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.

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.

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

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

Tan, L., Zammit, K., D'warte, J., & Gearside, A. (2020). Assessing multimodal literacies in practice: A critical review of its implementations in educational settings [Special issue]. Language and Education, 34(2). doi: 10.1080/09500782.2019.1708926

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.

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. (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., & Naidoo, L. (2019). Thinking-feeling-imagining futures through creative arts-based participatory research. The Australian Educational Researcher. https://doi.org/10.1007/s13384-019-00330-6

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.

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

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/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. (2019). 'Ono, oh Yes!': An A-league tensai (genius) made in Japan. The International Journal of the History of Sport. doi: 10.10800952336720191657841

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

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., 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

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). 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. (2019).  Parents’ knowledge and views of food allergy management in primary schools in Australia. Australasian Journal of Early Childhood. https://doi.org/10.1177/1836939119885312

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

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

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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