Items for Unique Author : Tualaulelei, Eseta

A scoping study of in-service teacher professional development for inter/multicultural education and working with culturally and linguistically diverse students

Tualaulelei, Eseta ORCID: https://orcid.org/0000-0001-8393-7015 and Halse, Christine (2021) A scoping study of in-service teacher professional development for inter/multicultural education and working with culturally and linguistically diverse students. Professional Development in Education. ISSN 1941-5257

Agency and power in classroom names and naming practices

Tualaulelei, Eseta ORCID: https://orcid.org/0000-0001-8393-7015 (2021) Agency and power in classroom names and naming practices. Ethnography and Education, 16 (1). pp. 18-30. ISSN 1745-7823

Amata lelei a'oga amata (A good start to learning): project summary report 27 August 2018 - 31 March 2019

Taylor-Leech, Kerry and Tualaulelei, Eseta ORCID: https://orcid.org/0000-0001-8393-7015 and Krajcovicova, Monika (2019) Amata lelei a'oga amata (A good start to learning): project summary report 27 August 2018 - 31 March 2019. Project Report. Griffith University , Brisbane, Australia. [Report]

Arts belong in the classroom: empowering teachers in arts-based learning

Macdonald, Jacqueline and Tualaulelei, Eseta ORCID: https://orcid.org/0000-0001-8393-7015 (2018) Arts belong in the classroom: empowering teachers in arts-based learning. Australian Art Education, 39 (1). pp. 123-138. ISSN 1032-1942

Building positive identities in a culturally safe space: an ethnographic case study from Queensland, Australia

Tualaulelei, Eseta ORCID: https://orcid.org/0000-0001-8393-7015 and Taylor-Leech, Kerry (2021) Building positive identities in a culturally safe space: an ethnographic case study from Queensland, Australia. Diaspora, Indigenous and Minority Education, 15 (2). pp. 137-149. ISSN 1559-5692

Creating Emotional Engagement in Online Learning

Fanshawe, Melissa ORCID: https://orcid.org/0000-0001-7399-7663 and Burke, Katie ORCID: https://orcid.org/0000-0003-1086-8981 and Tualaulelei, Eseta ORCID: https://orcid.org/0000-0001-8393-7015 and Cameron, Cathy (2020) Creating Emotional Engagement in Online Learning. EDUCAUSE Review, 31 August 2020.

Diacritical marks and the Samoan Language

Tualaulelei, Eseta Magaui ORCID: https://orcid.org/0000-0001-8393-7015 and Mayer, Fepuleai Lasei John and Hunkin, Galumalemana A. (2015) Diacritical marks and the Samoan Language. The Contemporary Pacific, 27 (1). pp. 183-207. ISSN 1043-898X

Gems and nuggets: multicultural education for young children

Tualaulelei, Eseta ORCID: https://orcid.org/0000-0001-8393-7015 and Hawkins, Karen, eds. (2020) Gems and nuggets: multicultural education for young children. University of Southern Queensland.

Hidden Treasures: Intercultural resources for early years educators

Tualaulelei, Eseta ORCID: https://orcid.org/0000-0001-8393-7015 and Macdonald, Jacqueline, eds. (2021) Hidden Treasures: Intercultural resources for early years educators. University of Southern Queensland, Toowoomba, Australia. ISBN 978-0-6487698-8-0

Indications of language shift from a public face of a Samoan speech community

Tualaulelei, Eseta Magaui ORCID: https://orcid.org/0000-0001-8393-7015 (2008) Indications of language shift from a public face of a Samoan speech community. New Zealand Studies in Applied Linguistics, 14 (1). pp. 53-70. ISSN 1173-5562

Knowing who you are: Heritage language, identity and safe space in a bilingual kindergarten

Taylor-Leech, Kerry and Tualaulelei, Eseta ORCID: https://orcid.org/0000-0001-8393-7015 (2021) Knowing who you are: Heritage language, identity and safe space in a bilingual kindergarten. TESOL in Context, 30 (1). pp. 63-83. ISSN 1030-8385

Mapping pedagogical touchpoints: Exploring online student engagement and course design

Tualaulelei, Eseta ORCID: https://orcid.org/0000-0001-8393-7015 and Burke, Katie ORCID: https://orcid.org/0000-0003-1086-8981 and Fanshawe, Melissa ORCID: https://orcid.org/0000-0001-7399-7663 and Cameron, Cathy (2021) Mapping pedagogical touchpoints: Exploring online student engagement and course design. Active Learning in Higher Education. pp. 1-15. ISSN 1469-7874

Professional development for intercultural education: learning on the run

Tualaulelei, Eseta ORCID: https://orcid.org/0000-0001-8393-7015 (2021) Professional development for intercultural education: learning on the run. Asia-Pacific Journal of Teacher Education, 49 (1). pp. 99-112. ISSN 1359-866X

Schools, separating parents and family violence: a case study of the coercion of organisational networks

Saltmarsh, Sue and Ayre, Kay and Tualaulelei, Eseta ORCID: https://orcid.org/0000-0001-8393-7015 (2021) Schools, separating parents and family violence: a case study of the coercion of organisational networks. Critical Studies in Education. pp. 1-18. ISSN 1750-8487

The Pacific research paradigm: opportunities and challenges

Tualaulelei, Eseta ORCID: https://orcid.org/0000-0001-8393-7015 and McFall-McCaffery, Judy (2019) The Pacific research paradigm: opportunities and challenges. MAI Journal, 8 (2). pp. 188-204.

The Role of Technologies to Enhance Pre-service Teachers’ Engagement in an Online Mathematics Education Course

Getenet, Seyum ORCID: https://orcid.org/0000-0001-8338-4326 and Worsley, Sue and Tualaulelei, Eseta ORCID: https://orcid.org/0000-0001-8393-7015 and Pillay, Yosheen (2022) The Role of Technologies to Enhance Pre-service Teachers’ Engagement in an Online Mathematics Education Course. In: 44th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA44): Mathematical Confluences and Journeys, 3 July - 7 July 2022, Launceston, Australia.

The benefits of creating open educational resources as assessment in an online education course

Tualaulelei, Eseta ORCID: https://orcid.org/0000-0001-8393-7015 (2020) The benefits of creating open educational resources as assessment in an online education course. In: 37th Australasian Society for Computers in Learning in Tertiary Education International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education (ASCILITE 2020), 30 Nov - 1 Dec 2020, Armidale, Australia.

University-community engagement: mentoring in the Pasifika space

Tualaulelei, Eseta ORCID: https://orcid.org/0000-0001-8393-7015 and Kavanagh, Marie (2015) University-community engagement: mentoring in the Pasifika space. Australasian Journal of University Community Engagement, 10 (1). pp. 87-106.

We can’t always measure what matters: revealing opportunities to enhance online student engagement through pedagogical care

Burke, Katie ORCID: https://orcid.org/0000-0003-1086-8981 and Fanshawe, Melissa ORCID: https://orcid.org/0000-0001-7399-7663 and Tualaulelei, Eseta ORCID: https://orcid.org/0000-0001-8393-7015 (2022) We can’t always measure what matters: revealing opportunities to enhance online student engagement through pedagogical care. Journal of Further and Higher Education, 46 (3). pp. 287-300. ISSN 0309-877X

Why interculturalism does not always translate into action: Insights from teachers in an Australian primary school

Tualaulelei, Eseta ORCID: https://orcid.org/0000-0001-8393-7015 and Halse, Christine (2022) Why interculturalism does not always translate into action: Insights from teachers in an Australian primary school. The Australian Educational Researcher. pp. 1-16. ISSN 0311-6999

‘A damn sight more sensitivity’: gender and parent-school engagement during post-separation family transitions

Saltmarsh, Sue and Tualaulelei, Eseta ORCID: https://orcid.org/0000-0001-8393-7015 and Ayre, Kay (2022) ‘A damn sight more sensitivity’: gender and parent-school engagement during post-separation family transitions. Gender and Education, 34 (1). pp. 64-79. ISSN 0954-0253

‘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 and Tualaulelei, Eseta ORCID: https://orcid.org/0000-0001-8393-7015 and Ayre, Kay (2020) ‘I’m trying to tell you this man is dangerous… and no one’s listening’: family violence, parent–school engagement and school complicity. The Australian Educational Researcher. ISSN 0311-6999