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Current - Faculty of Business, Education, Law and Arts - School of Education (1 July 2019 -)

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Number of items: 28.

A

Abawi, Lindy and Fanshawe, Melissa and Gilbey, Kathryn and Andersen, Cecily and Rogers, Christina (2019) Celebrating diversity: focus on inclusion. In: Opening eyes onto inclusion and diversity. USQ Pressbooks, Toowoomba, Australia, pp. 41-91.

Alkhamisi, Khalifa Mohammed (2019) Exploring teachers’ and students’ perspectives on the use of Arabic language in grades 11-12 EFL classrooms in Oman: an in-depth investigation of EFL pedagogy. [Thesis (PhD/Research)]

B

Burke, Katie (2019) The challenges of facilitating arts learning in home education. British Educational Research Journal, 45 (5). pp. 961-978. ISSN 0141-1926

Baker, Shayne D. (2019) Validating water safety competence. International Journal of Aquatic Research and Education, 11 (4 - Article 4). ISSN 1932-9997

Bromdal, Annette and Clark, Kirsty A. and Hughto, Jaclyn M. W. and Debattista, Joseph and Phillips, Tania M. and Mullens, Amy B. and Gow, Jeff and Daken, Kirstie (2019) Whole-incarceration-setting approaches to supporting and upholding the rights and health of incarcerated transgender people [Guest editorial]. International Journal of Transgenderism. ISSN 1553-2739

Baguley, Margaret and Kerby, Martin (2019) Empathy and the landscape of conflict. In: Compassion and empathy in educational contexts. Palgrave Macmillan Ltd., Switzerland, pp. 249-269. ISBN 978-3-030-18924-2

Barton, Georgina and Baguley, Margaret and Kerby, Martin and MacDonald, Abbey (2019) Exploring how quality children's literature can enhance compassion and empathy in the classroom context. In: Compassion and empathy in educational contexts. Palgrave Macmillan Ltd., Switzerland, pp. 165-188. ISBN 978-3-030-18924-2

Barton, Georgina and Garvis, Susanne (2019) Theorizing compassion and empathy in educational contexts: what are compassion and empathy and why are they important? In: Compassion and empathy in educational contexts. Palgrave Macmillan Ltd., Cham, Switzerland, pp. 3-14. ISBN 978-3-030-18924-2

Barton, Georgina (2019) Thinking about mode in becoming literate: oral and visual pathways to print. In: Literacies in early childhood: foundations for equity and quality. Oxford University Press Australia & New Zealand, South Melbourne, Australia, pp. 210-226. ISBN 9780190305147

C

Coll, Leanne and van Leent, Lisa and Bromdal, Annette (2019) Memoirs and manifestos for early career researchers in gender and sexuality education research. In: Uplifting gender and sexuality education research. Palgrave Studies in Gender and Education. Palgrave Macmillan Ltd., Cham, Switzerland, pp. 279-302. ISBN 978-3-030-24204-6

Cain, Melissa and Fanshawe, Melissa (2019) Opening eyes to vision impairment: inclusion is just another way of seeing. In: Opening eyes onto inclusion and diversity. USQ Pressbooks, Toowoomba, Australia, pp. 239-288.

Cain, Melissa and Fanshawe, Melissa (2019) 'Talk to Me!': Empowering students with a vision impairment through audio e-assessment feedback. In: Technology-enhanced formative assessment practices in higher education. Advances in Higher Education and Professional Development Book Series. IGI Publishing (IGI Global), United States, pp. 1-19. ISBN 9781799804260

Carter, Susan and Andersen, Cecily (2019) Wellbeing in educational contexts. USQ Pressbooks, Toowoomba, Australia.

D

Danaher, Mike and Danaher, Patrick Alan (2019) Asynchronous learning. In: Encyclopedia of educational innovation. Springer Reference Encyclopedia of Educational Innovation. Springer Nature, Singapore, pp. 1-6.

F

Furness, Linda and Tynan, Anna and Ostini, Jenny (2019) What supports allied health students to think, feel and act as a health professional in a rural setting? Perceptions of allied health staff. Australian Journal of Rural Health. pp. 1-8. ISSN 1038-5282

Fanshawe, Melissa and Abawi, Lindy and Guy, Jillian (2019) The importance of Indigenous cultural perspectives in education (the danger of the single story). In: Opening eyes onto inclusion and diversity. USQ Pressbooks, Toowoomba, Australia, pp. 289-318.

Fanshawe, Melissa and Delaney, Nicole and Powell, Alwyn (2019) Utilising instantaneous feedback to promote self-regulated learning in online higher education course: the case for digital badges. In: Technology-enhanced formative assessment practices in higher education. Advances in Higher Education and Professional Development Book Series. IGI Publishing (IGI Global), United States, pp. 41-59. ISBN 9781799804260

G

Getenet, Seyum Tekeher (2019) Designing a professional development program for mathematics teachers for effective use of technology in teaching. Education and Information Technologies. ISSN 1360-2357

Getenet, Seyum (2019) Using design-based research to bring partnership between researchers and practitioners. Educational Research. ISSN 0013-1881

Getenet, Seyum and Callingham, Rosemary (2019) Teaching interrelated concepts of fraction for understanding and teacher’s pedagogical content knowledge. Mathematics Education Research Journal. ISSN 1033-2170

M

Machin, Tanya M. and Clara, Marc and Danaher, Patrick Alan (2019) Traversing the doctorate: situating scholarship and identifying issues. In: Traversing the doctorate: reflections and strategies from students, supervisors and administrators. Palgrave Studies in Education Research Methods. Palgrave Macmillan Ltd., Cham, Switzerland, pp. 1-12. ISBN 978-3-030-23730-1

O

Oates, Greg and Callingham, Rosemary and Getenet, Seyum and Hay, Ian and Beswick, Kim and Thomas, Damon (2019) Technology and the knowledge quartet. In: 42nd Annual Conference of the Mathematics Education Research Group of Australasia: Mathematics Education Research: Impacting Practice (MERGA42), 30 June - 4 July 2019, Perth, Western Australia .

P

Peel, Karen. L. (2020) Classroom behavior management in middle level education: a self-regulatory approach to empower teachers and adolescent learners. In: International handbook of middle level education theory, research, and policy. Taylor & Francis (Routledge), New York, United States, pp. 179-193. ISBN 978-0-815-35861-9

Peel, Karen (2019) Learning to teach in England and the United States: the evolution of policy and practice [Book review]. The Curriculum Journal, 30 (4). pp. 504-506. ISSN 0958-5176

Press, Nona and Rossi, Dolene and Graham, Coralie and Danaher, Patrick Alan (2019) Doctoral supervision as a relational endeavour, a pedagogical commitment and reciprocal growth. In: Traversing the doctorate: reflections and strategies from students, supervisors and administrators. Palgrave Studies in Education Research Methods. Palgrave Macmillan Ltd., Cham, Switzerland, pp. 143-163. ISBN 978-3-030-23730-1

R

Redmond, Petrea and Peled, Yehuda (2019) Exploring TPACK among pre-service teachers in Australia and Israel. British Journal of Educational Technology, 50 (4). pp. 2040-2054. ISSN 0007-1013

S

Son, Jeong-Bae (2019) Learner training in digital language learning for pre-service translators and interpreters. In: Context-specific computer-assisted language learning: Research, development and practice. APACALL, Toowoomba, Australia, pp. 27-49. ISBN 978-0-6486653-0-4

T

Tualaulelei, Eseta and McFall-McCaffery, Judy (2019) The Pacific research paradigm: opportunities and challenges. MAI Journal, 8 (2). pp. 188-204.

This list was generated on Thu Dec 12 12:42:30 2019 AEST.