Submissions from 2015


An explanation for the use of arrays to promote the understanding of mental strategies for multiplication, Lorraine Day and Derek Hurrell


Strengthening pre-service teachers’ mathematical content knowledge, Gregory Hine


The role of the primary school principal in developing student leadership, Gregory Hine and Shane D. Lavery


Reconceptualizing beginning teacher induction as organizational socialization: a situated learning model, Sean P. Kearney


The golden thread: Educator connectivity as a central pillar in the development of creativity through childhood education. An Irish life history study, Doireann O'Connor

Submissions from 2014


Australian curriculum linked lessons: Reasoning in number and algebra, Lorraine Day

ICT: The changing landscape, Lorraine Day


Purposeful statistical investigations, Lorraine Day

Numeracy education through mobile apps, Boris Handal, Iona Novak, Kevin Watson, Marguerite Maher, Jean Macnish, and Katrina Eddles-Hirsch


Action research: Informing professional practice within schools, Gregory Hine and Shane D. Lavery


Student leadership development: A functional framework, Gregory S.C. Hine


Developing the big ideas of number, Chris Hurst and Derek Hurrell

Finding ways to effectively use year 12 achievement data to inform practice in secondary schools, Frank Italiano and Gregory S C Hine


Engaging students through assessment: The success and limitations of the ASPAL (Authentic Self and Peer Assessment for Learning) model, Sean P. Kearney and Tim Perkins


A service-learning immersion in a remote Aboriginal community: enhancing pre-service teacher education, Shane D. Lavery, Glenda Cain, and Patrick Hampton

Facilitating the transition of Aboriginal and Torres Strait Islander students to higher education, Keith McNaught

From theory to practice: Adapting the Solution Focused Brief Therapy (SFBT) model to a targeted academic support strategy, Keith McNaught


Educator identities. Emerging issues within personal and professional identities: Changes experienced by Australian pre-service teachers following professional exposure to educational practice within childcare settings, Doireann O'Connor, Christine McGunnigle, Tracy Treasure, and Serena Davie

Submissions from 2013

Conceptualising changes to pre-service teachers’ knowledge of how to best facilitate learning in mathematics: A TPACK inspired initiative, Frank G. Bate, Lorraine Day, and Jean Macnish

Understanding parent perceptions of a 1:1 laptop program in Western Australia, Frank G. Bate, Jean Macnish, and Steven Males

Development of a mobile-optimised website to support students with special needs transitioning from primary to secondary settings, Dianne Chambers and Anne Coffey

Relationships: The key to successful transition from primary to secondary school?, Anne Coffey

Transitioning Year 7 primary students to secondary settings in Western Australian Catholic Schools: How successful was the move?, Anne Coffey, Richard G. Berlach, and Michael O'Neill

A snapshot of the use of ICT in primary mathematics classrooms in Western Australia, Lorraine Day


Using statistics to explore cross-curricular and social issues opportunities, Lorraine Day


Girly girls, tomboys, athletes and nerds: A phenomenological study of social context in the specialised school environment, Katrina Eddles-Hirsch

Inclusive education for students with disability: A review of the best evidence in relation to theory and practice, Chris Irene Forlin, Dianne J. Chambers, Tim Loreman, Joanne Deppler, and Umesh Sharma

Contemporary issues in clinical dental teaching, C Groenlund and Boris Handal

Mapping numeracy across the middle years, Boris Handal

Adopting mobile learning in tertiary environments: Instructional, curricular and organizational matters, Boris Handal, Jean Macnish, and Peter Petocz

Retaining mathematics and science teachers in rural and remote schools, Boris Handal, Kevin Watson, P Petocz, and Marguerite Maher

Student leadership experiences: A case study, Gregory S.C. Hine

The importance of action research in teacher education programs, Gregory S.C. Hine

Australian curriculum linked lessons, Derek Hurrell

What teachers need to know to teach mathematics: An argument for a reconceptualised model, Derek Hurrell

Reflective practice in a capstone business internship subject, Roselynn Lang and Keith McNaught

Catholic school principals: Promoting student leadership, Shane D. Lavery and Gregory S C Hine


Early childhood project analysed within a model enhancing the self-efficacy of Indigenous people, Marguerite Maher


Retention and attrition of students in higher education: Challenges in modern times to what works, Marguerite Maher and Helen Macallister

Adult numeracy in Australia : A call for change, Keith McNaught

Flexible pedagogy, flexible practice: Notes from the trenches of distance education, Keith McNaught

Students making the transition from VET to HE, Keith McNaught

The potential impacts of ‘inherent requirements’ and ‘mandatory reporting’ on students, particularly those with mental health concerns, registering with University disability support/equity services, Keith McNaught

Using educational design research to inform teaching and learning in the health professions, Carole Steketee and Frank Bate

Globalising the class size debate: Myths and realities, Kevin Watson, Boris Handal, Marguerite Maher, and Erin McGinty

Submissions from 2012

Upper secondary school religion and life course: Perceptions of the inaugural cohort, Richard G. Berlach and Chris Hackett

From routine to rich: Developing an algebraic reasoning task for a middle/upper primary class, Courtney Bridge, Lorraine Day, and Derek Hurrell


Service-learning: A valuable component of pre-service teacher education, Dianne J. Chambers and Shane D. Lavery

Insiders or outsiders: The role of social context in the peer relations of gifted students, Katrina Eddles-Hirsch, Wilma Vialle, John McCormick, and Karen Rogers


Formation of pre-service teachers for religious education through experiential learning: The retreat leaders training program, Chris Hackett and Shane D. Lavery

Integrating technology, pedagogy and content in mathematics education, Boris Handal, Chris Campbell, Michael Cavanagh, Peter Petocz, and Nick Kelly


Exploring the need for improvement in a student leadership program, Gregory Hine

The Language of God: A scientist presents evidence for belief, Gregory S.C. Hine

Australian curriculum linked lessons, Derek Hurrell

Improving engagement: the use of ‘Authentic self-and peer-assessment for learning’ to enhance the student learning experience, Sean P. Kearney


The Catholic school principal: A transcendent leader?, Shane D. Lavery


Principals: Catalysts for promoting student leadership, Shane D. Lavery and Gregory S C Hine

Teacher education with Indigenous ways of knowing, being and doing as a key pillar, Marguerite Maher

Book Review: Improving the student experience: A practical guide for universities and colleges, edited by Michelle Morgan, Keith McNaught

Building bridges not barriers, Keith McNaught


Forget the magic powers, many just aren't switched on by technology, Keith McNaught


How long do we carry an ineffectual teacher?, Keith McNaught


Let’s not wait for curriculum change, Keith McNaught


Why music really matters, Keith McNaught


Pedagogies and policies of impediment: How a lack of connectivity is a barrier to learning within early years education, Doireann O'Connor


Rote is an essential feature of teaching and learning, Don Watts and Keith McNaught


Testing times for teachers and teaching, Don Watts and Keith McNaught

A multi-perspective collaborative on teacher learning for teachers of students with Autism Spectrum Disorder, Elizabeth A. West, Phyllis Jones, Dianne Chambers, and Teresa Whitehurst

Submissions from 2011

Inclusivity imperatives and the Australian National Curriculum, Richard G. Berlach and Dianne Chambers


Transitioning year 7 primary students to secondary settings in Western Australian Catholic Schools: A description of the process, Anne Coffey, Richard G. Berlach, and Michael O'Neill


A study of the perceptions and worldviews of mature age pre-service teachers aged between 31 and 53 years, Matthew B. Etherington

Teacher preparation for inclusive education: Increasing knowledge but raising concerns, Chris Forlin and Dianne Chambers


Student ministry: Youth ‘step up’ to lead and serve, Chris Hackett and Shane D. Lavery

Factors leading to the adoption of a learning technology: The case of graphics calculators, Boris Handal, Michael Cavanagh, Leigh Wood, and Peter Petocz

Academic perceptions amongst educators towards eLearning tools in dental education, Boris Handal, Catherine Groenlund, and Tania Gerzina

Students’ expectations of teaching: the business, accounting and economics experience, Boris Handal, Leigh Wood, and Michelle Muchatuta


Book Review: Paul Collins, Believers: Does Australian Catholicism Have a Future?, University of New South Wales Press, 2008, Gregory Hine

Australian curriculum linked lessons, Derek Hurrell

Australian curriculum linked lessons, Derek Hurrell and Jennifer O'Neil


Religious educators: Promoting an ecological balance, Shane D. Lavery


Teaching for the future: Framing an environmentally sustainable future through teacher education, Shane D. Lavery


Transactional, transformative and a servant!, Shane D. Lavery

Making inclusive education happen: The impact of initial teacher education in remote Aboriginal communities, Marguerite Maher

Preparing medical students to undertake a cultural immersion experience: Introducing frameworks for preparatory and post-immersion activities, Donna B. Mak, Rashmi Watson, and John Hadden

Alternative pathways to university?, Keith McNaught

Disaster, waiting to happen?, Keith McNaught

University quick-fix ‘bridging units’ fundamentally flawed, Keith McNaught

When a pass is not a pass, Keith McNaught


The L.E.A.D. Project: Leading educational achievement through dialogue 2010, Michael O'Neill, Anne Coffey, Shane D. Lavery, Jennifer Oaten, and Lou Thompson

What knowledge exists in NSW schools of students with learning difficulties who are also academically gifted?, Catherine Wormald

Submissions from 2010

A bridge too far? Explaining beginning teachers' use of ICT in Australian schools, Frank Bate

The cyclical integration model as a way of managing major educational change, Richard G. Berlach

Interpreting inclusivity: An endeavour of great proportions, Richard G. Berlach and Dianne Chambers

Using interactive whiteboards in pre-service teacher education: Examples from two Australian universities, Chris Campbell and Peter Kent

Interactive whiteboards and the first year experience: Integrating IWBs into pre-service teacher education, Chris Campbell and Donna Martin

Using wikis to facilitate communication for rural, remote, and at-risk practicum students, Serena Davie and Richard G. Berlach


“Just challenge those high-ability learners and they’ll be all right!” The impact of social context and challenging instruction on the affective development of high-ability students, Katrina Eddles-Hirsch, Wilma Vialle, Karen B. Rogers, and John McCormick

Conceptualizing planning in kindergarten and preprimary settings: An exploratory study with preservice teachers, Sofia Elliott and Richard G. Berlach


The role of experiential content knowledge in the formation of beginning RE teachers, Chris Hackett


ASPIRE: Formation of pre-service teachers through leadership, community engagement and retreat training, Chris Hackett and Shane D. Lavery