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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Submissions from 2017

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Designing for mathematical applications and modelling tasks in technology rich environments, Vincent Stephen Geiger

Submissions from 2016

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Making meaning of assessment policy in Australia through teacher assessment conversations, Lenore Ellen Adie and Jill Willis

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

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Third and fourth grade teacher's classroom practices in writing: A national survey, Mary Brindle, Steve Graham, Karen Renee Harris, and Michael Hebert

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Age Differences in the Structured Assessment of Violence Risk in Youth (SAVRY), Kristina K. Childs and Paul Joseph Frick

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Sex differences in the measurement invariance and factors that influence structured judgments of risk using the Structured Assessment of Violence Risk in Youth (SAVRY), Kristina K. Childs, Paul Joseph Frick, and Katie Gottlieb

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Handling attrition and non-response in longitudinal data with an application to a study of Australian youth, Jacqueline Joy Cumming and Harvey Goldstein

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School leadership in assessment in an environment of external accountability: Developing an assessment for learning culture, Jacqueline Joy Cumming, Graham S. Maxwell, and Claire Maree Wyatt-Smith

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Effective enactment of assessment for learning and student diversity in Australia, Jacqueline Joy Cumming and Fabienne Michelle Van der Kleij

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Students at risk and NAPLAN, Jacqueline Joy Cumming, Claire Maree Wyatt-Smith, and Peta Jane Colbert

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Documenting support needs and adjustment gaps for students with disabilities: Teacher practices in Australian classrooms and on national tests, Michael D. Davies, Stephen N. Elliott, and Joy Cumming

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Genre pedagogy in higher education: The SLATE Project, Shoshana J. Dreyfus, Sally Louise Humphrey, Ahmar Mahboob, and James R. Martin

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A cooperative pedagogical program linking preschool and Foundation teachers: A pilot study, Annette Dunham, Helen Skouteris, Andrea Nolan, Susan Elizabeth Edwards, and Jennifer Small

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Leading teachers through the storm: Looking beyond the numbers and turning the implications of out-of-field teaching practices into positive challenges, Anna Elizabeth Du Plessis

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New concepts of play and the problem of technology, digital media and popular-culture integration with play-based learning in early childhood education, Susan Elizabeth Edwards

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Developing a measure to understand children's internet cognition and cyber-safety awareness, Susan Elizabeth Edwards, Andrea Nolan, Michael Henderson, Helen Skouteris, Ana Mantilla, Pamela Lambert, and Jo Bird

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Young children learning about wellbeing and environmental education in the early years: A funds of knowledge approach, Susan Elizabeth Edwards, Helen Skouteris, Amy Cutter-Mackenzie, Leonie Rutherford, Mandy O'Conner, Ana Mantilla, Heather Morris, and Sue Elliot

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Young children's internet cognition, Susan Elizabeth Edwards, Helen Skouteris, Andrea Nolan, and Michael Henderson

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The role of peer arrests on the development of youths' attitudes towards the justice system, Adam Fine, Caitlin Cavanagh, Sachiko Donley, Laurence Steinberg, Paul Joseph Frick, and Elizabeth Cauffman

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Self-control assessments and implications for predicting adolescent offending, Adam Fine, Laurence Steinberg, Paul Joseph Frick, and Elizabeth Cauffman

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Current research on conduct disorder in children and adolescents, Paul Joseph Frick

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Early identification and treatment of antisocial behavior, Paul Joseph Frick

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Transformations of teaching and learning through digital technologies, Vincent Stephen Geiger, Nigel Calder, Hazel Tan, Esther Loong, Jodie Miller, and Kevin Larkin

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Video-stimulated recall as a catalyst for teacher professional learning, Vincent Stephen Geiger, Tracey Muir, and Janeen Lamb

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The social, behavioral, and emotional correlates of bullying and victimization in a school-based sample, Farrah N. Golmaryami, Paul Joseph Frick, Sheryl A. Hemphill, Rachel E. Kahn, Annie M. Crapanzano, and Andrew M. Terranova

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A path to better writing: Evidence-based practices in the classroom, Steve Graham and Karen Renee Harris

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Acceptability of adaptations for struggling writers: A national survey with primary grade teachers, Steve Graham, Karen Renee Harris, Brendan John Bartlett, Eleni Popadopoulou, and Julia Santoro

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Assessing the writing achievement of young struggling writers: Application of generalizability theory, Steve Graham, Michael Hebert, Michael Paige Sandbank, and Karen Renee Harris

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Sexual risk behaviors, sexual offenses, and sexual victimization among homeless youth: A systematic review of associations with substance use, Jessica A. Heerde and Sheryl A. Hemphill

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Stealing and being stolen from: Perpetration of property offenses and property victimization among homeless youth - A systematic review, Jessica Anne Heerde and Sheryl Ann Hemphill

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A systematic review of prerequisites for implementing assessment for learning in classroom practice, Maaike C. Heitink, Fabienne Michelle Van der Kleij, Bernard P. Veldkamp, Kim Schildkamp, and Wilma B. Kippers

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A spatial re-consideration of the early childhood-school relationship, Linda Gaye Henderson, Jocelyn Grace Nuttall, Lili-Ann Kriegler, and Helen Schiele

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Prerequisites for data-based decision making in the classroom: Research evidence and practical illustrations, Inge Hoogland, Kim Schildkamp, Fabienne Michelle van der Kleij, Maaike C. Heitink, Wilma B. Kippers, Bernard P. Veldkamp, and Anne M. Dijkstra

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Teaching writing in grades 4-6 in urban schools in the Greater China Region, Tien Ping Hsiang and Steve Graham

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EAP in school settings, Sally Louise Humphrey

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Mindfulness, Yoon-Suk Hwang and Nirbhay N. Singh

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"Turn that frown upside-down": A contextual account of emoticon usage on different virtual platforms, Linda K. Kaye, Helen J. Wall, and Stephanie A. Malone

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Building a metalanguage for interpreting multimodal literature: Insights from systemic functional semiotics in two case study classrooms, Mary Rose Macken-Horarik

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Is it a name or a fact? Disambiguation of reference via exclusivity and pragmatic reasoning, Stephanie A. Malone, Marina Kalashnikova, and Erin Margaret Davis

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Illuminating growth and struggles using mixed methods: Practice-based professional development and coaching for differentiating SRSD instruction in writing, Debra McKeown, Mary Brindle, Karen Renee Harris, Steve Graham, Alyson A. Collins, and Megan Brown

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Beginning the conversations about young children's engagement with technology in contemporary times, Karen Joy McLean and Susan Elizabeth Edwards

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The literacy curriculum: A critical review, Kathy Mills and Leonard Charles Unsworth

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The affordances of using a flipped classroom approach in the teaching of mathematics: A case study of a Grade 10 mathematics class, Tracey Muir and Vincent Stephen Geiger

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The development of quality assurance practice in Japanese Universities, Michiko Nakano, Chi-hung Clarence Ng, and Norifumi Ueda

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Crafting an intrinsically motivating course environment for language learning: A Japanese pedagogical innovation, Chi-hung Ng

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Sustaining learning engagement in distance education: An achievement goal perspective, Chi-hung Clarence Ng

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Globalised processes and their influences on university learning and teaching in advanced knowledge economies in the Asia-Pacific region, Chi-hung Ng, Michiko Nakano, and Robert Fox

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Teacher education as academic work: The affordances of a materialist analysis, Joce Grace Nuttall and Marie Brennan

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Theorising curriculum implementation and evaluation in early childhood education, Jocelyn Nuttall

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

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Bodies of knowledge: The concept of embodiment as an alternative to theory/practice debates in the preparation of teachers, Kate Ord and Joce Nuttall

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Teachers use of writing to support students' learning in middle school: A national survey in the United States, Amber B. Ray, Steve Graham, Julia D. Houston, and Karen Renee Harris

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Positive and negative item wording and its influence on the assessment of callous-unemotional traits, James V. Ray, Paul Joseph Frick, Laura C. Thornton, Laurence Steinberg, and Elizabeth Cauffman

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Impulse control and callous-unemotional traits distinguish patterns of delinquency and substance use in justice involved adolescents: Examining the moderating role of neighborhood context, James V. Ray, Laura C. Thornton, Paul Joseph Frick, Laurence Steinberg, and Elizabeth Cauffman

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Language development mediates the relationship between gender and relational aggression: A study of Iranian preschool children, Maryam Razmjoee, Paul H. Harnett, and Ameneh Shahaeian

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Achievement gaps for students with disabilities: Stable, widening, or narrowing on a state-wide reading comprehension test?, Ann C. Schulte, Joseph J. Stevens, Stephen N. Elliott, Gerald Tindal, and Joseph F. T. Nese

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Research into mathematical applications and modelling, Gloria Ann Stillman, Jill Patricia Brown, Peter Galbraith, and Kit Ee Dawn Ng

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Documenting reading achievement and growth for students taking alternate assessments, Gerald Tindal, Joseph F. T. Nese, Dan Farley, Jessica L. Saven, and Stephen N. Elliott

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Common core writing and language standards and aligned state assessments: a national survey of teacher beliefs and attitudes, Gary A. Troia and Steve Graham

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An exploration of psychological factors on emoticon usage and implications for judgement accuracy, Helen J. Wall, Linda K. Kaye, and Stephanie A. Malone

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Factors differentiating callous-unemotional children with and without conduct problems, Tina D. Wall, Paul Joseph Frick, Kostas A. Fanti, Eva R. Kimonis, and Alexandros Lordos

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The combined effects of teacher-child and peer relationships on children's social-emotional adjustment, Cen Wang, Maria Hatzigianni, Ameneh Shahaeian, Elizabeth Murray, and Linda J. Harrison

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Professional standards and the assessment work of teachers, Claire Maree Wyatt-Smith and Anne Looney

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Digital instructional strategies and their role in classroom learning, Jessica Yarbro, Katherine McKnight, Stephen Elliott, Alexander Kurz, and Liane Wardlow

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Embodying pre-tense conditions for research among teacher educators in the Australian university sector: A Bourdieusian analysis of ethico-emotive suffering, Lew Zipin and Joce 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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Transforming the core business of teaching and learning in classrooms through ICT, Vinesh Chandra and Kathy A. Mills

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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