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.

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.

Brady, B., Asquith, N.L. Ferfolja, T. & Hanckel, B. (2020). Fear of Heterosexism Among Sexuality and Gender Diverse Staff and Students. Journal of Interpersonal Violence.

Carvalho de Araujo, A.,Knijnik, J & Ovens, A. (2020). How does Physical Education and Health respond to the growing influence in media and digital technologies? An analysis of curriculum in Brazil, Australia and New Zealand. Journal of Curriculum Studies

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).

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).

David R. Cole & Margaret Somerville (2020) The affect(s) of literacy learning in the mud, Discourse: Studies in the Cultural Politics of Education, DOI: 10.1080/01596306.2020.1818183

D'warte, J. (2020). Recognizing and leveraging the bilingual meaning-making potential of young people aged six to eight years old in one Australian classroom. Journal Of Early Childhood Literacy20(2), 296-326.

Escudero, P., Jones Diaz, C., Hajek, J. & Wigglesworth, G. (2020). Probability of heritage language use at a supportive early childhood setting in Australia. Frontiers Education, vol. 5:93 doi: 10.3389/feduc.2020.00093

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.

Gannon, S. & Naidoo, L. (2020). Thinking-feeling-imagining futures through creative arts-based participatory research. The Australian Educational Researcher, 47(1), 113-128.

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.

Hanham, J., McCormick, J., & Hendry, A. (2020). Project-based learning groups of friends and acquaintances: The role of efficacy beliefs, The Journal of Educational Research, 113:2, 133-144, DOI: 10.1080/00220671.2020.1756729

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.

Jacobs, R. (2020). Stories told and performed : a methodology for researching drama assessment in schools. Qualitative Research Journal20(1), 19-33.

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.

Knijnik, J. (2020). To Freire or not to Freire: educational freedom and the populist right wing ‘Escola sem Partido’ movement in Brazil. British Educational Research Journal

Knijnik, J. & Hunter, J. (2020). The pedagogy of courage: critical Aboriginal football education in Australia’s Northern Territory. Critical Studies in Education .

Knijnik, J. & Luguetti, C. N. (2020). Social Justice narratives in academia: challenges, struggles and pleasures PETE educators face in understanding and enacting critical pedagogy in Brazil. Sport, Education and Society.

Knijnik, J. & Newson, M. (2020). “Tribalism”, identity fusion and football fandom in Australia: the case of Western Sydney. Soccer & Society.

Liu, T., Holmes, K., & Albright, J. (2020). Teachers' perceptions of educational inclusion for migrant children in Chinese urban schools : a cohort study. Education And Urban Society52(4), 649-672.

Mackenzie, E., McMaugh, A. & Van Bergen, P. (2020). Digital support seeking in adolescent girls: A qualitative study of the affordances and limitations. Cyberpsychology: Journal of psychosocial research on cyberspace, 14(3), 5.

Marks, A., Wilson, N. J., Blythe, S. L., & Johnston, C. (2020). The health promotion role of Australian early primary school teachers supporting students with type 1 diabetes. Health Promotion Journal Of Australia31(2), 240-250.

Nordstrom, S., & Somerville, M. (2020). Waste as the artful excess of natural selection. Taboo, 19(3). Retrieved from

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.

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.

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.

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.

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.

Quay, J., Gray, T., Thomas, G. et al. (2020). What future/s for outdoor and environmental education in a world that has contended with COVID-19? Journal of Outdoor and Environmental Education

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.

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.

Somerville, M., Woods, A., Duhn, I., Rautio, P., Powell, S., McConnell-Imbriotis, A. & Galvez, S. (2020). Big data: and the micropolitics of entanglement in the Earth’s becoming, International Journal of Qualitative Studies in Education.

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.

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.

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).

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.

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

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.

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.

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.

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.

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.

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.

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.

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).

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.

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.

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.

Berger, N., Hanham, J., Stevens, C. J., & Holmes, K. (2019). Immediate feedback improves career decision self-efficacy and aspirational alignment. Frontiers in Psychology10.

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.

Cole, D. R. (2019). [In Press] The designation of a Deleuzian philosophy for environmental education and its consequences. Australian Journal of Environmental Education.

Cole, D. R. (2019). Nowhere: Erewhon. Educational Philosophy and Theory, 51(3), 255-264.

Cole, D. R. & Malone, K. (2019). Environmental education and philosophy in the Anthropocene. Australian Journal of Environmental Education, 35(3), 157-162.

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

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 Learning

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

Davies, R., Potter, T., & Gray, T. (2019). Diverse perspectives: gender and leadership in the outdoor education workplace. Journal of Outdoor And Environmental Education.

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.

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.

D'warte, J. (2019). Mapping languages and literacies with multilingual students in Australian classrooms. The Reading Teacher, 72(5), 663-669.

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.

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

Hughes, J. (2019). The Antecedents of the New South Wales Curriculum Review: an introduction to the New South Wales curriculum style. Curriculum Perspectives.

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.

Jacobs, R. (2019). Stories told and performed: a methodology for researching drama assessment in schools. Qualitative Research Journal.

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.

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).

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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

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.

Naidoo, L. (2019). Traversing the terrain of higher education: experiences of refugee youth on the inside. International Journal of Inclusive Education.

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.

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.

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.

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.

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.

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.

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

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.

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

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.

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.

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.

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

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.

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

Somerville, M., Tobin, L. & Tobin, J. (2019). Walking contemporary Indigenous songlines as public pedagogies of country. Journal of Public Pedagogies, 4. Retrieved from

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

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;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.

Tieu, L. (2019). A developmental asymmetry between the singular and plural. Snippets, (37), 103-105.

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.

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

Vass, E. (2019). Musical Co-creativity and Learning—the Fluid Body Language of Receptive-Responsive Dialogue. Human Arenas, 1(1), 56-78.

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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