The Faculty of Education and Arts brings together the National School of Education’s strong reputation in teacher education, leadership and religious education with the vibrant arts, humanities and social science programs of the National School of Arts.

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Submissions from 2019

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Populism 2.0: social media and the false allure of "unmediated" representation, Ben Moffitt

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Populism and media in Western Europe, Ben Moffitt

Submissions from 2018

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The development and application of coding frameworks to explore dialogic feedback interactions and self-regulated learning, Lenore Adie, Fabienne S. van der Kleij, and Joy Cumming

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Diverse perspectives on student agency in classroom assessment, Lenore Adie, Jill Willis, and Fabienne S. van der Kelij

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Research-informed conceptualization and design principles of teacher performance assessments: wrestling with system and site validity, Lenore Adie and Claire Wyatt-Smith

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Rape and resistance, Linda Alcoff

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Conceptions of readiness in initial teacher education: quality, impact, standards and evidence in policy directives, Colette Alexander

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Stability and instability on Maya lowlands tropical hillslope soils, Timothy Beach, Sheryl Luzzadder-Beach, and Duncan Cook

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Geoarchaeology and tropical forest soil catenas of northwestern Belize, Timothy Beach, Austin Ulmer, Duncan Cook, Michael L. Brennan, Sheryl Luzzadder-Beach, Colin Doyle, Sara Eshleman, Samantha Krause, Marisol Cortes-Rincon, and Richard Terry

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Emotion work at the frontline of STEM teaching [accepted manuscript], Alberto Bellocchi, Kathy A. Mills, K. A. Olsen, R. Patulny, and J. McKenzie

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Youth uses of actor-network theory for undermining societal consumerism, J. L. Bencze, Lyn Carter, and Mirjan Krstovic

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Investigating the offending histories of undocumented immigrants, Bianca E. Bersani, Adam D. Fine, Alex R. Piquero, Laurence Steinberg, Paul J. Frick, and Elizabeth Cauffman

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Augmenting higher education students’ work experiences: preferred purposes and processes, Stephen Billett, Melissa Cain, and Anh H. Le

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Is it worth the effort? Evaluating a third generation research method for a third generation approach to the first year experience in higher education, Trevor S. Black and Romina Jamieson-Proctor

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Clinical assessment judgements and "Connoisseurship": surfacing curriculum-wide standards through transdisciplinary dialogue, Susan M. Bridges, Claire Wyatt-Smith, and Michael G. Botelho

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Callousness and affective face processing in adults: behavioral and brain-potential indicators, Sarah J. Brislin, James R. Yancey, Emily R. Perkins, Isabella M. Palumbo, Laura E. Drislane, Randall T. Salekin, K A. Fanti, Eva R. Kimonis, Paul Frick, R. J.R. Blair, and Christopher J. Patrick

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Evaluation of a parent-delivered early language enrichment programme: evidence from a randomised controlled trial, Kelly Burgoyne, Rachel Gardner, Helen Whiteley, Margaret J. Snowling, and Charles Hulme

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Israel-Palestine and the settler colonial 'turn': from interpretation to decolonisation, Rachel Busbridge

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Multicultural politics of recognition and postcolonial citizenship: rethinking the nation, Rachel Busbridge

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The limits of collective self-determination, Joseph Carens

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"I had to take action straight away." Preservice teachers' accounts of pro-environmental action, Lyn Carter and Jenny Martin

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Attentional orienting to emotional faces moderates the association between callous-unemotional traits and peer-nominated aggression in young adolescent school children, Enrica Ciucci, Eva R. Kimonis, Paul Frick, Stefania Righi, Andrea Baroncelli, Giovanna Tambasco, and Carolina Facci

Teaching the history threshold learning outcomes to first-year students, Jennifer Clark, Adrian Jones, Theda Thomas, Pamela Allen, Bronwyn Cole, Jill Lawrence, Lynette S. Burns, and Joy Wallace

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Verbal task demands are key in explaining the relationship between paired-associate learning and reading ability, Francina J. Clayton, Claire Sears, Alice Davis, and Charles Hulme

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Biocultural polymorphic fields, receptive agency and symbiotic evolution beyond the anthropocentric wave, Romand Coles

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Together we walk: the importance of relationship in youth work with refugee young people, Jen Couch

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Enhancing inclusive education through teacher education reforms, Joy Cumming, Megan Tones, Chantelle Day, and Elizabeth Heck

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Verification and validation: what do we mean?, Jennifer Czocher, Gloria Stillman, and Jill Brown

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“I fought. I screamed. I bit”: the assertion of rights within historic abuse inquiry transcripts, Fiona Davis

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Understanding research strategies to improve ERA performance in Australian universities: circumventing secrecy to achieve success, Carmel Diezmann

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The conception of mathematics knowledge for teaching from an international perspective: the case of the TEDS-M study978, Martina Dohrmann, Gabriele Kaiser, and Sigrid Blömeke

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Is quality initial teacher education where the music stops? Conceptualizing the becoming of a teacher: lessons from the field, Anna Du Plessis

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Effectiveness of a small-group vocabulary intervention programme: evidence from a regression discontinuity design, Hannah Dyson, Jonathan Solity, Wendy Best, and Charles Hulme

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Young children's everyday concepts of the internet: a platform for cyber-safety education in the early years, Susan Edwards, Andrea Nolan, Michael Henderson, Ana Mantilla, Lydia Plowman, and Helen Skouteris

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Development and initial validation of a social emotional learning assessment for universal screening, Stephen Elliott, Michael D. Davies, Jennifer R. Frey, Frank M. Gresham, and Greta Cooper

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Theological contestations and political coalition-building, John L. Esposito, Lily Z. Rahim, and Naser Ghobadzadeh

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Standards-based reform to senior-secondary curriculum and metacognition in the literacy domain, Lisl Fenwick

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The school experiences of male adolescent offenders: implications for academic performance and recidivism, Adam Fine, Cortney Simmons, Sarah Miltimore, laurence Steinberg, Paul Frick, and Elizabeth Cauffman

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Does the effect of justice system attitudes on adolescent crime vary based on psychosocial maturity?, Adam Fine, Kevin T. Wolff, Michael T. Baglivio, Alex R. Piquero, Paul J. Frick, Laurence Steinberg, and Elizabeth Cauffman

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A modelling challenge: students modelling problems of their choice, Peter L. Galbraith, Gloria Stillman, and Jill Brown

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Generating ideas for numeracy tasks across the curriculum, Vince Geiger

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An interdisciplinary approach to designing online learning: fostering pre-service mathematics teachers' capabilities in mathematical modelling, Vince Geiger, Joanne Mulligan, Liz Date-Huxtable, Rehez Ahlip, D. H. Jones, E. J. May, Leanne Rylands, and Ian Wright

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Using mathematics to solve real world problems: the role of enablers, Vince Geiger, Gloria Stillman, Jill Brown, Peter Galbraith, and Mogens Niss

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Image design for enhancing science learning: helping students build taxonomic meanings with salient tree structure images, Yun-Ping Ge, Len Unsworth, Kuo-Hua Wang, and Huey-Por Chang

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Democratisation of Islamic political theology, Naser Ghobadzadeh

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GUILD: guidance for information about linking data sets, Ruth Gilbert, Rosemary Lafferty, Gareth Hagger-Johnson, Katie Harron, Li-Chun Zhang, Peter W.F. Smith, Chris Dibben, and Harvey Goldstein

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Assuring children's human right to freedom of opinion and expression in education, Jenna Gillett-Swan and Jonathon Sargeant

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Voice inclusive practice, digital literacy and children's participatory rights, Jenna Gillett-Swan and Jonathon Sargeant

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Bayesian models for weighted data with missing values: a bootstrap approach, Harvey Goldstein, James Carpenter, and Michael G. Kenward

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Handwriting instruction: a commentary on five studies, Steve Graham

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The impact of supplemental handwriting and spelling instruction with first grade students who do not acquire transcription skills as rapidly as peers: a randomized control trial, Steve Graham, Karen Harris, and Mary Adkins

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Reading for writing: a meta-analysis of the impact of reading interventions on writing, Steve Graham, Xinghua Liu, and Brendan Bartlett

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Callous-unemotional traits are uniquely associated with poorer peer functioning in school-aged children, Sarah M. Haas, Stephen P. Becker, Jeffery N. Epstein, and Paul Frick

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Educational psychology: a future retrospective, Karen Harris

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Not playing the game: student assessment resistance as a form of agency, Lois Harris, Gavin T.L. Brown, and Joanne Dargusch

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Diagnostic competence for dealing with students' errors: fostering diagnostic competence in error situations, Hannah Heinrichs and Gabriele Kaiser

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Teaching writing in grades 7-9 in urban schools in Chinese societies in Asia, Tien P. Hsiang, Steve Graham, and Ping M. Wong

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How students with autism spectrum conditions understand traditional bullying and cyberbullying, Yoon-Suk Hwang, Julie Dillon-Wallace, Marilyn Campbell, Jill Ashburner, Beth Saggers, Suzanne Carrington, and Kirstine A. Hand

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Transforming learning with information and communication technologies: insights from three decades of research., Romina Jamieson-Proctor

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Development and psychometric evaluation of the father engagement questionnaire, Yixin Jiang, Lucy A. Tully, Matthew T. Burn, Patrycja J. Piotrowska, Daniel A. J. Collins, Caroline Moul, Paul J. Frick, David J. Hawes, Eva R. Kimonis, Rhoshel K. Lenroot, Vicki Anderson, and Mark R. Dadds

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Personalising learning in teacher education, Mellita Jones and Karen McLean

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Beyond the anthropocentric partitioning of the world, Emilian Kavalski

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Framing the posthuman dialogues in international relations, Emilian Kavalski

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Developmental diversity in mindreading and metacognition, Sunae Kim, Ameneh Shahaeian, and Joelle Proust

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Extending the notion of specialized content knowledge: proposing constructs for SCK, Mun Y. Lai and Julie Clark

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A possible learning trajectory for young children’s experiences of the evolution of the base-10 positional numeral system, Mun Y. Lai and Chun L. Fung

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The biographer's 'keeper' (when the estate is with you): writing the biography of Thea Astley, Karen Lamb

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Unpicking the developmental relationship between oral language skills and reading comprehension: it's simple, but complex, Arne Lervåg, Charles Hulme, and Monica Melby-Lervåg

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Reconceptualising the role of teachers as assessors: teacher assessment identity, Anne Looney, Joy Cumming, Fabienne Schoenmaker van der Kleij, and Karen R. Harris

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Inclusion and engagement through traditional indigenous games: enhancing physical self-efficacy, Sharon Louth and Romina Jamieson-Proctor

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Rethinking grammar in language arts: insights from an Australian survey of teachers' subject knowledge, Mary Macken-Horarik, Kristina Love, and Stefan Horarik

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Expecting the unexpected? Expectations for future success among adolescent first-time offenders, Alissa Mahler, Adam Fine, Paul J. Frick, Laurence Steinberg, and Elizabeth Cauffman

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Shifting more than the goal posts: developing classroom norms of inquiry-based learning in mathematics, Katie Makar and Jill Wells

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Individually weighted-average models: Testing a taxonomic SEM approach across different multidimensional/global constructs because the weights "Don't make no nevermind" [accepted manuscript], Herb Marsh

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Individually weighted-average models: Testing a taxonomic SEM approach across different multidimensional/global constructs because the weights "Don't make no nevermind", Herb Marsh and L. Francesca Scalas

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Ingredients for a hero: warrior daughter, Carolyn Masel

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Supported playgroups in schools: bonding and bridging family knowledge about transition to formal schooling, Karen McLean, Susan Edwards, Maria Evangelou, and Pamela Lambert

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What are the threats and potentials of big data for qualitative research?, Kathy Mills

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Sensory ways to indigenous multimodal literacies: Hands and feet tell the story [accepted manuscript], Kathy A. Mills and Jane Dooley

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iPad animations: Powerful multimodal practices for adolescent literacy and emotional language [accepted manuscript], Kathy A. Mills and Len Unsworth

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The multimodal construction of race: a review of critical race theory research [accepted manuscript], Kathy A. Mills and Len Unsworth

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The multimodal communication of emotions in children’s film production [accepted manuscript], Kathy A. Mills, Len Unsworth, and G. Barton

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iPad animations: powerful multimodal practices for adolescent literacy and emotional language, Kathy Mills and Len Unsworth

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The multimodal construction of race: a review of critical race theory research, Kathy Mills and Len Unsworth

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The Pacific gold rushes and the struggle for order, Benjamin Mountford

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Seeking a global history of gold, Benjamin Mountford and Stephen Tuffnell

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Understanding the link between exposure to violence and aggression in justice-involved adolescents, Tina D. W. Myers, Abigail Salcedo, Paul Frick, James V. Ray, Laura Thornton, laurence Steinberg, and Elizabeth Cauffman

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High school students' motivation to learn mathematics: The role of multiple goals, Clarence Ng

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High school students' motivation to learn mathematics: The role of multiple goals [accepted manuscript], Clarence Ng

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“I learn for a job promotion!”: the role of outcome-focused career goals in motivating distance learners to learn, Clarence Ng

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Empowering engagement: creating learning opportunities for students from challenging backgrounds, Clarence Ng, Brendan Bartlett, and Stephen Elliott

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Engaging with ambivalence: The neglect of early childhood teacher education in initial teacher education reform in Australia, Joce Nuttall

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Formative interventions in leadership development in early childhood education: the potential of double stimulation, Joce Nuttall, Louise Thomas, and Linda Henderson

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Using NVivo for literature reviews: the eight step pedagogy (N7+1), Maureen O'Neill, Sarah R. Booth, and Janeen Lamb

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Effects of physical activity and breaks on mathematics engagement in adolescents, Katherine Owen, Phil Parker, T. Astell-Burt, and Chris Lonsdale

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Effects of physical activity and breaks on mathematics engagement in adolescents [accepted manuscript], Katherine Owen, Phil Parker, T. Astell-Burt, and Chris Lonsdale

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Girls get smart, boys get smug: Historical changes in gender differences in math, literacy, and academic social comparison and achievement [accepted manuscript], Philip D. Parker, Brooke Van Zanden, and Rhiannon B. Parker

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An information distortion model of social class differences in math self-concept, intrinsic value, and utility value, Phil Parker, Herb Marsh, Jiesi Guo, Jake Anders, Nikki Shure, and Theresa Dicke

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An information distortion model of social class differences in math self-concept, intrinsic value, and utility value [accepted manuscript], Phil Parker, Herb Marsh, Jiesi Guo, Jake Anders, Nikki Shure, and Theresa Dicke

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Girls get smart, boys get smug: Historical changes in gender differences in math, literacy, and academic social comparison and achievement, Phil Parker, Brooke Van Zanden, and Rhiannon B. Parker