Submissions from 2025
The impact of practicum job demands and resources on pre-service teachers' occupational commitment and job intent, Jeremy Pan, Tony Loughland, Rebecca Collie, Andrew Kingsford-Smith, Mary Ryan, Caroline Mansfield, and Rachelle Davey
Submissions from 2024
Preparing pre-service teachers to teach with information technology: mapping knowledge patterns in what is included and omitted in Ghana, Emmanuael Ayisi Abedi, Sarah Prestridge, David Geelan, and Steven Hodge
Intercultural training and attitudes of physical education teachers towards immigrant students in Chile: A multi-stakeholder perspective, Bastian Carter-Thuillier, Victor Lopez-Pastor, Francisco Gallardo-Fuentes, Rodrigo Ramirez-Campillo, Cyntia del Rio-Soto, and Andrew Sortwell
Engaging the early adolescent: What do stakeholders say about the keeping kids engaged in school, Anne Coffey, Shane Lavery, and Leigh Sinclair
Connecting the threads: the role of multiplicative thinking in algebraic, geometrical, and statistical reasoning, Lorraine Day, Dianne Siemon, Rosemary Callingham, and Rebecca Seah
Implementation of home-schooling: Parents' practices and processes, Christine Forlin and Dianne Chambers
Accountability in a Catholic systemic context, Jacqueline Frost, Boris Handal, and Christine Forlin
Essential learnings from a Catholic school amalgamation, Stephen Gough and Sean P. Kearney
Have they arrived at Galilee? The insights of emerging leaders in a long-term spiritual and faith formation programme, Chris Hacket, Shane Lavery, and Margaret Scharf
Towards a constructivist view of instructional explanations as a core practice of science teachers, Christoph Kulgemeyer and David Geelan
Characteristics of a Josephite approach to education evident in the leadership practices of principals and their leadership teams, Catherine Mead, Shane Lavery, and Dianne Chambers
Understanding 'predatory' journals and implications for guiding student and client information seeking, Margaret Merga
Working on scorched earth: Contemporary risks of higher education leadership critique through autoethnography, Margaret Merga
Material wealth or wealth of time and culture? Lessons from Australian Aboriginal economy for Catholic social teaching, Matthew Ogilvie
Formation fit for purpose: Empowering religious educators working in Catholic schools, Antonella Poncini
Interpretative phenomenological analysis: Learnings from employing IPA as a qualitative methodology in educational research, Christine Robinson and Heath Williams
Effects of plyometric-based structured game active breaks on fundamental movement skills, muscular fitness, self-perception, and actual behaviour in primary school students, Andrew Sortwell, Kate O'Brien, Aron Murphy, Rodrigo Ramirez-Campillo, Benjamin Piggott, Gregory Hine, and Michael Newton
A systematic review of meta-analyses on the impact of formative assessment on K-12 students learning: Toward sustainable quality education, Andrew Sortwell; Kevin Trimble; Ricardo Ferraz; David Geelan; Gregory Hine; Rodrigo Ramirez-Campillo,; Bastian Carter-Thuiller; Evgenia Gkintoni; and Qianying Xuan
Motives of parents who request the Catholic sacraments of initiation for their children, Gerard Stoyles, K Watson, and Stephen Bullivant
Match-to-match variation on high-intensity demands in a portuguese professional football team, Jose Teixeira, Luis Branquinho, Miguel Leal, Ryland Morgans, Andrew Sortwell, Tiago Barbosa, Antonio Miguel Monteiro, Pedro Afonso, Guilherme Machado, Samuel Encarnacao, Ricardo Ferraz, and Pedro Forte
Intra- and inter-session reliability of countermovement jump and gait analysis in collegiate athletes measured using an inertial measurement unit (BTS G-Walk), Rohit Thapa, Gopal Kumar, Gaurav Kundu, Preeti Yadav, Andrew Sortwell, and Rodrigo Ramirez-Campillo
In Altum - "Put out into the deep": A formation program for missionary discipleship for students at the University of Notre Dame Australia, John Topliss, Thomas Gourlay, and Reginald Chua
Economic and social barriers: Identifying and prioritising professional needs of Iranian novice teachers, Ehsan Zarei, Sean Kearney, and Omid Mallahi
Submissions from 2023
Home-schooling in the Republic of Ireland, Joanne Banks, Christine Forlin, and Dianne Chambers
Exploring challenges faced by early career primary school teachers: A qualitative study, Deborah Black, Gregory Hine, and Shane Lavery
Is a whole school approach to inclusion really meeting the needs of all learners?, Christine Forlin and Dianne Chambers
Developing a scale to measure the diversity of motivations and practices of home-schooling, Christine Forlin, Dianne Chambers, and Joanne Banks
Incentivising student enrolments in secondary mathematics courses: Is a 10% bonus enough?, Gregory Hine
Influences on student decisions to enrol in higher-level mathematics courses, Gregory Hine, Christine Forlin, and Paola Chivers
Give them time to ponder, Anne-Marie Irwin
A cross-sectional, decade-long examination of the impacts of international service learning in teacher education, Sean Kearney
Teacher induction in Australia: Historical context and current challenges, Sean Kearney
Development and validation of a short form of the Teacher Efficacy for Inclusive Practices Scale (TEIP-SF), C. Sahli Lozano, S. Wuthrich, N. Baumli, Umesh Sharma, Tim Loreman, and Christine Forlin
Publication title: Attracting talented and committed students to the teaching profession: Student perspectives on teaching as a career, Lucie McCrory, Anne Coffey, and Shane Lavery
The school culture of reading for pleasure: Perspectives of educators and students in years 3-6, Jessica Nailer, Christine Robinson, and Dee O'Connor
Encouraging female teachers to become principals in Catholic composite secondary schools in WA, Maria Outrim, Shane D. Lavery, and Dianne Chambers
But first, spirituality: Spirituality and religious education in Western Australian catholic early learning contexts, Christine Robinson
The journey to G.R.A.C.E: Creating an international community of practice, Christine Robinson, Linda Cranley, and Daniel O'Connell
Lessons from the trenches: A call for transformative leadership perspectives In TESOL, Lauren Stephenson
An exploration of contemporary pastoral care practices used by teachers and leaders in Australian Catholic schools and their connection to Catholic identity, John Topliss and Nathan Leber
The emergence of computational thinking in national mathematics curricula: An Australian example, Rachael M. Whitney-Smith
Submissions from 2022
International service learning: benefits, challenges and experiences of pre-service teachers, Dianne Chambers and Shane Lavery
The desks have changed; it must be NAPLAN time: How NAPLAN affects teaching and learning of mathematics, Linda Cranley, Christine Robinson, Gregory Hine, and Dee O'Connor
Rethinking higher education unit design: Embedding universal design for learning in online studies, Traci-Ann Garrad and Huw Nolan
The importance of the promotion of evidence-based practice as a reasonable adjustment in mainstream education settings for students with autism spectrum disorder, Traci-Ann Garrad, Samantha Vlcek, and Angela Page
Shifting pre-service teachers' views of teaching secondary mathematics, Gregory Hine and Sandra Herbert
Perceptions of pre-service and graduate early childhood and primary teachers regarding their confidence in teaching Religious Education in Catholic primary schools, Sharon Law-Davis and John Topliss
The integral formation of Catholic school teachers, Amy E. Roberts and Gerard O'Shea
Investigation of non-academic characteristics used for selection entry of pre-service teachers into higher education courses, Janine E. Wyatt and Michael O'Neill
Submissions from 2021
Employability as a guiding outcome in veterinary education: Findings of the VetSet2Go Project, Martin Cake, Melinda Bell, Kate Cobb, Adele Feakes, Wendy Hamood, Kirsty Hughes, Eva King, Caroline F. Mansfield, Michelle McArthur, Susan Matthew, Liz Mossop, Susan Rhind, Daniel Schull, and Sanaa Zaki
An historical enthnography of the enactment of Rawl's Theory of Justice as applied to the education of learners with disability in Western Australia., Dianne Chambers and Chris Forlin
An historical ethnography of the enactment of Rawl’s Theory of Justice as applied to the education of learners with disability in Western Australia, Dianne Chambers and Chris Forlin
An historical review from exclusion to inclusion in Western Australia across the past five decades: What have we learnt?, Dianne Chambers and Chris Forlin
An historical review from exclusion to inclusion in Western Australia across the past five decades: what have we learnt?, Dianne Chambers and Chris Forlin
Swiss primary teachers' professional well-bring during school closure due to Covid-19 pandemic, Tina Hascher, Susan Beltman, and Caroline Mansfield
Teacher wellbeing and resilience: Towards an integrative model, Tina Hascher, Susan Beltman, and Caroline Mansfield
Supporting preservice secondary mathematics teachers' professional noticing of student thinking, Gregory Hine and Kristin Lesseig
The shape of reasoning: Using geometry to promote the reasoning proficiency, Derek Hurrell
Specialised content knowledge: The convention for naming arrays and describing equal groups' problems, Chris Hurst and Derek Hurrell
Pre-service primary and early childhood teachers’ perceptions of a service-learning experience, Shane Lavery and Sandro Sandri
Teaching mathematical proof at secondary school: An exploration of pre-service teachers' situative beliefs, Kristin Lesseig and Gregory Hine
Myeloperoxidase: A versatile mediator of endothelial dysfunction and therapeutic target during cardiovascular disease, Sophie L. Maiocchi, Jacqueline Ku, Thuan Thai, Enoch Chan, Martin D. Rees, and Shane R. Thomas
The T.I.T.U.S. Project: Implications of a Catholic spiritual and faith formation programme on the teaching of classroom religious education in Australia, Christine Robinson and Jessica Fic
Education or care? Childcare or school? Pre-service teacher perspectives on teaching in the childcare sector, Christine Robinson, Dee O'Connor, and Tracy Treasure
An empirically based practical learning progression for generalisation, an essential element of algebraic reasoning, Max Stephens, Lorraine Day, and Marj Horne
Using an online numeracy practice test to support education students for the numeracy component of the LANTITE, Thuan Thai, Kate Hartup, Adelle Colbourn, and Amanda Yeung
Endothelial-transcytosed myeloperoxidase activates endothelial nitric oxide synthase via a phospholipase C-dependent calcium signaling pathway, Thuan Thai; Fei Zhong; Lei Dang; Enoch Chan; Jacqueline Ku; Ernst Malle; Carolyn L. Geczy; John F. Keaney., Jr; and Shane R. Thomas
Investigation of early career teacher attrition and the impact of induction programs in Western Australia, Janine E. Wyatt and Michael O'Neill
Submissions from 2020
Belonging and the relationship to whole schooling: Introduction to themed issue, Dianne Chambers, Phyllis Jones, and Michael W. Riley
Algebraic Reasoning from Research to Practice: A resource to support targeted teaching in the middle years, Lorraine Day
Developing a shared understanding of a sense of community in large classes, Tryon Francis, Shannon Kennedy-Clark, Katrina Eddles-Hirsch, and Cynthia a’Beckett
"In LANTITE, no one can hear you scream!" student voices of high-stakes testing in teacher education, Alison L. Hilton, Rebecca Saunders, and Caroline Mansfield
Multiplicative thinking: ‘Pseudo-procedures’ are the enemies of conceptual understanding, Chris Hurst and Derek Hurrell
Let’s get engaged: The nexus between digital technologies, engagement and learning, Sean Kearney and Julie Maakrun
Using action research to develop data literacy in initial teacher education, Shannon Kennedy-Clark, Vilma Galstaun, Peter Reimann, and Boris Handal
The culture of life and the new maternity, Anna Krohn
Middle school students' views about leaders and leadership, Shane Lavery and Anne Coffey
"I actually felt more confident": An online resource for enhancing pre-service teacher resilience during professional experience, Caroline F. Mansfield, Susan Beltman, and Noelene Weatherby-Fell
Readiness, roles, and responsibilities of stakeholders for sustainable mobile learning adoption in higher education, Safiya Okai-Ugbaje, Kathie Ardzejewska, and Ahmed Imran
To be 'formed' and 'informed': Early years' educators' perspectives of spirituality and its affordance in faith-based early learning centres, Christine Robinson
Exploring a framework for the mentoring of early career teachers in Catholic schools in Western Australia, John Topliss
Submissions from 2019
Challenging identity: Development of a measure of veterinary career motivations, Martin Cake, Michelle L. McArthur, Caroline F. Mansfield, Sanaa Zaki, Kira Carbonneau, and Susan M. Matthew
Current issues and future directions in Australian special and inclusive education, Kerry A. Dally, Michelle M. Ralston, Iva Strnadová, Ian Dempsey, Dianne Chambers, Judith Foggett, David Paterson, Umesh Sharma, and Jill Duncan
Proof by contradiction: Teaching and learning considerations in the secondary mathematics classroom, Gregory Hine
Pre-service mathematics teachers' self-perceptions of readiness to teach secondary school mathematics, Gregory Hine and Thuan Thai
The challenges of beginning teacher induction: A collective case study, Sean Kearney
Transforming the first-year experience through self and peer assessment, Sean Kearney
Perceptions on proof and the teaching of proof: A comparison across preservice secondary teachers in Australia, USA and Korea, Kristin Lesseig, Gregory Hine, and Gwi Soo Na
Promoting resilience for teachers: Pre-service and in-service professional learning, Caroline Mansfield and Susan Beltman
Rural exposures: An examination of three initiatives to introduce and immerse preservice teachers into rural communities and rural schools in the U.S. and Australia, Robert Mitchell, Allison Wynhoff Olsen, Patrick Hampton, James Hicks, Danette Long, and Kristofer Olsen
Using immersive and modelling environments to build scientific capacity in primary preservice teacher education, Reem Mohammed, Shannon Kennedy-Clark, and Peter Reimann
Love in education: West Australian early childhood pre-service teachers' perspectives on children's right to be loved and its actualisation within their future practice, Dee O'Connor, Christine Robinson, Linda Cranley, G Johnson, and Ainslie Robinson
Educating for sustainability in remote locations, Chris Reading, Constance Khupe, Morag Redford, Dawn Wallin, Tena Versland, Neil Taylor, and Patrick Hampton
Working toward 'Doing it Better': Seeking the student voice in teacher education, Judith L. Wilks, Matthew Snow, Alexandra Lasczik, and Alison Bowling
Submissions from 2018
Guidelines for designing middle-school transition using universal design for learning principles, Dianne Chambers and Anne Coffey
"Content without context is noise": Looking for curriculum harmony in primary arts education in Western Australia, Sian Chapman, Peter Wright, and Robin Pascoe