nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
1 |
Accountability and the affective labour of teachers: a Marxist–Vygotskian perspective
|
Kostogriz, Alex |
|
2012 |
|
4 |
p. 397-412 |
artikel |
2 |
A courageous conversation with racism: revealing the racialised stories of Aboriginal deficit for pre-service teachers
|
Daniels-Mayes, Sheelagh |
|
|
|
4 |
p. 537-554 |
artikel |
3 |
A crisis in search of a narrative: Australia, COVID-19 and the subjectification of teachers and students in the national interest
|
Crome, Jennifer |
|
|
|
4 |
p. 1181-1196 |
artikel |
4 |
Activating and reinforcing graduates’ capabilities: early lessons learned from a Teaching Performance Assessment
|
Kriewaldt, Jeana |
|
|
|
4 |
p. 681-696 |
artikel |
5 |
Actualising the affordances of innovative learning environments through co-creating practice change with teachers
|
Young, Fiona |
|
|
|
4 |
p. 805-826 |
artikel |
6 |
A qualitative inquiry into the relationships between teacher efficacy beliefs and teaching task analysis in the context of learner-centred pedagogy
|
Lee, Wei Ching |
|
|
|
4 |
p. 611-628 |
artikel |
7 |
Artefacts, practices and pedagogies: teaching writing in English in the NAPLAN era
|
Gannon, Susanne |
|
|
|
4 |
p. 657-679 |
artikel |
8 |
Arts engagement outside of school: Links with Year 10 to 12 students’ intrinsic motivation and self-efficacy in responding to art
|
Morris, Julia E. |
|
2018 |
|
4 |
p. 455-472 |
artikel |
9 |
Arts engagement outside of school: Links with Year 10 to 12 students’ intrinsic motivation and self-efficacy in responding to art
|
Morris, Julia E. |
|
|
|
4 |
p. 455-472 |
artikel |
10 |
Arts engagement outside of school: Links with Year 10 to 12 students’ intrinsic motivation and self-efficacy in responding to art
|
Morris, Julia E. |
|
|
|
4 |
p. 455-472 |
artikel |
11 |
Assessing ethical capability: a framework for supporting teacher judgement of student proficiency
|
Reeves, Benjamin |
|
|
|
4 |
p. 779-804 |
artikel |
12 |
Authentically assessing graduate teaching: outside and beyond neo-liberal constructs
|
Allard, Andrea C. |
|
2013 |
|
4 |
p. 425-443 |
artikel |
13 |
Beyond cognitivisation: creating collectively constructed imaginary situations for supporting learning and development
|
Fleer, Marilyn |
|
2012 |
|
4 |
p. 413-430 |
artikel |
14 |
Book reviews
|
Doherty, Catherine |
|
2010 |
|
4 |
p. 115-124 |
artikel |
15 |
Can we escape the program? Inventing possible∼impossible futures in/for Australian educational research
|
Gough, Noel |
|
2010 |
|
4 |
p. 9-42 |
artikel |
16 |
Challenges of curricular contextualisation: teachers’ perspectives
|
Leite, Carlinda |
|
2018 |
|
4 |
p. 435-453 |
artikel |
17 |
Changing boundaries—Shifting identities: Strategic interventions to enhance the future of educational research in Australia
|
Harrison, Neil |
|
2013 |
|
4 |
p. 493-507 |
artikel |
18 |
Charting career aspirations: a latent class mixture model of aspiration trajectories in childhood and adolescence
|
Berger, Nathan |
|
|
|
4 |
p. 651-678 |
artikel |
19 |
Climate change ignorance: an unacceptable legacy
|
Boon, Helen J. |
|
2014 |
|
4 |
p. 405-427 |
artikel |
20 |
Core or periphery? The positioning of language and literacies in enabling programs in Australia
|
Baker, Sally |
|
2016 |
|
4 |
p. 487-503 |
artikel |
21 |
Correction: AER Reviewers 2005
|
|
|
|
|
4 |
p. 1277 |
artikel |
22 |
Correction: Contributors
|
|
|
|
|
4 |
p. 1279 |
artikel |
23 |
Correction to: Overrepresentation of Indigenous students in school suspension, exclusion, and enrolment cancellation in Queensland: is there a case for systemic inclusive school reform?
|
Graham, Linda J. |
|
|
|
4 |
p. 1271 |
artikel |
24 |
Correction to: Sociality, resilience and agency: how did young Australians experience online learning during Covid-19?
|
Naidoo, Loshini |
|
|
|
4 |
p. 1275-1276 |
artikel |
25 |
Correction to: Structure and agency in the development of education policies or refugee-background students
|
Baak, Melanie |
|
|
|
4 |
p. 1273 |
artikel |
26 |
Correction to: The affordances of innovative learning environments for deep learning: educators’ and architects’ perceptions
|
Young, Fiona |
|
|
|
4 |
p. 721-723 |
artikel |
27 |
Correction to: Towards a socially just dance curriculum entitlement
|
Meiners, Jeff |
|
|
|
4 |
p. 1269 |
artikel |
28 |
Counting national school enrolment shares in Australia: the political arithmetic of declining public school enrolment
|
Rowe, Emma |
|
|
|
4 |
p. 517-535 |
artikel |
29 |
Creating a reason to read: coaching strategies that support teachers to establish reading as a professional practice
|
Sawatzki, Carly |
|
|
|
4 |
p. 1197-1215 |
artikel |
30 |
Creative in finding creativity in the curriculum: the CLIL second language classroom
|
Cross, Russell |
|
2012 |
|
4 |
p. 431-445 |
artikel |
31 |
Creative in finding creativity in the curriculum: the CLIL second language classroom
|
Cross, Russell |
|
|
|
4 |
p. 431-445 |
artikel |
32 |
Cultivating teacher thriving through social–emotional competence and its development
|
Collie, Rebecca J. |
|
2019 |
|
4 |
p. 699-714 |
artikel |
33 |
Cultures of Success: How elite students develop and realise aspirations to study Medicine
|
Ho, Christina |
|
|
|
4 |
p. 1127-1147 |
artikel |
34 |
Developing culturally relevant and collaborative research approaches: A case study of working with remote and regional Aboriginal students to prepare them for life beyond school
|
Shay, Marnee |
|
|
|
4 |
p. 657-674 |
artikel |
35 |
Developing tomorrow’s decision-makers: opportunities for biotechnology education research
|
Hilton, Annette |
|
2011 |
|
4 |
p. 449-465 |
artikel |
36 |
Digital media, technologies and scholarship: Some shapes of eResearch in educational inquiry
|
Markauskaite, Lina |
|
2010 |
|
4 |
p. 79-101 |
artikel |
37 |
Do disadvantaged schools have poorer teachers? Rethinking assumptions about the relationship between teaching quality and school-level advantage
|
Gore, Jennifer |
|
|
|
4 |
p. 635-656 |
artikel |
38 |
Doing it by the numbers? Educational research and teacher education
|
Reid, Jo-Anne |
|
2011 |
|
4 |
p. 383-400 |
artikel |
39 |
Educational Research: the State of Sweden and the Australian 2.2 world
|
Foss Lindblad, Rita |
|
2013 |
|
4 |
p. 527-534 |
artikel |
40 |
Education research Australia: a changing ecology of knowledge and practice
|
Seddon, Terri |
|
2013 |
|
4 |
p. 433-451 |
artikel |
41 |
Education research in Australia: where is it conducted?
|
Bobis, Janette |
|
2013 |
|
4 |
p. 453-471 |
artikel |
42 |
Educator perspectives on teaching students from traumatic backgrounds and the potential for reflective circles
|
Southall, Anne E. |
|
|
|
4 |
p. 675-689 |
artikel |
43 |
Educators reflecting on sleep and rest time dilemmas in ECEC: where is the “critical” in reflective practices?
|
Brownlee, Jo Lunn |
|
|
|
4 |
p. 697-719 |
artikel |
44 |
Embracing multiple ways of knowing in regulatory assessments of quality in Australian early childhood education and care
|
Jackson, Jen |
|
2015 |
|
4 |
p. 515-526 |
artikel |
45 |
Enhancing pre-service teachers’ research engagement using flexible and scaffolded online resources
|
Van Bergen, Penny |
|
|
|
4 |
p. 629-649 |
artikel |
46 |
Equating a large-scale writing assessment using pairwise comparisons of performances
|
Humphry, Stephen M. |
|
2015 |
|
4 |
p. 443-460 |
artikel |
47 |
Ethical decision-making in academic administration: A qualitative study of college deans’ ethical frameworks
|
Catacutan, Maria Rosario G. |
|
2015 |
|
4 |
p. 483-514 |
artikel |
48 |
Examination-oriented or quality-oriented? A question for fellows of an alternative teacher preparation program in China
|
Yin, Yue Melody |
|
|
|
4 |
p. 727-742 |
artikel |
49 |
Examining pedagogies for teaching phonics: lessons from early childhood classrooms
|
Mantei, Jessica |
|
|
|
4 |
p. 743-760 |
artikel |
50 |
Exploring teachers’ relational agency in content–language teacher collaboration in secondary science education in Australia
|
Nguyen, Minh Hue |
|
|
|
4 |
p. 1-18 |
artikel |
51 |
Facilitating collaborative work in tertiary teaching: a self-study
|
Verenikina, Irina |
|
2012 |
|
4 |
p. 477-489 |
artikel |
52 |
Fostering teachers’ resilience and well-being through professional learning: effects from a training programme
|
Fernandes, Luísa |
|
2019 |
|
4 |
p. 681-698 |
artikel |
53 |
Framing ICT, teachers and learners in Australian school education ICT policy
|
Jordan, Kathy |
|
2011 |
|
4 |
p. 417-431 |
artikel |
54 |
How news media literacy is taught in Australian classrooms
|
Corser, Kristy |
|
|
|
4 |
p. 761-777 |
artikel |
55 |
‘If you don’t feel respect then morally, it just takes a lot out of everything you’re doing”: learning in a pedagogical approach inspired by Reggio Emilia middle years school settings
|
Rouse, Elizabeth |
|
|
|
4 |
p. 1089-1104 |
artikel |
56 |
“I’m finally getting that help that I needed”: Early career teacher induction and professional learning
|
Mansfield, Caroline |
|
2019 |
|
4 |
p. 639-659 |
artikel |
57 |
‘I’m trying to tell you this man is dangerous… and no one’s listening’: family violence, parent–school engagement and school complicity
|
Saltmarsh, Sue |
|
|
|
4 |
p. 771-794 |
artikel |
58 |
In ‘obey’-ance: one principal’s critically reflexive engagement with research in a culture of compliance
|
Howie, Mark |
|
|
|
4 |
p. 679-692 |
artikel |
59 |
Intercultural Understanding in the Australian Curriculum
|
McCandless, Trevor |
|
|
|
4 |
p. 571-590 |
artikel |
60 |
International ‘benchmarking’ studies and the identification of ‘education best practice’: a focus on classroom teachers and their practices
|
Skourdoumbis, Andrew |
|
2014 |
|
4 |
p. 411-423 |
artikel |
61 |
Internship: interpreting micropolitical contexts
|
Ehrich, Lisa C. |
|
2011 |
|
4 |
p. 467-481 |
artikel |
62 |
Introduction
|
Kostogriz, Alex |
|
2012 |
|
4 |
p. 389-396 |
artikel |
63 |
“It takes a whole school to raise a teacher”: examining executive staff support and perception of casual relief teachers in Australian schools
|
Uchida, Minami |
|
|
|
4 |
p. 711-726 |
artikel |
64 |
‘Kindness and empathy beyond all else’: Challenges to professional identities of Higher Education teachers during COVID-19 times
|
Cain, Melissa |
|
|
|
4 |
p. 1233-1251 |
artikel |
65 |
Knowledge, the future, and education(al) research: A new-millennial challenge
|
Green, Bill |
|
2010 |
|
4 |
p. 43-62 |
artikel |
66 |
“Languages aren’t as important here”: German migrant teachers’ experiences in Australian language classes
|
Bense, Katharina |
|
2014 |
|
4 |
p. 485-497 |
artikel |
67 |
Leadership practices contributing to STEM education success at three rural Australian schools
|
Murphy, Steve |
|
|
|
4 |
p. 1049-1067 |
artikel |
68 |
Learning with portable digital devices in Australian schools: 20 years on!
|
Newhouse, C. Paul |
|
2013 |
|
4 |
p. 471-483 |
artikel |
69 |
Living in a 2.2 world: from mapping to strategic capacity building for Australian educational research
|
Harrison, Neil |
|
2013 |
|
4 |
p. 403-413 |
artikel |
70 |
Mapping educational research conducted in NSW government schools using the State Education Research Approval Process (SERAP) data base
|
Hughes, John |
|
2013 |
|
4 |
p. 425-432 |
artikel |
71 |
Meet the phallic teacher: designing curriculum and identity in a neoliberal imaginary
|
McKnight, Lucinda |
|
2016 |
|
4 |
p. 473-486 |
artikel |
72 |
Moving ideas and mobile researchers: Australia in the global context
|
Fahey, Johannah |
|
2010 |
|
4 |
p. 103-114 |
artikel |
73 |
Navigating the neo-academy: Experiences of liminality and identity construction among early career researchers at one Australian regional university
|
Larsen, Ellen |
|
|
|
4 |
p. 1069-1087 |
artikel |
74 |
Nikos Papastergiadis: Cosmopolitanism and culture
|
Gulson, Kalervo N. |
|
2012 |
|
4 |
p. 491-499 |
artikel |
75 |
Oral defence as a feedback mechanism in doctoral development and examination
|
Lovat, Terence |
|
|
|
4 |
p. 845-860 |
artikel |
76 |
Parent and teacher perceptions of NAPLAN in a sample of Independent schools in Western Australia
|
Rogers, S. L. |
|
2018 |
|
4 |
p. 493-513 |
artikel |
77 |
Parent and teacher perceptions of NAPLAN in a sample of Independent schools in Western Australia
|
Rogers, S. L. |
|
|
|
4 |
p. 493-513 |
artikel |
78 |
Participatory design for community-based research: a study on regional student higher education pathways
|
Dollinger, Mollie |
|
|
|
4 |
p. 739-755 |
artikel |
79 |
Personal Best (PB) goal-setting enhances arithmetical problem-solving
|
Ginns, Paul |
|
2018 |
|
4 |
p. 533-551 |
artikel |
80 |
Personality traits of expert teachers of students with behavioural problems: a review and classification of the literature
|
Buttner, Svenja |
|
2015 |
|
4 |
p. 461-481 |
artikel |
81 |
Policy as numbers: ac/counting for educational research
|
Lingard, Bob |
|
2011 |
|
4 |
p. 355-382 |
artikel |
82 |
Poverty, place and pedagogy in education: research stories from front-line workers
|
Comber, Barbara |
|
2016 |
|
4 |
p. 393-417 |
artikel |
83 |
Preparing and supporting early childhood pre-service teachers in their professional journey
|
Weatherby-Fell, Noelene |
|
2019 |
|
4 |
p. 621-637 |
artikel |
84 |
Probabilities and possibilities within Australia’s future: Rethinking educational research
|
Lee, Alison |
|
2010 |
|
4 |
p. 1-7 |
artikel |
85 |
Promoting resilience for teachers: pre-service and in-service professional learning
|
Mansfield, Caroline |
|
2019 |
|
4 |
p. 583-588 |
artikel |
86 |
Proposing a comprehensive model for identifying teaching candidates
|
Bowles, Terry |
|
2014 |
|
4 |
p. 365-380 |
artikel |
87 |
Publishing in the academy: An arts-based, metaphorical reflection towards self-care
|
Barton, Georgina |
|
|
|
4 |
p. 1105-1126 |
artikel |
88 |
Raising an Indigenous academic community: a strength-based approach to Indigenous early career mentoring in higher education
|
Povey, Rhonda |
|
|
|
4 |
p. 1165-1180 |
artikel |
89 |
Recognising the impact of highly accomplished and lead teachers
|
Willis, Jill |
|
|
|
4 |
p. 691-709 |
artikel |
90 |
Reconfiguring research in New Zealand: education, politics and performativity
|
Roberts, Peter |
|
2013 |
|
4 |
p. 509-512 |
artikel |
91 |
Reframing transitions to school as continuity practices: the role of practice architectures
|
Boyle, Tess |
|
2018 |
|
4 |
p. 419-434 |
artikel |
92 |
Relational analysis of prospective teachers’ emotions about teaching, emotional styles, and professional plans about teaching
|
Eren, Altay |
|
2013 |
|
4 |
p. 381-409 |
artikel |
93 |
Relational pedagogy for student engagement and success at university
|
Pearce, Jane |
|
2011 |
|
4 |
p. 483-494 |
artikel |
94 |
Research assessment and the shaping of educational research in the UK
|
Furlong, John |
|
2013 |
|
4 |
p. 513-520 |
artikel |
95 |
Research is…making the emotional dimensions of academics’ research visible
|
Selkrig, Mark |
|
|
|
4 |
p. 721-737 |
artikel |
96 |
Responding to Living in a 2.2 World: ERA, Capacity Building and the topography of Australian Educational Research from Hong Kong
|
Yang, Rui |
|
2013 |
|
4 |
p. 521-525 |
artikel |
97 |
Secondary teachers’ perceptions of the importance of pedagogical approaches to support students’ behavioural, emotional and cognitive engagement
|
Kelly, Megan L. |
|
|
|
4 |
p. 1025-1047 |
artikel |
98 |
Should Australia have a law against cyberbullying? Problematising the murky legal environment of cyberbullying from perspectives within schools
|
Pennell, Donna |
|
|
|
4 |
p. 827-844 |
artikel |
99 |
Signatures of quality teaching for Indigenous students
|
Boon, Helen J. |
|
2016 |
|
4 |
p. 453-471 |
artikel |
100 |
Strategic capacity building for Australian educational research: creating spaces for action
|
Goodyear, Peter |
|
2013 |
|
4 |
p. 415-424 |
artikel |
101 |
Student subject choice in the final years of school: why science is perceived to be of poor value
|
Palmer, Tracey-Ann |
|
|
|
4 |
p. 591-609 |
artikel |
102 |
“Take a step back”: teacher strategies for managing heightened emotions
|
Beltman, Susan |
|
2019 |
|
4 |
p. 661-679 |
artikel |
103 |
Teachers’ emotional responses to new pedagogical tools in high challenge settings: illustrations from the Northern Territory
|
Harper, Helen |
|
2012 |
|
4 |
p. 447-461 |
artikel |
104 |
Teachers’ intentions to use national literacy and numeracy assessment data: a pilot study
|
Pierce, Robyn |
|
2011 |
|
4 |
p. 433-447 |
artikel |
105 |
Teaching as a ‘take-home’ job: understanding resilience strategies and resources for career change preservice teachers
|
Beutel, Denise |
|
2019 |
|
4 |
p. 607-620 |
artikel |
106 |
Teaching as regulated improvisation
|
Thomas, Matthew Krehl Edward |
|
|
|
4 |
p. 1149-1163 |
artikel |
107 |
Teaching primary science: emotions, identity and the use of practical activities
|
Cripps Clark, John |
|
2012 |
|
4 |
p. 463-475 |
artikel |
108 |
Technology and aesthetics in school excellence policies: the case of Through Growth to Achievement
|
Norman, Pat |
|
|
|
4 |
p. 1007-1023 |
artikel |
109 |
The affordances of innovative learning environments for deep learning: educators’ and architects’ perceptions
|
Young, Fiona |
|
|
|
4 |
p. 693-720 |
artikel |
110 |
The crisis discourse of a wicked policy problem: vocational skills training in Australia
|
Garrick, Barbara |
|
2011 |
|
4 |
p. 401-416 |
artikel |
111 |
The effect of the type of achievement grouping on students’ question generation in science
|
Kaya, Sibel |
|
2015 |
|
4 |
p. 429-441 |
artikel |
112 |
The enactment of agency in international academic mobility: a case of Chinese female PhD students in Australia
|
Xu, Xing |
|
|
|
4 |
p. 757-770 |
artikel |
113 |
The impact of COVID-19 on student learning in New South Wales primary schools: an empirical study
|
Gore, Jennifer |
|
|
|
4 |
p. 605-637 |
artikel |
114 |
The influence of professional development in gifted education on the frequency of instructional practices
|
Peters, Scott J. |
|
2018 |
|
4 |
p. 473-491 |
artikel |
115 |
The logic of history in ‘gap’ discourse and related research
|
Rudolph, Sophie |
|
2016 |
|
4 |
p. 437-451 |
artikel |
116 |
The making of ‘incompetent parents’: intersectional identity, habitus and Chinese rural migrant’s parental educational involvement
|
Yu, Hui |
|
|
|
4 |
p. 555-570 |
artikel |
117 |
Thinking dispositions as a resource for resilience in the gritty reality of learning to teach
|
McGraw, Amanda |
|
2019 |
|
4 |
p. 589-605 |
artikel |
118 |
‘To be numerate is to be someone…’: Tracing the doings of students labelled ‘at risk’
|
Talbot, Debra |
|
2016 |
|
4 |
p. 419-436 |
artikel |
119 |
Towards fairer assessment
|
Klenowski, Val |
|
2013 |
|
4 |
p. 445-470 |
artikel |
120 |
Voices in practice: challenges to implementing differentiated instruction by teachers and school leaders in an Australian mainstream secondary school
|
Gibbs, Kathryn |
|
|
|
4 |
p. 1217-1232 |
artikel |
121 |
Vulnerable learners in the age of COVID-19: A scoping review
|
Drane, Catherine F. |
|
|
|
4 |
p. 585-604 |
artikel |
122 |
Wellbeing in schools: what do students tell us?
|
Powell, Mary Ann |
|
2018 |
|
4 |
p. 515-531 |
artikel |
123 |
What counts as educational research? Spaces, boundaries and alliances
|
Lee, Alison |
|
2010 |
|
4 |
p. 63-78 |
artikel |
124 |
Where are the students? A close reading of priorities and silences in scholarly and public debates on VCE English (1990–2021)
|
Horton, Allayne |
|
|
|
4 |
p. 1253-1268 |
artikel |
125 |
Who is conducting educational research in Australia and how can their work be supported?
|
Bennett, Dawn |
|
2013 |
|
4 |
p. 473-492 |
artikel |