| no |
title |
author |
magazine |
year |
volume |
issue |
page(s) |
type |
| 1 |
Accountability and the affective labour of teachers: a Marxist–Vygotskian perspective
|
Kostogriz, Alex
|
|
2012
|
|
4 |
p. 397-412
|
article
|
| 2 |
A courageous conversation with racism: revealing the racialised stories of Aboriginal deficit for pre-service teachers
|
Daniels-Mayes, Sheelagh
|
|
|
|
4 |
p. 537-554
|
article
|
| 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
|
article
|
| 4 |
Activating and reinforcing graduates’ capabilities: early lessons learned from a Teaching Performance Assessment
|
Kriewaldt, Jeana
|
|
|
|
4 |
p. 681-696
|
article
|
| 5 |
Actualising the affordances of innovative learning environments through co-creating practice change with teachers
|
Young, Fiona
|
|
|
|
4 |
p. 805-826
|
article
|
| 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
|
article
|
| 7 |
Artefacts, practices and pedagogies: teaching writing in English in the NAPLAN era
|
Gannon, Susanne
|
|
|
|
4 |
p. 657-679
|
article
|
| 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
|
article
|
| 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
|
article
|
| 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
|
article
|
| 11 |
Assessing ethical capability: a framework for supporting teacher judgement of student proficiency
|
Reeves, Benjamin
|
|
|
|
4 |
p. 779-804
|
article
|
| 12 |
Authentically assessing graduate teaching: outside and beyond neo-liberal constructs
|
Allard, Andrea C.
|
|
2013
|
|
4 |
p. 425-443
|
article
|
| 13 |
Beyond cognitivisation: creating collectively constructed imaginary situations for supporting learning and development
|
Fleer, Marilyn
|
|
2012
|
|
4 |
p. 413-430
|
article
|
| 14 |
Book reviews
|
Doherty, Catherine
|
|
2010
|
|
4 |
p. 115-124
|
article
|
| 15 |
Can we escape the program? Inventing possible∼impossible futures in/for Australian educational research
|
Gough, Noel
|
|
2010
|
|
4 |
p. 9-42
|
article
|
| 16 |
Challenges of curricular contextualisation: teachers’ perspectives
|
Leite, Carlinda
|
|
2018
|
|
4 |
p. 435-453
|
article
|
| 17 |
Changing boundaries—Shifting identities: Strategic interventions to enhance the future of educational research in Australia
|
Harrison, Neil
|
|
2013
|
|
4 |
p. 493-507
|
article
|
| 18 |
Charting career aspirations: a latent class mixture model of aspiration trajectories in childhood and adolescence
|
Berger, Nathan
|
|
|
|
4 |
p. 651-678
|
article
|
| 19 |
Climate change ignorance: an unacceptable legacy
|
Boon, Helen J.
|
|
2014
|
|
4 |
p. 405-427
|
article
|
| 20 |
Core or periphery? The positioning of language and literacies in enabling programs in Australia
|
Baker, Sally
|
|
2016
|
|
4 |
p. 487-503
|
article
|
| 21 |
Correction: AER Reviewers 2005
|
|
|
|
|
4 |
p. 1277
|
article
|
| 22 |
Correction: Contributors
|
|
|
|
|
4 |
p. 1279
|
article
|
| 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
|
article
|
| 24 |
Correction to: Sociality, resilience and agency: how did young Australians experience online learning during Covid-19?
|
Naidoo, Loshini
|
|
|
|
4 |
p. 1275-1276
|
article
|
| 25 |
Correction to: Structure and agency in the development of education policies or refugee-background students
|
Baak, Melanie
|
|
|
|
4 |
p. 1273
|
article
|
| 26 |
Correction to: The affordances of innovative learning environments for deep learning: educators’ and architects’ perceptions
|
Young, Fiona
|
|
|
|
4 |
p. 721-723
|
article
|
| 27 |
Correction to: Towards a socially just dance curriculum entitlement
|
Meiners, Jeff
|
|
|
|
4 |
p. 1269
|
article
|
| 28 |
Counting national school enrolment shares in Australia: the political arithmetic of declining public school enrolment
|
Rowe, Emma
|
|
|
|
4 |
p. 517-535
|
article
|
| 29 |
Creating a reason to read: coaching strategies that support teachers to establish reading as a professional practice
|
Sawatzki, Carly
|
|
|
|
4 |
p. 1197-1215
|
article
|
| 30 |
Creative in finding creativity in the curriculum: the CLIL second language classroom
|
Cross, Russell
|
|
2012
|
|
4 |
p. 431-445
|
article
|
| 31 |
Creative in finding creativity in the curriculum: the CLIL second language classroom
|
Cross, Russell
|
|
|
|
4 |
p. 431-445
|
article
|
| 32 |
Cultivating teacher thriving through social–emotional competence and its development
|
Collie, Rebecca J.
|
|
2019
|
|
4 |
p. 699-714
|
article
|
| 33 |
Cultures of Success: How elite students develop and realise aspirations to study Medicine
|
Ho, Christina
|
|
|
|
4 |
p. 1127-1147
|
article
|
| 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
|
article
|
| 35 |
Developing tomorrow’s decision-makers: opportunities for biotechnology education research
|
Hilton, Annette
|
|
2011
|
|
4 |
p. 449-465
|
article
|
| 36 |
Digital media, technologies and scholarship: Some shapes of eResearch in educational inquiry
|
Markauskaite, Lina
|
|
2010
|
|
4 |
p. 79-101
|
article
|
| 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
|
article
|
| 38 |
Doing it by the numbers? Educational research and teacher education
|
Reid, Jo-Anne
|
|
2011
|
|
4 |
p. 383-400
|
article
|
| 39 |
Educational Research: the State of Sweden and the Australian 2.2 world
|
Foss Lindblad, Rita
|
|
2013
|
|
4 |
p. 527-534
|
article
|
| 40 |
Education research Australia: a changing ecology of knowledge and practice
|
Seddon, Terri
|
|
2013
|
|
4 |
p. 433-451
|
article
|
| 41 |
Education research in Australia: where is it conducted?
|
Bobis, Janette
|
|
2013
|
|
4 |
p. 453-471
|
article
|
| 42 |
Educator perspectives on teaching students from traumatic backgrounds and the potential for reflective circles
|
Southall, Anne E.
|
|
|
|
4 |
p. 675-689
|
article
|
| 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
|
article
|
| 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
|
article
|
| 45 |
Enhancing pre-service teachers’ research engagement using flexible and scaffolded online resources
|
Van Bergen, Penny
|
|
|
|
4 |
p. 629-649
|
article
|
| 46 |
Equating a large-scale writing assessment using pairwise comparisons of performances
|
Humphry, Stephen M.
|
|
2015
|
|
4 |
p. 443-460
|
article
|
| 47 |
Ethical decision-making in academic administration: A qualitative study of college deans’ ethical frameworks
|
Catacutan, Maria Rosario G.
|
|
2015
|
|
4 |
p. 483-514
|
article
|
| 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
|
article
|
| 49 |
Examining pedagogies for teaching phonics: lessons from early childhood classrooms
|
Mantei, Jessica
|
|
|
|
4 |
p. 743-760
|
article
|
| 50 |
Exploring teachers’ relational agency in content–language teacher collaboration in secondary science education in Australia
|
Nguyen, Minh Hue
|
|
|
|
4 |
p. 1-18
|
article
|
| 51 |
Facilitating collaborative work in tertiary teaching: a self-study
|
Verenikina, Irina
|
|
2012
|
|
4 |
p. 477-489
|
article
|
| 52 |
Fostering teachers’ resilience and well-being through professional learning: effects from a training programme
|
Fernandes, Luísa
|
|
2019
|
|
4 |
p. 681-698
|
article
|
| 53 |
Framing ICT, teachers and learners in Australian school education ICT policy
|
Jordan, Kathy
|
|
2011
|
|
4 |
p. 417-431
|
article
|
| 54 |
How news media literacy is taught in Australian classrooms
|
Corser, Kristy
|
|
|
|
4 |
p. 761-777
|
article
|
| 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
|
article
|
| 56 |
“I’m finally getting that help that I needed”: Early career teacher induction and professional learning
|
Mansfield, Caroline
|
|
2019
|
|
4 |
p. 639-659
|
article
|
| 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
|
article
|
| 58 |
In ‘obey’-ance: one principal’s critically reflexive engagement with research in a culture of compliance
|
Howie, Mark
|
|
|
|
4 |
p. 679-692
|
article
|
| 59 |
Intercultural Understanding in the Australian Curriculum
|
McCandless, Trevor
|
|
|
|
4 |
p. 571-590
|
article
|
| 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
|
article
|
| 61 |
Internship: interpreting micropolitical contexts
|
Ehrich, Lisa C.
|
|
2011
|
|
4 |
p. 467-481
|
article
|
| 62 |
Introduction
|
Kostogriz, Alex
|
|
2012
|
|
4 |
p. 389-396
|
article
|
| 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
|
article
|
| 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
|
article
|
| 65 |
Knowledge, the future, and education(al) research: A new-millennial challenge
|
Green, Bill
|
|
2010
|
|
4 |
p. 43-62
|
article
|
| 66 |
“Languages aren’t as important here”: German migrant teachers’ experiences in Australian language classes
|
Bense, Katharina
|
|
2014
|
|
4 |
p. 485-497
|
article
|
| 67 |
Leadership practices contributing to STEM education success at three rural Australian schools
|
Murphy, Steve
|
|
|
|
4 |
p. 1049-1067
|
article
|
| 68 |
Learning with portable digital devices in Australian schools: 20 years on!
|
Newhouse, C. Paul
|
|
2013
|
|
4 |
p. 471-483
|
article
|
| 69 |
Living in a 2.2 world: from mapping to strategic capacity building for Australian educational research
|
Harrison, Neil
|
|
2013
|
|
4 |
p. 403-413
|
article
|
| 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
|
article
|
| 71 |
Meet the phallic teacher: designing curriculum and identity in a neoliberal imaginary
|
McKnight, Lucinda
|
|
2016
|
|
4 |
p. 473-486
|
article
|
| 72 |
Moving ideas and mobile researchers: Australia in the global context
|
Fahey, Johannah
|
|
2010
|
|
4 |
p. 103-114
|
article
|
| 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
|
article
|
| 74 |
Nikos Papastergiadis: Cosmopolitanism and culture
|
Gulson, Kalervo N.
|
|
2012
|
|
4 |
p. 491-499
|
article
|
| 75 |
Oral defence as a feedback mechanism in doctoral development and examination
|
Lovat, Terence
|
|
|
|
4 |
p. 845-860
|
article
|
| 76 |
Parent and teacher perceptions of NAPLAN in a sample of Independent schools in Western Australia
|
Rogers, S. L.
|
|
2018
|
|
4 |
p. 493-513
|
article
|
| 77 |
Parent and teacher perceptions of NAPLAN in a sample of Independent schools in Western Australia
|
Rogers, S. L.
|
|
|
|
4 |
p. 493-513
|
article
|
| 78 |
Participatory design for community-based research: a study on regional student higher education pathways
|
Dollinger, Mollie
|
|
|
|
4 |
p. 739-755
|
article
|
| 79 |
Personal Best (PB) goal-setting enhances arithmetical problem-solving
|
Ginns, Paul
|
|
2018
|
|
4 |
p. 533-551
|
article
|
| 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
|
article
|
| 81 |
Policy as numbers: ac/counting for educational research
|
Lingard, Bob
|
|
2011
|
|
4 |
p. 355-382
|
article
|
| 82 |
Poverty, place and pedagogy in education: research stories from front-line workers
|
Comber, Barbara
|
|
2016
|
|
4 |
p. 393-417
|
article
|
| 83 |
Preparing and supporting early childhood pre-service teachers in their professional journey
|
Weatherby-Fell, Noelene
|
|
2019
|
|
4 |
p. 621-637
|
article
|
| 84 |
Probabilities and possibilities within Australia’s future: Rethinking educational research
|
Lee, Alison
|
|
2010
|
|
4 |
p. 1-7
|
article
|
| 85 |
Promoting resilience for teachers: pre-service and in-service professional learning
|
Mansfield, Caroline
|
|
2019
|
|
4 |
p. 583-588
|
article
|
| 86 |
Proposing a comprehensive model for identifying teaching candidates
|
Bowles, Terry
|
|
2014
|
|
4 |
p. 365-380
|
article
|
| 87 |
Publishing in the academy: An arts-based, metaphorical reflection towards self-care
|
Barton, Georgina
|
|
|
|
4 |
p. 1105-1126
|
article
|
| 88 |
Raising an Indigenous academic community: a strength-based approach to Indigenous early career mentoring in higher education
|
Povey, Rhonda
|
|
|
|
4 |
p. 1165-1180
|
article
|
| 89 |
Recognising the impact of highly accomplished and lead teachers
|
Willis, Jill
|
|
|
|
4 |
p. 691-709
|
article
|
| 90 |
Reconfiguring research in New Zealand: education, politics and performativity
|
Roberts, Peter
|
|
2013
|
|
4 |
p. 509-512
|
article
|
| 91 |
Reframing transitions to school as continuity practices: the role of practice architectures
|
Boyle, Tess
|
|
2018
|
|
4 |
p. 419-434
|
article
|
| 92 |
Relational analysis of prospective teachers’ emotions about teaching, emotional styles, and professional plans about teaching
|
Eren, Altay
|
|
2013
|
|
4 |
p. 381-409
|
article
|
| 93 |
Relational pedagogy for student engagement and success at university
|
Pearce, Jane
|
|
2011
|
|
4 |
p. 483-494
|
article
|
| 94 |
Research assessment and the shaping of educational research in the UK
|
Furlong, John
|
|
2013
|
|
4 |
p. 513-520
|
article
|
| 95 |
Research is…making the emotional dimensions of academics’ research visible
|
Selkrig, Mark
|
|
|
|
4 |
p. 721-737
|
article
|
| 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
|
article
|
| 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
|
article
|
| 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
|
article
|
| 99 |
Signatures of quality teaching for Indigenous students
|
Boon, Helen J.
|
|
2016
|
|
4 |
p. 453-471
|
article
|
| 100 |
Strategic capacity building for Australian educational research: creating spaces for action
|
Goodyear, Peter
|
|
2013
|
|
4 |
p. 415-424
|
article
|
| 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
|
article
|
| 102 |
“Take a step back”: teacher strategies for managing heightened emotions
|
Beltman, Susan
|
|
2019
|
|
4 |
p. 661-679
|
article
|
| 103 |
Teachers’ emotional responses to new pedagogical tools in high challenge settings: illustrations from the Northern Territory
|
Harper, Helen
|
|
2012
|
|
4 |
p. 447-461
|
article
|
| 104 |
Teachers’ intentions to use national literacy and numeracy assessment data: a pilot study
|
Pierce, Robyn
|
|
2011
|
|
4 |
p. 433-447
|
article
|
| 105 |
Teaching as a ‘take-home’ job: understanding resilience strategies and resources for career change preservice teachers
|
Beutel, Denise
|
|
2019
|
|
4 |
p. 607-620
|
article
|
| 106 |
Teaching as regulated improvisation
|
Thomas, Matthew Krehl Edward
|
|
|
|
4 |
p. 1149-1163
|
article
|
| 107 |
Teaching primary science: emotions, identity and the use of practical activities
|
Cripps Clark, John
|
|
2012
|
|
4 |
p. 463-475
|
article
|
| 108 |
Technology and aesthetics in school excellence policies: the case of Through Growth to Achievement
|
Norman, Pat
|
|
|
|
4 |
p. 1007-1023
|
article
|
| 109 |
The affordances of innovative learning environments for deep learning: educators’ and architects’ perceptions
|
Young, Fiona
|
|
|
|
4 |
p. 693-720
|
article
|
| 110 |
The crisis discourse of a wicked policy problem: vocational skills training in Australia
|
Garrick, Barbara
|
|
2011
|
|
4 |
p. 401-416
|
article
|
| 111 |
The effect of the type of achievement grouping on students’ question generation in science
|
Kaya, Sibel
|
|
2015
|
|
4 |
p. 429-441
|
article
|
| 112 |
The enactment of agency in international academic mobility: a case of Chinese female PhD students in Australia
|
Xu, Xing
|
|
|
|
4 |
p. 757-770
|
article
|
| 113 |
The impact of COVID-19 on student learning in New South Wales primary schools: an empirical study
|
Gore, Jennifer
|
|
|
|
4 |
p. 605-637
|
article
|
| 114 |
The influence of professional development in gifted education on the frequency of instructional practices
|
Peters, Scott J.
|
|
2018
|
|
4 |
p. 473-491
|
article
|
| 115 |
The logic of history in ‘gap’ discourse and related research
|
Rudolph, Sophie
|
|
2016
|
|
4 |
p. 437-451
|
article
|
| 116 |
The making of ‘incompetent parents’: intersectional identity, habitus and Chinese rural migrant’s parental educational involvement
|
Yu, Hui
|
|
|
|
4 |
p. 555-570
|
article
|
| 117 |
Thinking dispositions as a resource for resilience in the gritty reality of learning to teach
|
McGraw, Amanda
|
|
2019
|
|
4 |
p. 589-605
|
article
|
| 118 |
‘To be numerate is to be someone…’: Tracing the doings of students labelled ‘at risk’
|
Talbot, Debra
|
|
2016
|
|
4 |
p. 419-436
|
article
|
| 119 |
Towards fairer assessment
|
Klenowski, Val
|
|
2013
|
|
4 |
p. 445-470
|
article
|
| 120 |
Voices in practice: challenges to implementing differentiated instruction by teachers and school leaders in an Australian mainstream secondary school
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Gibbs, Kathryn
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4 |
p. 1217-1232
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article
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| 121 |
Vulnerable learners in the age of COVID-19: A scoping review
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Drane, Catherine F.
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4 |
p. 585-604
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article
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| 122 |
Wellbeing in schools: what do students tell us?
|
Powell, Mary Ann
|
|
2018
|
|
4 |
p. 515-531
|
article
|
| 123 |
What counts as educational research? Spaces, boundaries and alliances
|
Lee, Alison
|
|
2010
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4 |
p. 63-78
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article
|
| 124 |
Where are the students? A close reading of priorities and silences in scholarly and public debates on VCE English (1990–2021)
|
Horton, Allayne
|
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|
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4 |
p. 1253-1268
|
article
|
| 125 |
Who is conducting educational research in Australia and how can their work be supported?
|
Bennett, Dawn
|
|
2013
|
|
4 |
p. 473-492
|
article
|
Journal description