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 2015

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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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Children's arithmetic development: It is number knowledge, not the approximate number sense, that counts, Silke M. Göbel, Sarah E. Watson, Arne Lervåg, and Charles Hulme

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

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Comorbidities in preschool children at family risk of dyslexia, Debbie Gooch, Charles Hulme, Hannah M. Nash, and Margaret J. Snowling

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Teaching writing to middle school students: A national survey, Steve Graham, Andrea Capizzi, Karen Renee Harris, Michael Hebert, and Paul Morphy

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Conducting high quality writing intervention research: Twelve recommendations, Steve E. Graham and Karen R. Harris

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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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Assessing opportunity-to-learn for students with disabilities in general and special education classes, Alexander Kurz, Stephen N. Elliott, Christopher J. Lemons, Naomi Zigmond, Amanda Kloo, and Ryan J. Kettler

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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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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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Preschoolers' social skills: Advances in assessment for intervention using social behavior ratings, Jennifer R. Frey, Stephen N. Elliott, and Frank M. Gresham

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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

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Moderation as judgement practice : Reconciling system level accountability and local level practice, Val Klenowski and Lenore Adie

The limitations of using school league tables to inform school choice, George Leckie and Harvey Goldstein

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Exploring the linkage between reforms and learning in the Asia-Pacific region: An Activity Theory perspective, Chi-hung (Clarence) Ng

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Learning for achievement as a collective goal in re-culturing learning and teaching in Hong Kong classrooms, Chi-hung (Clarence) Ng

Profiling learners' achievement goals when completing academic essays, Chi-hung (Clarence) Ng

Reforming learning in the Asia-pacific region: An Introduction, Chi-hung (Clarence) Ng

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Bridging multimodal literacies and national assessment programs in literacy, Leonard Charles Unsworth and Eveline Chan

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Strategies and Secrets for Effective Tertiary Study: Reading, Understanding, and Learning in the Academic Setting, Ali Wegner

Differential correlates to self-report and parent-report of callous-unemotional traits in a sample of juvenile sexual offenders, Stuart F. White, K. R. Cruise, and Paul Joseph Frick

Towards theorising assessment as critical inquiry, Claire Maree Wyatt-Smith and Stephanie Gunn

Working multimodally: Challenges for assessment, Claire Maree Wyatt-Smith and K. Kimber

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Reforming learning and teaching through online collaborative knowledge building, Allan H. K. Yuen, Nicol H. C. Pan, and Chi-hung (Clarence) Ng

Submissions from 2008

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The hegemonic positioning of 'Smart State' policy, Lenore Adie

Child versus parent reports of parenting practices: implications for the conceptualization of child behavioral and emotional problems, C. T. Barry, Paul Joseph Frick, and Sarah J. Grafeman

I've Been Workin on the Railroad: Action Research in Changing Workplace Climate, Brendan John Bartlett

Introduction: What is evaluation of action research?, Brendan John Bartlett and Eileen Piggot-Irvine

Global Academic Movement: Wandering Scholars or Tradable Commodities?, Susan Bridges and Brendan John Bartlett

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Adjusting for measurement error in the value added model: evidence from Portugal, Maria Eugenia Ferrao and Harvey Goldstein

Qualitative research methods for evaluation, Margaret Fletcher, Ortrun Zuber-Skerritt, Eileen Piggot-Irvine, and Brendan John Bartlett

Treating Conduct Problems, Aggression and Antisocial Behavior in Children and Adolescents: An Integrated View, Paul Joseph Frick and Paul Boxer

Treatment of Violent Offenders, Paul Joseph Frick and Paul Boxer

Externalizing Disorders of Childhood, Paul Joseph Frick and Eva R. Kimonis

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Child and Adolescent Conduct Problems, Paul Joseph Frick and Robert J. McMahon

The importance of callous-unemotional traits for developmental models of aggressive and antisocial behavior, Paul Joseph Frick and Stuart F. White

Evidence and education policy - some reflections and allegations, Harvey Goldstein

Review of 'Monitoring Educational Achievement', Harvey Goldstein

School league tables: what can they really tell us?, Harvey Goldstein

Modelling measurement errors and category misclassifications in multilevel models, Harvey Goldstein, Daphne Kounali, and Anthony Robinson

Research on writing development, practice, instruction, and assessment: introduction to a special issue of reading and writing, Steve Graham

In Memory of Michael Pressley: A Role Model for 21st-Century Educational Psychologists, Steve Graham and Karen Harris

How do primary grade teachers teach handwriting? A National Survey, Steve Graham, Karen Harris, Linda H. Mason, and Barbara Fink-Chorzempa

Teaching spelling in the primary grades: A national survey of instructional practices and adaptations, Steve Graham, Paul Morphy, Karen Harris, and Barbara Fink-Chorzempa

Michael Pressley's Contributions to the History and Future of Strategies Research, Karen Harris, Patricia Alexander, and Steve Graham

Self-regulated strategy development in writing: Going beyond NLEs to a more balanced approach, Karen Harris, Tanya Santangelo, and Steve Graham

Macropolitical forces and micropolitical realities: implementing Te Whariki, Helen Hedges and Jocelyn Grace Nuttall

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Assessing digital literacies: Can assessment ever be the same?, Kay Kimber and Claire Maree Wyatt-Smith

Callous-unemotional traits and the emotional processing of distress cues in detained boys: Testing the moderating role of aggression, exposure to community violence, and histories of abuse, Eva R. Kimonis, Paul Joseph Frick, L. C. Munoz, and K. J. Aucoin

The effects of self-regulated strategy development on the writing performance of second-grade students with behavioral and writing difficulties, Kathleen Lynne Lane, Karen Harris, Steve Graham, and Jessica L. Weisenbach