Journal Articles

Journal Articles 2020

Allen-Craig, S., Gray, T., Charles, R., Socha, T., Cosgriff, M., Mitten, D., & Loeffler, T. A. (2020). Together we have impact: exploring gendered experiences in outdoor leadership. Journal of Outdoor Recreation, Education, And Leadership12(1), 121-139. https://doi.org/10.18666/JOREL-2020-V12-I1-9937

Attard, C., & Holmes, K. (2020). “It gives you that sense of hope”: An exploration of technology use to mediate student engagement with mathematics. Heliyon, 6(1), e02945.

Balan, R., Dobrean, A., Balazsi, R., Parada, R.H., & Predescu, E., (In Press). The Adolescent Peer Relations Instrument: Bully/Target Measurement invariance across gender, age and clinical status. Journal of Interpersonal Violence.

Berger, N., Mackenzie, E., & Holmes, K. (2020). Positive attitudes towards mathematics and science are mutually beneficial for student achievement: a latent profile analysis of TIMSS 2015. The Australian Educational Researcher, 1-36. https://doi.org/10.1007/s13384-020-00379-8

Cole, D. R., Parada, R. H., Gray, T., & Curry, C. (2020). Learning attribution in the Duke of Edinburgh's International Award (DoEIA). Journal of Adventure Education and Outdoor Learning20(1). https://doi.org/10.1080/14729679.2019.157142

Chen, H., Han, J., & Wright, D. (2020). [In Press] An investigation of lecturers' teaching through English medium of instruction: A case of higher education in China. Sustainability, 12(10). https://doi.org/10.3390/su12104046

Ferfolja, T., Asquith, N. L., Hanckel, B., & Brady, B. (2020). [In Press] In/visibility on campus?: Gender and sexuality diversity in tertiary institutions. Higher Education. https://doi.org/10.1007/s10734-020-00526-1

Gannon, S. & Naidoo, L. (2020). Thinking-feeling-imagining futures through creative arts-based participatory research. The Australian Educational Researcher, 47(1), 113-128. https://doi-org.ezproxy.uws.edu.au/10.1007/s13384-019-00330-6

Gray, T., Mitten, D., Potter, T., & Kennedy, J. (2020). Reflective insights toward gender-inclusive outdoor leadership. Journal of Outdoor Recreation, Education, And Leadership, 12(1), 102-120. https://doi.org/10.18666/JOREL-2020-V12-I1-9958

Hardini, I., Di Biase, B., Kawaguchi, S., & Reid, C. (2020). The effect of developmentally moderated focus on form instruction in Indonesian kindergarten children learning English as a foreign language. Instructed Second Language Acquisition, 4(1), 49-61. https://doi.org/10.1558/isla.39724

Knijnik, J. D., & Luguetti, C. (2020). [In Press] Social justice narratives in academia: Challenges, struggles and pleasures PETE educators face in understanding and enacting critical pedagogy in Brazil. Sport, Education and Society. https://doi.org/10.1080/13573322.2020.1732905

Nordstrom, S., & Somerville, M. (2020). Waste as the artful excess of natural selection. Taboo, 19(3). Retrieved from https://digitalscholarship.unlv.edu/taboo/vol19/iss3/6

Olivier, E., Azarnia, P., Morin, A. J., Houle, S. A., Dube, C., Tracey, D. K. & Maiano, C. (2020). The moderating role of teacher-student relationships on the association between peer victimization and depression in students with intellectual disabilities. Research In Developmental Disabilities, 98. https://doi.org/10.1016/j.ridd.2020.103572

Opoku, M. P., Asare-Nuamah, P., Nketsia, W., Osei Asibey, B. & Arinaitwe, G. (2020). Exploring the factors that enhance teacher retention in rural schools in Ghana. Cambridge Journal of Education, 50(2), 201-217. https://doi.org/10.1080/0305764X.2019.1661973

Opoku, M. P., Nketsia, W., Alzyoudi, M., Dogbe, J. A., & Agyei-Okyere, E. (2020). [In Press] Twin-track approach to teacher training in Ghana: Exploring the moderation effect of demographic variables on pre-service teachers' attitudes towards inclusive education. Educational Psychology. https://doi.org/10.1080/01443410.2020.1724888

Opoku, M. P., Nketsia, W., Banye, M. A., Mprah, W. K., Dogbe, J. A. & Badu, E. (2020). Caregiving experiences and expectations of parents with in-school children with intellectual disability in Ghana. Research in Developmental Disabilities, 96. https://doi.org/10.1016/j.ridd.2019.103524

Opoku, M. P., Nketsia, W., Oginni, O. S., Alupo, B. A., & Saka, B. N. (2020). [In Press] Societal perceptions of counterterrorism in Cameroon: The voices of those far from the battlefield. Journal of Human Rights. https://doi.org/10.1080/14754835.2020.1716700

Sanagavarapu, P. (2020). Parents' knowledge and views of food allergy management in primary schools in Australia. Australasian Journal of Early Childhood, 45(1), 56-68. https://doi.org/10.1177/1836939119885312

Salter, M., Robinson, K. H., Ullman, J., Denson, N., Ovenden, G., Noonan, K., … Huppatz, K. E. (2020). [In Press] Gay, bisexual, and queer men's attitudes and understandings of intimate partner violence and sexual assault. Journal Of Interpersonal Violence. https://doi.org/10.1177/0886260519898433

Tan, L., Zammit, K., D'warte, J., & Gearside, A. (2020). Assessing multimodal literacies in practice : a critical review of its implementations in educational settings. Language and Education. https://doi.org/10.1080/09500782.2019.1708926

Taylor C., Gannon S., Adams G., Donaghue H., Hannam-Swain S., Harris-Evans J., Healey J. & Moore P. 2020, Grim tales: meetings, matterings and moments of silencing and frustration in everyday academic life. International Journal of Educational Research, 99. https://doi.org/10.1016/j.ijer.2019.101513

Tracey, D. K., Gray, T., Sweeting, J., Kingsley, J., Bailey, A. & Pettitt, P. (2020). A systematic review protocol to identify the key benefits and associated program characteristics of community gardening for vulnerable populations. International Journal of Environmental Research And Public Health, 17(6). https://doi.org/10.3390/ijerph17062029

Tracey, D. K., Morin, A. J., Pekrun, R., Arens, A. K., Murayama, K., Lichtenfeld, S., … Maiano, C. (2020). Mathematics motivation in students with low cognitive ability: a longitudinal study of motivation and relations with effort, self-regulation, and grades. American Journal on Intellectual and Developmental Disabilities125(2), 125-147. https://doi.org/10.1352/1944-7558-125.2.125

Ullman, J. (2020). Present, yet not welcomed: gender diverse teachers' experiences of discrimination. Teaching Education, 31(1), 67-83. https://doi.org/10.1080/10476210.2019.1708315

Xu, W., & Zammit, K. (2020). Applying thematic analysis to education: a hybrid approach to interpreting data in practitioner research. International Journal of Qualitative Methods19, 1-9. https://doi.org/10.1177/1609406920918810

Yager, Z., Gray, T., Curry, C., & McLean, S. A. (2020). Pre-service teachers' gendered attitudes towards role modelling in health and physical education. Physical Education and Sport Pedagogy25(1), 67-78. https://doi.org/10.1080/17408989.2019.1688774

Journal Articles 2019

Agyei-Okyere, E., Nketsia, W., Opoku, M., Torgbenu, E., Alupo, B. & Odame, L. (2019). Sustainable employment opportunities for persons with disabilities in Ghana: Exploring perceptions and participation in agriculture. Business Strategy and Development, 2(2), 68-76.https://doi.org/doi:10.1002/bsd2.43

Agyei-Okyere, E., Opoku, M. P., & Nketsia, W. (2019). An assessment of the living conditions of disabled people in mining communities: a case study of Ghana. Extractive Industries and Society. https://doi.org/10.1016/j.exis.2019.07.004

Ahmad, M. I., Mubin, O., Shahid, S., & Orlando, J. (2019). Robot's adaptive emotional feedback sustains children's social engagement and promotes their vocabulary learning: A long-term child-robot interaction study. Adaptive Behavior, 27(4), 243-266. https://doi.org/10.1177/1059712319844182

Alchin, I., Arthur, L.,& Woodrow, C. (2019). Evidencing leadership and management challenges in early childhood in Australia. Australasian Journal of Early Childhood, 44(3), 285- 297. https://doi.org/10.1177/1836939119855563

Amoako, S., Opoku, M. P., Nketsia, W., Edusei, A. K., Afriyie, S. A., & Badu, E. (2019). Inclusivity in neo-liberal policy environment: Preparedness of mass media to support disability awareness campaigns in Ghana. Disability and Rehabilitation, March, 1-9. https://doi.org/10.1080/09638288.2019.1582718

Armour, M., Parry, K., Al-Dabbas, M. A., Curry, C., Holmes, K., MacMillan, F., Ferfolja, T, & Smith, C. (2019). Selfcare strategies and sources of knowledge on menstruation in 12,526 young women with dysmenorrhea: A systematic review and meta-analysis. Plos One, 14(7). https://doi.org/10.1371/journal.pone.0220103

Armour, M., Parry, K., Manohar, N., Holmes, K., Ferfolja, T., Curry, C., Macmillan, F. & Smith, C. (2019). The prevalence and academic impact of dysmenorrhea in 21,573 young women: A systematic review and meta-analysis. Journal of Women's Health, 28(8), 1161-1171. https://doi.org/10.1089/jwh.2018.7615

Asquith, N., Ferfolja, T., Brady, B. & Hanckel, B. (2019). Diversity and safety on campus @ Western: Heterosexism and cissexism in higher education. International Review of Victimology, 25(3), 320-340. https://doi.org/10.1177/0269758018799032

Bartleet, B. -L., Bennett, D., Power, A., & Sunderland, N. (2019). Service learning with First Peoples: A framework to support respectful and reciprocal learning. Intercultural Education, 30(1), 15-30. https://doi.org/10.1080/14675986.2018.1528526

Berger, N., Hanham, J., Stevens, C. J., & Holmes, K. (2019). Immediate feedback improves career decision self-efficacy and aspirational alignment. Frontiers in Psychology10. https://doi.org/10.3389/fpsyg.2019.00255

Berger, N., Holmes, K., Gore, J. M., & Archer, J. (2019). Charting career aspirations: a latent class mixture model of aspiration trajectories in childhood and adolescence. The Australian Educational Researcher, 1-28. https://doi.org/10.1007/s13384-019-00363-x

Chew, M., Maheshwari, B.L. & Somerville, M. (2019). Photovoice for understanding groundwater management issues and challenges of villagers in Rajasthan, India. Groundwater for Sustainable Development, 8, 134-143. https://doi.org/10.1016/j.gsd.2018.10.002

Cole, D. R. (2019). [In Press] The designation of a Deleuzian philosophy for environmental education and its consequences. Australian Journal of Environmental Education. https://doi.org/10.1017/aee.2019.16

Cole, D. R. (2019). Nowhere: Erewhon. Educational Philosophy and Theory, 51(3), 255-264. https://doi.org/10.1080/00131857.2018.1439377

Cole, D. R. & Malone, K. (2019). Environmental education and philosophy in the Anthropocene. Australian Journal of Environmental Education, 35(3), 157-162. https://doi.org/10.1017/aee.2020.5

Cole, D. R. (2019). Analysing the matter flows in schools using Deleuze's method. Studies in Philosophy and Education, 38(3), 229-240. Retrieved from https://ezproxy.uws.edu.au/login?url=https://doi.org/10.1007/s11217-019-09650-7

Cole, D., Parada, P., Gray, T. & Curry, C. (2019). Learning attribution in the Duke of Edinburgh’s International Award (DoEIA). Journal of Adventure Education and Outdoor Learninghttps://doi.org/10.1080/14729679.2019.1571423

Crinall, S. M., & Somerville, M. (2019). Informal environmental learning: The sustaining nature of daily child/water/dirt relations. Environmental Education Research. https://doi.org/10.1080/13504622.2019.1577953

Davies, R., Potter, T., & Gray, T. (2019). Diverse perspectives: gender and leadership in the outdoor education workplace. Journal of Outdoor And Environmental Education. https://doi.org/10.1007/s42322-019-00040-8

Dobia, B., Parada, R., Roffey, S. & Smith, M. (2019). Social and emotional learning: From individual skills to classroom cohesion. Educational & Child Psychology, 36(2), 78-90. https://www.researchgate.net/publication/333746781_Social_and_emotional_learning_From_individual_skills_to_class_cohesion

Dogbe, J. A., Kyeremateng, J. D., Opoku, M. P., Nketsia, W., & Hammond, C. (2019). 'There is family tension, but they understand..': Familial and sibling relationships following the diagnosis of cerebral palsy in children in Ghana. International Journal of Developmental Disabilities. https://doi.org/10.1080/20473869.2019.1573572

D'warte, J. (2019). Mapping languages and literacies with multilingual students in Australian classrooms. The Reading Teacher, 72(5), 663-669. https://doi.org/10.1002/trtr.1785

Gannon, S., Taylor, C., Adams, G., Donaghue, H., Hannam-Swain, S., Harris-Evans, J., Healey, J. & Moore P. (2019). 'Working on a rocky shore': Micro-moments of positive affect in academic work. Emotion, Space and Society, 31, 48-55.

Gore, J., Gibson, S., Fray, L., Smith, M., & Holmes, K. (2019). Fostering diversity in the creative arts by addressing students' capacity to aspire. Journal of Creative Behavior, 53(4), 519-530. https://doi-org.ezproxy.uws.edu.au/doi:10.1002/jocb.232

Gray, T. (2019). Outdoor learning and psychological resilience: Making today's students better prepared for tomorrow's world, Curriculum Perspectives, 39(1), 67–72.

Hardini, I., Kawaguchi, S., Reid, C., & Di Biase, B. (2019). Early lexical and grammatical development of English in Indonesian kindergarten children. Asiatic, 13(1), 76-102. Retrieved from https://journals.iium.edu.my/asiatic/index.php/AJELL/article/view/1486

Hughes, J. (2019). The Antecedents of the New South Wales Curriculum Review: an introduction to the New South Wales curriculum style. Curriculum Perspectives. https://doi.org/10.1007/s41297-019-00083-3

Jacobs R. (2019). Drama and the culture of challenge, Journal of Queensland Drama Educators, 42, 22-25.

Jacobs, R. (2019). Cultural aspects of drama: the effect of Australian drama assessment policy on practice. Arts Education Policy Review. https://doi.org/10.1080/10632913.2019.1704955

Jacobs, R. (2019). Stories told and performed: a methodology for researching drama assessment in schools. Qualitative Research Journal. https://doi.org/10.1108/QRJ-04-2019-0037

Kennedy, L., Romoli, J., Tieu, L., Moscati, V. & Folli, R. (2019). Beyond the scope of acquisition: a novel perspective on the isomorphism effect from Broca's aphasia. Language Acquisition, 26(2), 144-152. https://doi-org.ezproxy.uws.edu.au/10.1080/10489223.2018.1502772

Kingsley, J., Bailey, A., Torabi, N., Zardo, P., Mavoa, S., Gray, T., Tracey, D., Pettitt, P., Zajac, N. & Foenander, E. (2019). A systematic review protocol investigating community gardening impact measures. International Journal of Environmental Research And Public Health16(18). https://doi.org/10.3390/ijerph16183430

Knijnik, J. D., Spaaij, R. & Jeanes, R. (2019). Reading and writing the game: creative and dialogic pedagogies in sports education. Thinking Skills and Creativity, 32, 42-50. https://doi-org.ezproxy.uws.edu.au/10.1016/j.tsc.2019.03.005

Knijnik, J. D., Spaaij, R., & Jeanes, R. (2019). Reading and writing the game: Creative and dialogic pedagogies in sports education. Thinking Skills and Creativity, 32, 42-50. https://doi.org/10.1016/j.tsc.2019.03.005

Liu, T., Holmes, K., & Albright, J. (2019). Teachers' perceptions of educational inclusion for migrant children in Chinese urban schools: a cohort study. Education and Urban Society. https://doi.org/10.1177/0013124519868291

Liu, T., Lu, M., & Holmes, K. (2019). Co-parental self-efficacy and young child developmental outcomes among rural–urban migrant families. Early Child Development and Care189(11), 1800-1811. https://doi.org/10.1080/03004430.2017.1412958

Maiano, C., Hue, O., Lepage, G., Morin, A. J., Tracey, D. K., & Moullec, G. (2019). Do exercise interventions improve balance for children and adolescents with down syndrome? A systematic review. Physical Therapy, 99(5), 507-518. https://doi.org/10.1093/ptj/pzz012

Maiano, C., Hue, O., Morin, A. J., Lepage, G., Tracey, D. K., & Moullec, G. (2019). Exercise interventions to improve balance for young people with intellectual disabilities: A systematic review and meta-analysis. Developmental Medicine and Child Neurology, 61(4), 406-418. https://doi.org/doi:10.1111/dmcn.14023

Manathunga, C., Qi, J., Bunda, T. & Singh, M. (2019). Time mapping: Charting transcultural and First Nations histories and geographies in doctoral education. Discourse: Studies in the Cultural Politics of Education. https://doi.org/10.1080/01596306.2019.1603140

Marengo, D., Settanni, M., Prino, L. E., Parada, R. H., & Longobardi, C. (2019). Exploring the dimensional structure of bullying victimization among primary and lower-secondary school students: Is one factor enough, or do we need more? Frontiers In Psychology, 10. https://doi.org/10.3389/fpsyg.2019.00770

Marks, A., Wilson, N. J., Blythe, S. L., & Johnston, C. (2019). The health promotion role of Australian early primary school teachers supporting students with type 1 diabetes. Health Promotion Journal of Australia. https://onlinelibrary.wiley.com/doi/full/10.1002/hpja.274

McDonald, B. & Knijnik, J. D. (2019). 'Ono, oh yes!' : an A-league tensai (genius) made in Japan. The International Journal of The History Of Sport, 36(7), 626-642. https://doi.org/10.1080/09523367.2019.1657841

Millei, Z., Silova, I., & Gannon, S. (2019). Thinking through memories of childhood in (post)socialist spaces: ordinary lives in extraordinary times. Children's Geographies. https://doi.org/10.1080/14733285.2019.1648759

Mupenzi, A., Naidoo, L., & Gannon, S. (2019). 'From Kyangwali to Sydney': Life history narrative and postcolonial theory in refugee educational studies. Widening Participation and Lifelong Learning, 21(2), 44-66. https://doi.org/10.5456/WPLL.21.2.44

Naidoo, L. (2019). Traversing the terrain of higher education: experiences of refugee youth on the inside. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2019.1707302

Naidoo, L., & Adoniou, M. (2019). "I speak 19 languages": Accessing the linguistic and cultural resources of students from refugee backgrounds. The European Journal of Applied Linguistics and Tefl, 8(1), 111-113. http://www.theeuropeanjournal.eu/download/EJALTEFL_01_2019.pdf

Nketsia, W., Opoku, M. P., & Torgbenu, E. L. (2019). Teacher trainees' experiences of inclusive practices during teaching practice. Proceedings of Atee Spring Conference: Innovations, Technologies and Research In Education, Riga, Latvia, 7-8 June 2019, 268-288. https://doi.org/10.22364/atee.2019.itre.18

Odame, L., Osei-Hwedie, B., Nketsia, W., Opoku, M. & Nanor Arthur, B. (2019). University preparation and the work capabilities of visually impaired graduates in Ghana: A tracer study. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2019.1609102

Opoku, M. P., Nketsia, W., Agyei-Okyere, E. & Mprah, W. K. (2019). Extending social protection to persons with disabilities: exploring the accessibility and the impact of the Disability Fund on the lives of persons with disabilities in Ghana. Global Social Policy, 19(3), 225-245. https://doi-org.ezproxy.uws.edu.au/10.1177/1468018118818275

Opoku, M. P., Nketsia, W., Agyei-Okyere, E., Oginni, O. S., & Torgbenu, E. L. (2019). Inclusive education in West Africa: Predictors of parental attitudes, knowledge and perceived social norms influencing inclusive practices in Ghana and Nigeria. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2019.1642397

Osam, J. A., Opoku, M. P., Dogbe, J. A., Nketsia, W. & Hammond, C. (2019). The use of assistive technologies among children with disabilities: the perception of parents of children with disabilities in Ghana. Disability and Rehabilitation: Assistive Technology. https://doi.org/10.1080/17483107.2019.1673836

Parada, R. H. (2019). Assessing perceived school support, rule acceptance and attachment: Evaluation of the psychometric properties of the School Belonging Scale (SBS). Educational & Child Psychology, 36(2), 106-116. Retrieved from http://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=3&sid=d59d19a1-b284-40c6-b8d9-0db6b038949d%40sessionmgr101

Passy, R., Bentsen, P., Gray, T., & Ho, S. (2019). Integrating outdoor learning into the curriculum: An exploration in four nations. Curriculum Perspectives, 39(1), 73-78. https://doi.org/10.1007/s41297-019-00070-8

Power, A. (2019). Investigating the use of digital media in the music classroom with experienced and pre-service teachers. The Qualitative Report, 24(5), 963-976. Retrieved from https://nsuworks.nova.edu/cgi/viewcontent.cgi?article=3868&context=tqr/

Prino, L. E., Longobardi, C., Fabris, M. A., Parada, R. H., & Settanni, M. (2019). Effects of bullying victimization on internalizing and externalizing symptoms: The mediating role of alexithymia. Journal of Child and Family Studies, 28(9), 2586-2593. https://doi.org/10.1007/s10826-019-01484-8

Qi, J., Manathunga, C., Singh, M., & Bunda, T. (2019). Micro histories of intercultural knowledge exchange: Tao Xingzhi’s educational poetry. History of Education Review, 48(1), 2-14. https://www.emerald.com/insight/content/doi/10.1108/HER-05-2017-0010/full/pdf?title=micro-histories-of-intercultural-knowledge-exchange-tao-xingzhis-educational-poetry

Reid, C. (2019). Book Review: Muslim Youth in the Diaspora: Challenging Extremism through Popular Culture, by Pam Nilan. Journal of Sociology. doi:10.1177%2F1440783318822177

Reyna, J., Hanham, J., Vlachopoulos, P., & Meier, P. (2019). [In Press] A systematic approach to designing, implementing, and evaluating Learner-Generated Digital Media (LGDM) assignments and its effect on self-regulation in tertiary science education. Research in Science Education. https://doi.org/10.1007/s11165-019-09885-x

Reyna, J., Hanham, J., Vlachopoulos, P., & Meier, P. (2019). Using factor analysis to validate a questionnaire to explore self-regulation in learner-generated digital media (LGDM) assignments in science education. Australasian Journal of Educational Technology, 35(5), 128-152. Retrieved from https://ajet.org.au/index.php/AJET/article/view/4514/1595

Robinson, K.H., Jones Diaz, C. & Townley, C. (2019). Constructions of knowledge and childhood: Addressing current affairs with children with a focus on parents' practices and children's news media. Journal of Contemporary Issues in Early Childhood. Vol 20 (4): 324 - 336

Sanagavarapu, P. (2019), '[In Press] Parents' knowledge and views of food allergy management in primary schools in Australia', Australasian Journal of Early Childhood.

Sanagavarapu P., Abraham J. & Taylor E., (2019). Development and validation of a scale to measure first year students' transitional challenges, wellbeing, help-seeking, and adjustments in an Australian university. Higher Education, 77(4), 695-715. http://link.galegroup.com.ezproxy.uws.edu.au/apps/doc/A524380155/AONE?u=uwsydney&sid=AONE&xid=fb41e92b

Somerville, M. & Powell, S. (2019). Thinking posthuman with mud: And children of the Anthropocene. Educational Philosophy and Theory, 51(8), 829-840. http://doi.org/10.1080/00131857.2018.1516138

Somerville, M., Tobin, L. & Tobin, J. (2019). Walking contemporary Indigenous songlines as public pedagogies of country. Journal of Public Pedagogies, 4. Retrieved from https://doi.org/10.15209/jpp.1171

Stoilescu, D. (2019). Exploring the introduction of computational thinking in STEM education in Australian schools. Southeast Asian Mathematics Education Journal, 9(1), 17-24. Retrieved from http://journal.qitepinmath.org/index.php/seamej/article/view/70

Tan, L., & Kim, B. (2019). Adolescents' agentic work on developing personal pedagogies on social media. Literacy. doi:10.1111/lit.12180

Tan, L., Berger, N., Jones, K., Southall, M., & Mason, K. (2019). Top five steps in championing STEM innovations. Science Education News, 68(1), 32-36. Retrieved from https://ezproxy.uws.edu.au/login?url=https://search.informit.com.au/documentSummary;dn=321368560106762;res=IELHSS

Tan, L., Chai, C., Deng, F., Zheng, C. & Drajati, N. A. (2019). Examining pre-service teachers' knowledge of teaching multimodal literacies: a validation of a TPACK survey. Educational Media International, 56(4), 285-299. https://doi.org/10.1080/09523987.2019.1681110

Tieu, L. (2019). A developmental asymmetry between the singular and plural. Snippets, (37), 103-105. https://doi.org/10.7358/snip-2019-037-tieu

Tieu, Lyn, Manuel Križ & Emmanuel Chemla. 2019. “Children’s acquisition of homogeneity in plural definite descriptions.” Frontiers in Psychologydoi:10.3389/fpsyg.2019.02329

Tieu, L., Schlenker, P., & Chemla, E. (2019). ‘Linguistic inferences without words.’ Proceedings of the National Academy of Sciences, 116(20), 9796-9801. https://www.pnas.org/content/early/2019/04/23/1821018116

Vass, E. (2019). Musical co-creativity and learning in the Kokas pedagogy: Polyphony of movement and imagination. Thinking Skills and Creativity, 31, 179-197. at https://doi.org/10.1016/j.tsc.2018.12.004

Vass, E. (2019). Musical Co-creativity and Learning—the Fluid Body Language of Receptive-Responsive Dialogue. Human Arenas, 1(1), 56-78. https://doi.org/10.1007/s42087-018-0009-7

Watkins, M. & Noble, G. (2019). Lazy multiculturalism: Cultural essentialism and the persistence of the Multicultural Day in Australian schools. Ethnography and Education, 14(3), 295-310.

Yates, L., McLean Davies, L., Buzacott, L., Doecke, B., Mead, P., & Sawyer, W. (2019). School English, literature and the knowledge-base question. The Curriculum Journal. 30(1), 51-68. doi:10.1080/09585176.2018.1543603

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