Irwin J (Eds.), Methodological Choice and Design: Scholarship, Policy and Practice in Social and Educational Research, (pp. 93-100). New York: Springer. [More Information]
• Jefferson, M., Anderson, M. (2009). Enter the matrix: the relationship between drama and film. In Michael Anderson, John Carroll, David Cameron (Eds.), Drama Education with Digital Technology, (pp. 184-201). United Kingdom: Continuum.
• Cameron, D., Anderson, M. (2009). Potential to reality: drama, technology and education. In Michael Anderson, John Carroll, David Cameron (Eds.), Drama Education with Digital Technology, (pp. 6-19). United Kingdom: Continuum.
• Manuel, J., Anderson, M. (2008). Assessing Drama in English: A Framework for Practice. In Anderson M, Hughes J, Manuel J (Eds.), Drama and English teaching: Imagination, action and engagement, (pp. 213-223). Melbourne: Oxford University Press.
• Manuel, J., Hughes, J., Anderson, M., Arnold, R. (2008). Drama and English teaching: Imagination, action and engagement. In Anderson M, Hughes J, Manuel J (Eds.), Drama and English teaching: Imagination, action and engagement, (pp. 1-12). Melbourne: Oxford University Press.
• Anderson, M. (2008). Technology, Drama and English Teaching. In Anderson M, Hughes J, Manuel J (Eds.), Drama and English teaching: Imagination, action and engagement, (pp. 161-174). Melbourne: Oxford University Press.
• Anderson, M. (2004). Devising Unities: A Recent History Of Drama Education In Nsw. In Michael Anderson & Christine Hatton (Eds.), The State of Our Art: NSW Perspectives in Educational Drama, (pp. 3-18). Australia: Currency Press.
• Hatton, C., Anderson, M. (2004). Introduction. In Michael Anderson & Christine Hatton (Eds.), The State of Our Art: NSW Perspectives in Educational Drama, (pp. 1-2). Australia: Currency Press.

Journals

• Ginns, P., Martin, A., Freebody, K., Anderson, M., O'Connor, P. (2023). Creative self-beliefs among children and adolescents. Australian Journal of Education, 67(2), 181-195. [More Information]
• Birrell, L., Barrett, E., Oliver, E., Nguyen, H., Ewing, R., Anderson, M., Teesson, M. (2023). The impact of arts-inclusive programs on young children's mental health and wellbeing: A rapid review. Arts & Health: an international journal for research, policy and practice, Online first. [More Information]
• Martin, A., Ginns, P., Anderson, M., Gibson, R., Bishop, M. (2021). Motivation and engagement among Indigenous (Aboriginal Australian) and non-Indigenous students. Educational Psychology, 41(4), 424-445. [More Information]
• Ginns, P., Freebody, K., Anderson, M., O'Connor, P. (2021). Student experience of creativity in Australian high school classrooms: A componential model. Learning and Individual Differences, 91, 102057. [More Information]
• Burns, E., Martin, A., Mansour, M., Anderson, M., Gibson, R., Liem, G. (2020). Motivational processes that support arts participation: An examination of goal orientations and aspirations. Psychology of Aesthetics, Creativity, and the Arts, 14(4), 384-400. [More Information]
• Fleming, J., Gibson, R., Anderson, M., Martin, A. (2020). Quality teaching frameworks and arts education: Seeking a compatible approach. Journal of Curriculum Studies, 52(6), 840-856. [More Information]
• Gardiner, P., Anderson, M. (2018). Structured creative processes in learning playwriting: Invoking imaginative pedagogies. Cambridge Journal of Education, 48(2), 177-196. [More Information]
• Mansour, M., Martin, A., Anderson, M., Gibson, R., Liem, G., Sudmalis, D. (2018). Young people's creative and performing arts participation and arts self-concept: A longitudinal study of reciprocal effects. The Journal of Creative Behavior, 52(3), 240-255. [More Information]
• Mansour, M., Martin, A., Anderson, M., Gibson, R. (2017). Getting into flow in the arts classroom: Research findings and implications for practice. Educational Practice and Theory, 39(2), 5-15. [More Information]
• O'Connor, P., Anderson, M. (2017). Research in a post-normal world. Public: a journal of imagining America, 4(1). [More Information]
• 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. [More Information]
• 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. Australian Educational Researcher, 43(2), 221-244. [More Information]
• Gibson, R., Fleming, J., Anderson, M., Martin, A., Sudmalis, D. (2015). Testing times for the arts. Asia-Pacific Journal for Arts Education, 14(1), 1-27.
• Gardiner, P., Anderson, M. (2015). Why playwriting? Dealing with the 'big issues' and empowering student voices. NJ-Drama Australia Journal, 39(2), 122-134. [More Information]
• Sallis, R., Anderson, M., Ewing, R. (2015). Young people's theatre attendance: Perspectives from theatre company workers in the TheatreSpace project. Journal of Artistic and Creative Education, 9(1), 41-67.
• Fleming, J., Ewing, R., Anderson, M., Klieve, H. (2014). Reimagining the wheel: The implications of cultural diversity for mainstream theatre programming in Australia. Theatre Research International, 39(2), 133-148. [More Information]
• Anderson, M. (2014). The challenge of post-normality to drama education and applied theatre. Research in Drama Education: the journal of applied theatre and performance, 19(1), 110-120. [More Information]
• Liem, G., Martin, A., Anderson, M., Gibson, R., Sudmalis, D. (2014). The role of arts-related information and communication technology use in problem solving and achievement: Findings from the Programme for International Student Assessment. Journal of Educational Psychology, 106(2), 348-363. [More Information]
• Anderson, M., Ewing, R., Fleming, J. (2014). The role of family in young people's theatre attendance. Youth Theatre Journal, 28(1), 61-73. [More Information]
• Anderson, M., O'Connor, P. (2013). Applied theatre as research: Provoking the possibilities. Applied Theatre Research, 1(2), 189-202. [More Information]
• Martin, A., Mansour, M., Anderson, M., Gibson, R., Liem, (., 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. [More Information]
• Anderson, M. (2013). There is much that makes us strong. Drama: Nordisk dramapedagogisk tidsskrift, No. 3/2013, 30-31.
• Gardiner, P., Anderson, M. (2012). Can You Read That Again? Playwriting, Literacy and Reading the 'Spoken' Word. Australian Journal of English Education, 47(2), 80-89. [More Information]
• Anderson, M., Freebody, K. (2012). Developing communities of praxis: bridging the theory practice divide in teacher education. McGill Journal of Education, 47(3), 359-378.
• Anderson, M., Cameron, D., Sutton, P. (2012). Participation and creation in these brave new worlds: technology and innovation as part of the landscape (Editorial). Research in Drama Education: the journal of applied theatre and performance, 17(4), 469-476. [More Information]
• Martin, A., Anderson, M., Adams, R. (2012). What Determines Young People's Engagement with Performing Arts Events? Leisure Sciences, 34(4), 314-331. [More Information]
• Donelan, K., Anderson, M. (2009). Drama in schools: meeting the research challenges of the twenty-first century. Research in Drama Education: the journal of applied theatre and performance, 14(2), 165-171. [More Information]
• Gibson, R., Anderson, M. (2008). Touching the void: arts education research in Australia. Asia Pacific Journal of Education, 28(1), 103-112. [More Information]
• Anderson, M., Wilkinson, L. (2007). A resurgence of verbatim theatre: authenticity, empathy and transformation. Australasian Drama Studies, 50, 153-169.
• Anderson, M. (2007). Making theatre from data: Lessons for performative ethnography from verbatim theatre. NJ-Drama Australia Journal, 31(1), 79-91. [More Information]
• Anderson, M. (2007). Mediatised performance and Theatre for Young People: How TYP is responding to Digital Natives. Caribbean Quarterly, 53(1/2), 63-75.
• Anderson, M., Georgakis, S. (2006). The Bacchae at Bondi: Greek Drama in Australian Education and Culture. Education and Theatre Journal, 6, 27-34.
• Anderson, M. (2005). New stages: Challenges for teaching the aesthetics of drama online. Journal of Aesthetic Education, 39(4), 120-132. [More Information]
• Anderson, M., Gibson, R. (2004). Connecting The Silos: Developing Arts Rich Education. Change: Transformations in Education, 7(1), 1-11.
• Anderson, M. (2004). Drama Futures: Possibilities For Research, Advocacy And Policy In The 21St Century. NJ-Drama Australia Journal, 28(2), 31-39.
• Anderson, M. (2004). Drama Teacher Professional Development. Youth Theatre Journal, 18, 1-16.
• Gibson, R., Anderson, M. (2004). Editorial. Change: Transformations in Education, 7(2), i-ii.
• Anderson, M. (2004). The Professional Development Journeys of Drama Educators. Youth Theatre Journal, 18, 1-16. [More Information]
• Anderson, M. (2003). "I took the road less travelled and that has made all the difference". The professional journeys of two primary drama educators. NJ-Drama Australia Journal, 27(1), 4-14. [More Information]
• Anderson, M. (2003). Beginning secondary drama and English teaching. English Teaching: Practice and Critique, 2(1), 43-53.
• Anderson, M. (2002). The drama teacher's journey. Melbourne Studies in Education, , 87-95. [More Information]

Conferences

• Buchanan, J., Ryan, R., Anderson, M., Calvo, R., Glozier, N., Peter, S. (2019). Meeting the AI and union renewal challenges: time for a new education settlement beyond 21st century skills. 40th International Working Party on Labour Market Segmentation 2019, Dusseldorf, Denmark: The International Working Party on Labour Market Segmentation.
• Anderson, M., Gibson, R., Fleming, J. (2014). Role of Arts education in academic motivation, engagement and achievement: Key findings. Thinking forward - Entanglement and Innovation in Australian Arts Education Research (UNESCO Arts Education Week), Queensland University of Technology, Brisbane, 22 May.
• Munday, C., Anderson, M., Gibson, R., Martin, A., Sudmalis, D. (2012). Probing the possibilities and potential of the arts for effective student learning. IDIERI 7 2012 - The 7th International Drama in Education Research Institute conference - Borders and translations: Towards new paradigms and languages in drama education, Limerick, Ireland, 10-15 July, 2012.
• Mansour, M., Martin, A., Gibson, R., Anderson, M., Sudmalis, D., Munday, C., Liem, (. (2012). The Role of Arts Education in Students' Academic and Non-academic Outcomes (poster). American Psychological Association's 120th Annual Convention, Orlando, Florida, USA. 2-5 August, 2012.
• Gibson, R., Anderson, M., Martin, A., Sudmalis, D. (2011). Arts education and academic motivation, engagement and achievement. Narrative,arts-based & post approaches to social research conference - NAPAR 2011, Phoenix, Arizona, 21-23 January, 2011.
• Munday, C., Mansour, M., Anderson, M., Gibson, R., Martin, A., Sudmalis, D. (2011). The role of arts education in academic motivation, engagement and achievement. Spaces of Performance: Drama Australia National Conference, Perth, Australia. 31st March-2nd April, 2011.
• Gibson, R., Munday, C., Anderson, M., Martin, A., Sudmalis, D. (2010). Arts, motivation and engagement: Innovative research for sustainable futures. 5th International Conference on the Arts in Society, SCA, University of Sydney, 22-25 July, 2010.
• Anderson, M., Freebody, K. (2009). Developing young writers: nurturing cultural citizenship and engagement. Drama Australia National Conference 2009, The University of Melbourne. 26-28 November.
• Mansour, M., Gibson, R., Anderson, M. (2009). The Role of Arts Education in Academic Motivation, Engagement and Achievement. Drama Australia National Conference 2009, The University of Melbourne. 26-28 November.
• Anderson, M., Jefferson, M. (2009). Why drama teachers are film teachers. Drama Australia National Conference 2009, The University of Melbourne. 26-28 November.
• Gibson, R., Anderson, M. (2006). Filling the void: Arts education research and the Australian context. 1st International Conference on the Arts in Society, Scotland: International Conference on the Arts in Society.
• Anderson, M. (2006). What is a Drama Teachers? Some Stories from Praxis. 5th World Congress of the International Drama/Theatre and Education Association, Queensland: ISEA Publications.
• Anderson, M. (2004). Exploding The Silos: Developing Arts Rich Education. Drama Australia Conference 2004, Canberra.
• Anderson, M. (2004). The Career Development of Drama Teachers: Some Stories from the Research. The IDEA 2004, Canada.
• Anderson, M., Wilkinson, L. (2004). The Happy House Experiment: journeys in teacher collaboration. Drama Australia Conference 2004, Canberra.

Textual Creative Works

• Wilkinson, L., Anderson, M. (2015). Artistry and academia: Adventures on the other side of orthodoxy. TEXT Special Issue 29: Scriptwriting as Creative Writing Research II, Number 29, April 2015, (pp. 1 - 26). Adelaide, Australia: Australasian Association of Writing Programs (AAWP). [More Information]

Magazine / Newspaper Articles

• Fleming, J., Gibson, R., Martin, A., Anderson, M., Sudmalis, D. (2014). The benefits for students of arts participation (in press). Leadership in Focus.

Report

• Buchanan, J., Allais, S., Anderson, M., Calvo, R., Peter, S., Pietsch, T. (2020). The futures of work: What education can and can't do (Background paper for the Futures of Education initiative): UNESCO. [More Information]
• Anderson, M., Fleming, J. (2013). Review of the Warhorse Learning Program (Australia).
• Martin, A., Anderson, M., Gibson, R., Sudmalis, D., Liem, G., Fleming, J., Mansour, M., Munday, C. (2013). The Role of Arts Education in Academic Motivation, Engagement and Achievement: Report to the Australia Council for the Arts.
• Adams, R., Anderson, M., Bundy, P., Donelan, K., Ewing, R., Fleming, J., O'Toole, J., Sinclair, C., Stinson, M. (2012). The TheatreSpace Project: Accessing the Cultural Conversation: Final Report (2012).
• Anderson, M., Gibson, R., Campbell, V., Martin, A. (2009). ConnectEd Arts Evaluation (review).
• Ewing, R., Smith, D., Anderson, M., Gibson, R., Manuel, J. (2004). Teachers as Learners. Australian Government Quality Teacher Program (AGQTP) Action Learning for School Teams. Project Evaluation Report. [More Information]

Other

• Anderson, M. (2003), Developing Professional Conversations (Faculty of Education and Social Work Teaching and Learning Forum 2003, Sydney University).

Research Reports

• O'Connor, P., Anderson, M., Freebody, K., Ginns, P. (2020). Replanting creativity during post-normal times, (pp. 1 - 58). Auckland, New Zealand, New Zealand: Centre for Arts and Social Transformation, University of Auckland. [More Information]
• Buchanan, J., Ryan, R., Anderson, M., Calvo, R., Glozier, N., Peter, S. (2018). Future Frontiers Analytical Report: Preparing for the best and worst of times, (pp. 1 - 62). Sydney, Australia: NSW Department of Education. [More Information]