The Learning Sciences Institute Australia (LSIA) focuses on 21st Century teaching and learning, diversity, innovation and engagement, with improving learning outcomes at the core of what we do.

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Theses from 2016

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Young children's online authoring: the techno-semiotic co-construction of blogs, Rachael Adlington

Leaders as advocates in early childhood education: Building capacity for change through development of everyday practice, Jocelyn Grace Nuttall

Submissions from 2015

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The use of multimodal technologies to enhance reflective writing in teacher education, Lenore Adie and Donna Tangen

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International trends in the implementation of assessment for learning : Implications for policy and practice, Menucha Birenbaum, Christopher DeLuca, Lorna Earl, Margaret Heritage, Val Klenowski, Anne Looney, Kari Smith, Helen Timperley, Louis Volante, and Claire Wyatt-Smith

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Connecting in rhizomic spaces : Peer-assisted learning (PAL) and e-learning in teacher education, Jane Bone and Susan Edwards

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International representations of inclusive education : How is inclusive practice reflected in the Professional Teaching Standards of China and Australia?, Suzanne Carrington, Beth Saggers, Lenore Adie, Nan Zhu, Dingqian Gu, Xiaoyi Hu, Yan Wang, Meng Deng, and Guanglun Mu

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Effective education : Conceptualising the meaning of out-of-field teaching practices for teachers, teacher quality and school leaders, Anna Du Plessis

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Understanding the lived experiences of novice out-of-field teachers in relation to school leadership practices, Anna Du Plessis, Annemaree Carroll, and Robyn Gillies

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Measuring opportunity to learn and achievement growth : Key research issues with implications for the effective education of all students, Stephen Elliott

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After the RCT : Who comes to a family-based intervention for childhood overweight or obesity when it is implemented at scale in the community?, James Fagg, Tim Cole, Steven Cummins, Harvey Goldstein, Stephen Morris, Duncan Radley, Paul Sacher, and Catherine Law

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Professional development in Self-Regulated Strategy Development : Effects on the writing performance of eighth grade Portuguese students, Isabel Festas, Albertina Oliveira, Jose Rebelo, Maria Damiao, Karen Harris, and Steve Graham

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The convergent and divergent validity of the Vanderbilt Assessment of Leadership in Education (VAL-ED) : Instructional leadership and emotional intelligence, Ellen Goldring, Xiu Cravens, Andrew Porter, Joseph Murphy, and Stephen Elliott

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Population sampling in longitudinal surveys, Harvey Goldstein, Peter Lynn, Graciela Muniz-terrera, Rebecca Hardy, Colm O'Muircheartaigh, Chris Skinner, and Risto Lehtonen

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Research-based writing practices and the Common Core : Meta-analysis and meta-synthesis, Steve Graham, Karen Harris, and Tanya Santangelo

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Formative assessment and writing: A meta-analysis, Steve Graham, Michael Hebert, and Karen Harris

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Data linkage errors in hospital administrative data when applying a pseudonymisation algorithm to paediatric intensive care records, Gareth Hagger-Johnson, Katie Harron, Tom Fleming, Ruth Gilbert, Harvey Goldstein, Rebecca Landy, and Roger Parslow

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Identifying possible false matches in anonymized hospital administrative data without patient identifiers, Gareth Hagger-Johnson, Katie Harron, Arturo Gonzallez-Izquierdo, Mario Cortina-Borja, Nirupa Dattani, Berit Muller-Pebody, Roger Parslow, Ruth Gilbert, and Harvey Goldstein

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Practice-based professional development and Self-Regulated Strategy Development for Tier 2, at-risk writers in second grade, Karen Harris, Steve Graham, and Mary Adkins

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Is substance use associated with perpetration and victimization of physically violent behavior and property offences among homeless youth? A systematic review of international studies, Jessica A. Heerde and Sheryl Hemphill

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Is substance use associated with perpetration and victimization of physically violent behavior and property offences among homeless youth? A systematic review of international studies, Jessica Heerde and Sheryl Hemphill

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Associations between youth homelessness, sexual offenses, sexual victimisation, and sexual risk behaviors : A systematic literature review, Jessica Heerde, Kirsty Scholes-Balog, and Sheryl Hemphill

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Incidence and course of adolescent deliberate self-harm in Victoria, Australia, and Washington State, Jessica Heerde, John Toumbourou, Sheryl Hemphill, Todd Herrenkohl, George Patton, and Richard Catalano

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Longitudinal prediction of mid-adolescent psychosocial outcomes from early adolescent family help seeking and family support, Jessica Heerde, John Toumbourou, Sheryl Hemphill, and Craig Olsson

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Longitudinal associations between cyber-bullying perpetration and victimization and problem behaviour and mental health problems in young Australians, Sheryl Hemphill, Aneta Kotevski, and Jessica Heerde

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The School-Community Integrated Learning pathway : Exploring a new way to prepare and induct final-year preservice teachers, Suzanne Hudson, Peter Hudson, and Lenore Adie

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A 4X4 literacy toolkit for employment English language learners for academic literacies, Sally Humphrey

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Building a critical stance in academic and civic discourse : Burnishing and tarnishing, Sally Humphrey

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Cultivating mind : Mindfulness interventions for children with Autism Spectrum Disorder and problem behaviours, and their mothers, Yoon-Suk Hwang, Patrick Kearney, Helen Klieve, Wayne Lang, and Roberts Jacqueline

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A longitudinal study of the association of adolescent polydrug use, alcohol use and high school non-completion, Adrian Kelly, Tracy Evans-Whipp, Rachel Smith, Gary Chan, John Toumbourou, George Patton, Sheryl Hemphill, Wayne Hall, and Richard Catalano

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Addressing the missing instructional data problem : Using a teacher log to document tier 1 instruction, Alexander Kurz, Stephen Elliott, and Andrew Roach

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A multilevel modelling approach to measuring changing patterns of ethnic composition and segregation among London secondary schools, 2001-2010, George Leckie and Harvey Goldstein

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Assessment policies, curricular directives, and teacher agency : Quandaries of EFL teachers in Inner Mongolia, Indika Liyanage, Brendan Bartlett, Tony Walker, and Xuhong Guo

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Accommodating taboo language in English language teaching : Issues of appropriacy and authenticity, Indika Liyanage, Tony Walker, Brendan Bartlett, and Xuhong Guo

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Intelligibility in Context Scale: Normative and validation data for English- speaking preschoolers, Sharynne Mcleod, Kathryn Crowe, and Ameneh Shahaeian

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Obesity prevention interventions in early childhood education and care settings with parental involvement : A systematic review, Heather Morris, Helen Skouteris, Susan Edwards, and Leonie Rutherford

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The influence of multiple administrations of a state achievement test on passing rates for student groups, Joseph Nese, Gerald Tindal, Joseph Stevens, and Stephen Elliott

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Learners' goal profiles and their learning patterns over an academic year, Chi-hung Ng

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The relationship of discourse and topic knowledge to fifth graders' writing performance, Natalie Olinghouse, Steve Graham, and Amy Gillespie

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Facilitating opportunity to learn for students with disabilities with instructional feedback data, Andrew Roach, Alexander Kurz, and Stephen Elliott

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Towards a better understanding of the relationship between executive control and theory of mind : An intra-cultural comparison of three diverse samples, Ameneh Shahaeian, Julie Henry, Maryam Razmjoee, Ali Teymoori, and Cen Wang

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Growth and gaps in mathematics achievement of students with and without disabilities on a statewide achievement test, Joseph Stevens, Ann Schulte, Stephen Elliott, Joseph Nese, and Gerald Tindal

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Callous-unemotional traits and adolescents' role in group crime, Laura Thornton, Paul Frick, Elizabeth Shulman, James Ray, Laurence Steinberg, and Elizabeth Cauffman

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Curriculum literacies: Accessing disciplinary discourses, Leonard Unsworth

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Interpretive responses to images in picture books by primary and secondary school students : Exploring curriculum expectations of a 'visual grammatics', Leonard Unsworth and Mary Macken-Horarik

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Integrating data-based decision making, assessment for learning and diagnostic testing in formative assessment, Fabienne van der Kleij, Jorine Vermelulen, Kim Schildkamp, and Theo Egen

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Interviewer effects on non-response propensity in longitudinal surveys : A multilevel modelling approach, Rebecca Vassallo, Gabriele Durrant, Peter Smith, and Harvey Goldstein

Submissions from 2014

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The development of shared understandings of assessment policy : Travelling between global and local contexts, Lenore Adie

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Towards a theoretical framework for online professional discussions, Lenore Adie

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Media representation of teachers across five countries, Bandar Alhamdam, Khalid Al-Saadi, Aspa Baroutsis, Anna Du Plessis, Obaidul Hamid, and Eileen Honan

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Out-of-field teaching and professional development : A transnational investigation across Australia and South Africa, Anna Du Plessis, Robyn Gillies, and Annemaree Carroll

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Adjusting for differential misclassification in multilevel models: The relationship between child exposure to smoke and cognitive development, Maria Ferrao and Harvey Goldstein

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Opportunities and challenges for negotiating appropriate EAP practices in China, Yanmei Gao and Brendan Bartlett

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Using league table rankings in public policy formation : Statistical issues, Harvey Goldstein

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How do preservice teacher education students move from novice to expert assessors?, Peter Grainger and Lenore Adie

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Evaluating bias due to data linkage error in electronic healthcare records, Katie Harron, Angie Wade, Ruth Gilbert, Berit Muller-Pebody, and Harvey Goldstein

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Cultural, environmental, and psychosocial risk factors for child maltreatment, Todd I. Herrenkohl, Sheryl A. Hemphill, Ariane Florent, and Tamara Dee

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Children's emotions and multimodal appraisal of places: Walking with the camera, Kathy Mills, Len Unsworth, Alberto Bellochi, Ji Yong Park, and Stephen Ritchie

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Interfacing visual and verbal narrative art in paper and digital media: Recontextualising literature and literacies, Len Unsworth

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Teachers using annotations to engage students in assessment conversations : Recontextualising knowledge, Jill Willis and Lenore Adie

Submissions from 2013

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The development of teacher assessment identity through participation in online moderation, Lenore Adie

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Identifying discourses of moderation in higher education, Lenore Adie, Margaret Lloyd, and Denise Beutel

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The contribution of TIMSS to the link between school and classroom factors and student achievement, Marjolein Drent, Martina Meelissen, and Fabienne van der Kleij

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Linkage, evaluation and analysis of National Electronic Healthcare Data : Application to providing enhanced blood-stream infection surveillance in paediatric intensive care, Katie Harron, Harvey Goldstein, Angie Wade, Berit Muller-Pebody, Harvey Goldstein, Roger Parslow, and Ruth Gilbert

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Risk-adjusted monitoring of blood-stream infection in paediatric intensive care : A data linkage study, Katie Harron, Angie Wade, Berit Muller-Pebody, Harvey Goldstein, Roger Parslow, Jim Gray, John Hartley, Quen Mok, and Ruth Gilbert

Children’s Centre Coordinator Pedagogical Mentoring and Coaching Program Development Project, Joce Nuttall

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A longitudinal study of the reciprocal effects of alcohol use and interpersonal violence among Australian young people, Kirsty Scholes-Balog, Sheryl A. Hemphill, Peter Kremer, and John W. Toumbourou

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Interpretation of the score reports from the Computer Program LoVS by teachers, internal support teachers and principals, Fabienne van der Kleij and Theo Egen

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Negotiating the meaning of achievement standards in the Australian curriculum, Jill Willis and Lenore Adie

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Conceptualising teachers' assessment literacies in an era of curriculum and assessment reform, Jill Willis, Lenore Adie, and Val Klenowski

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Reframing literacy for a screen-based age: A case for digital mindsets, Claire Wyatt-Smith and Kay Kimber

Submissions from 2012

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Learning as identity and practice through involvement in online moderation, Lenore Adie

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Urban pre-service teachers' conceptions of teaching in rural communities, Lenore Adie and Georgina Barton

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Digital natives? New and old media and children's language acquisition, M Bittman, Leonie Rutherford, Jude Brown, and Len Unsworth

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Measuring success: League tables in the public sector, Beth Foley and Harvey Goldstein

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Effects of feedback in a computer-based assessment for learning, Fabienne van der Kleij, Theo Egen, Caroline Timmers, and Bernard Veldkamp

Submissions from 2011

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An investigation into online moderation, Lenore Adie

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Promoting rural and remote teacher education in Australia through the Over The Hill project, Denise Beutel, Lenore Adie, and Suzanne Hudson

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Informing writing: the benefts of formative assessment - a report from Carnegie Corporation of New York, Steve Graham, Karen Harris, and Michael Hebert

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Throw 'em Out or Make 'em Better? State and District High-Stakes Writing Assessments, Steve Graham, Michael Hebert, and Karen Harris

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Culture and the sequence of steps in theory of mind development, Ameneh Shahaeian, Candida Peterson, Virginia Slaughter, and Henry Wellman

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The short-term impact of a problem-solving skills programme for Iranian parents, Mohsen Shokoohi-Yekta, Paul Harnett, Akram Parand, and Ameneh Shahaeian

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The effectiveness of methods for providing written feedback through a computer-based assessment for learning : A systematic review, Fabienne van der Kleij, Caroline Timmers, and Theo Eggen

Submissions from 2010

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Developing consistency in teacher judgement formation through online meeting centres, Lenore Adie

Submissions from 2009

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Constructing knowledge schemas in the workplace: A microanalysis, Susan Bridges and Brendan John Bartlett

Moving Teachers, public texts and institualizing power, Susan Bridges and Brendan John Bartlett

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Establishment Clauses, Legislation and Private School Funding in the United States and Australia: Recent Trends, Jacqueline Joy Cumming and Ralph D. Mawdsley

Framing assessment today for the future: Issues and challenges, Jacqueline Joy Cumming and Claire Maree Wyatt-Smith

Developmental Pathways to conduct problems: A further test of the childhood and adolescent-onset distinction, D. M. Dandreaux and Paul Joseph Frick

Linking callous-unemotional traits to instrumental and non-instrumental forms of aggression, K. A. Fanti, Paul Joseph Frick, and S Georgiou

Extending the construct of psychopathy to youth: implications for understanding, diagnosing, and treating antisocial children and adolescents, Paul Joseph Frick

Assessment of Personality and Adjustment, Paul Joseph Frick and Cedar W. O'Donnell

The use of callous-unemotional traits to define important subtypes of antisocial and violent youth, Paul Joseph Frick and Amelie Petitclerc

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Antisocial behavior from a developmental psychopathology perspective, Paul Joseph Frick and E. Viding

Comment peut-on utiliser les etudes comparatives internationales pour doter les politiques educatives d'information fiables?, Harvey Goldstein

Handling attrition and non-response in longitudinal data, Harvey Goldstein

Multilevel models with multivariate mixed response types, Harvey Goldstein, James R. Carpenter, Michael G. Kenward, and Kate A. Levin

Multilevel multivariate modelling of childhood growth, numbers of growth measurements and adult characteristics, Harvey Goldstein and Daphne Kounali

Comment: Citation Statistics, Harvey Goldstein and David Spiegelhalter

Self-Regulated Strategy Development in Writing: Premises, Evolution and the Future, Karen Harris and Steve Graham

Valued knowledges AND core capacities FOR digital learners: Claiming spaces FOR quality assessment, Kay Kimber and Claire Maree Wyatt-Smith