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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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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Effects of motivation on the belief systems of future mathematics teachers from a comparative perspective, Sigrid Blömeke and Gabriele Kaiser

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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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Interrogating policy contradictions in literacy reforms about persuasive texts, Beryl Exley and Kathy A. Mills

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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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Evaluating callous-unemotional traits as a personality construct, Paul Joseph Frick and James V. Ray

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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 [accepted manuscript], Jessica A. Heerde and Sheryl Hemphill

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

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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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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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Linguistically informed teaching of spelling: Toward a relational approach, Michele Hinton Herrington and Mary Rose Macken-Horarik

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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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Experience, recursive awareness and understanding in autism spectrum disorders: Insights of parents and teachers in Singapore, Yoon-Suk Hwang, Helen Margaret Klieve, Patrick Kearney, and Beth Saggers

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Modelling competencies: Past development and further perspectives, Gabriele Kaiser and Susanne Brand

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About the Complexities of Video-Based Assessments: Theoretical and Methodological Approaches to Overcoming Shortcomings of Research on Teachers’ Competence, Gabriele Kaiser, Andreas Busse, Jessica Hoth, Johannes König, and Sigrid Blömeke

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Promotion of mathematical modelling competencies in the context of modelling projects, Gabriele Kaiser and Susanne Grünewald

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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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Variability in lateralised blood flow response to language is associated with language development in children aged 1-5 years, M. Kohler, H. A. D. Keage, R. Spooner, A. Flitton, J. Hofmann, O. F. Churches, Stephen Elliott, and N. A. Badcock

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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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Doing digital composition on the social web: Knowledge processes in literacy learning, Kathy A. Mills

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Socio-spatial approaches to literacy studies: Rethinking the social constitution and politics of space, Kathy A. Mills and Barbara Comber

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Decolonizing digital heritage practices for Indigenous literacy: A multimodal analysis of iPad Tellagami videos, Kathy A. Mills and Beryl Exley

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Race, the senses, and the materials of writing and literacy practices, Kathy Mills and Neal Dreamson

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Early language and executive skills predict variations in number and arithmetic skills in children at family-risk of dyslexia and typically developing controls, Kristina Moll, Margaret J. Snowling, Silke M. Göbel, and Charles Hulme

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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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Disadvantaged students' voices on national testing: The submersion of NAPLAN's formative potential, Clarence Ng, Claire Maree Wyatt-Smith, and Brendan John Bartlett

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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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Schooling elsewhere: Rurality, inclusion and education, Barbara Pini, Suzanne Carrington, and Lenore Ellen Adie

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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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Effects of feedback in a computer-based learning environment on students learning outcomes: A meta-analysis, Fabienne Michelle Schoenmaker van der Kleij, Remco C. W. Feskens, and Theo J. H. M Eggen

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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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Scaffolding in complex modelling situations, Peter Stender and Gabriele Kaiser

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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

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The writing performance of elementary students receiving strategic and interactive writing instruction, Kimberly A. Wolbers, Hannah M. Dostal, Steve Graham, David Cihak, Jennifer R. Kilpatrick, and Rachel Saulsburry

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Phonological and Semantic Knowledge Are Causal Influences on Learning to Read Words in Chinese, Lulin Zhou, Fiona J. Duff, and Charles Hulme

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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Resolving the chicken-or-egg causality dilemma: The longitudinal interplay of teacher knowledge and teacher beliefs, Sigrid Blömeke, Nils Buchholz, Ute Suhl, and Gabriele Kaiser

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Homogeneity or Heterogeneity? Profiles of Opportunities to Learn in Primary Teacher Education and Their Relationship to Cultural Context and Outcomes, Sigrid Blömeke and Gabriele Kaiser

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Theoretical Framework, Study Design and Main Results of TEDS-M, Sigrid Blömeke and Gabriele Kaiser

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Teacher Education Effectiveness: Quality and Equity of Future Primary Teachers’ Mathematics and Mathematics Pedagogical Content Knowledge, Sigrid Blömeke, Ute Suhl, and Gabriele Kaiser

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Family background, entry selectivity and opportunities to learn: What matters in primary teacher education? An international comparison of fifteen countries, Sigrid Blömeke, Ute Suhl, Gabriele Kaiser, and Martina Döhrmann

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A Comparison of Empirically Based and Structured Professional Judgment Estimation of Risk Using the Structured Assessment of Violence Risk in Youth, Kristina Childs, Paul J. Frick, John S. Ryals, Annika Lingonblad, and Matthew J. Villio

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Developing social skills of students with additional needs within the context of the Australian Curriculum, Michael D. Davies, Greta Cooper, Ryan J. Kettler, and Stephen N. Elliott

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The conceptualisation of mathematics competencies in the International Teacher Education Study TEDS-M, Martina Döhrmann, Gabriele Kaiser, and Sigird Blömeke

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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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The cultural dimension of beliefs: An investigation of future primary teachers' epistemological beliefs concerning the nature of mathematics in 15 countries, Anja Felbrich, Gabriele Kaiser, and Christiane Schmotz

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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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A meta-analysis of writing interventions for students with learning disabilities, Amy Gillespie and Steve Graham

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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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The use of multiple forms of assessment in the service of writing, Steve Graham

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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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Does spelling instruction make students better spellers, readers, and writers? A meta-analytic review, Steve Graham and Tanya Santangelo

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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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Exploring interactive writing as an effective practice for increasing head start students' alphabet knowledge skills, Anna H. Hall, Michael D. Toland, Jennifer Grisham-Brown, and Steve Graham

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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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Mindful and mutual care for individuals with developmental disabilities: A systematic literature review, Yoon-Suk Hwang and Patrick Kearney

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Critical applied linguistics, Radha Iyer, Margaret Kettle, Allan Luke, and Kathy Mills

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Overcoming the gap between university and school mathematics: The impact of an innovative program in mathematics teacher education at the Justus-Liebig University in Giessen, Gabriele Kaiser

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Learning from the Eastern and the Western Debate: The case of mathematics teacher education, Gabriele Kaiser and Sigrid Blömeke

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Designing next-generation assessment : priorities and enablers, Kim Kimber and Claire Maree Wyatt-Smith

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Modelling survival and mortality risk to 15 years of age for a national cohort of children with serious congenital heart defects diagnosed in infancy, Rachel L. Knowles, Catherine Bull, Christopher Wren, Angela Wade, Harvey Goldstein, and Carol Dezateux

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Is teachers' general pedagogical knowledge a premise for noticing and interpreting classroom situations? A video-based assessment approach, Johannes König, Sigrid Blömeke, Patricia Klein, Ute Suhl, Andreas Busse, and Gabriele Kaiser

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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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From 'bored witless' to 'rhetorical nous': Teacher orientation to knowledge about language and strengthening student persuasive writing, Kristina Love, Carmel Sandiford, Mary Macken-Horarik, and Len Unsworth