2017
, , . (2017). Surface, Deep, and Transfer? Considering the Role of Content Literacy Instructional Strategies. Journal of Adolescent & Adult Literacy, 60(5), 567–575. doi: 10.1002/jaal.576
Carroll, A., E. Sanders O’Connor, S. Houghton, J. Hattie, C. Donovan, and S. Lynn. 2017. “A Preliminary Empirical Evaluation of KoolKIDS: A School-Based Program to Reduce Early Onset Antisocial Behaviour in Children.” Journal of Intellectual and Developmental Disability 42 (1): 22–35. doi:10.3109/13668250.2016.1190004.
2016
Alom, B.M.M., Scoular, C. & Awwal, N. (2016). Multiplayer game design: Performance enhancement with employment of novel technology. International Journal of Computer Applications, 145(1), p27-32.
Arguel, A., Lockyer, L., Lipp, O., Lodge, J. M., & Kennedy, G. Inside out: ways of detecting learners’ confusion for successful e-learning. Journal of Educational Computing Research doi: 10.1177/0735633116674732
Almuntasheri, S., Gillies, R. & Wright, T. (2016). The effectiveness of a guided inquiry-based teachers’ professional development programme on Saudi students’ understanding of density. Science Education International, 27, 16-39.
Baumann, O. & Mattingley, J.B. (2016). Functional organization of the parahippocampal cortex: Dissociable roles for context representations and the perception of visual scenes. Journal of Neuroscience, 36, 2536-2542.
Bender, A. D., Filmer, H. L., Garner, K. G., Naughtin, C. K., & Dux, P. E. (2016). On the relationship between response selection and response inhibition: An individual differences approach. Attention, Perception & Psychophysics. doi: 10.3758/s13414-016-1158-8
Bennett, S., Agostinho, S & Lockyer, L. (2016). Investigating University Educators’ Design Thinking and the Implications for Design Support Tools. Journal of Interactive Media in Education, 2016(1): 9, pp. 1–10, doi: http://dx.doi.org/10.5334/jime.404 (reprint of chapter in Learning Design: Conceptualizing a framework for teaching and learning online)
Brookes, I. & Tayler, C. (2016). Effects of an evidence based intervention on the language development of young Aboriginal children, Australasian Journal of Early Childhood, Special Issue. October.
Buckley, S., Reid, K., Goos, M., Lipp, O.V., & Thomson, S. (2016). Understanding and addressing mathematics anxiety using perspectives from education, psychology and neuroscience. Australian Journal of Education, 60(2), 157-170. doi:10.1177/0004944116653000.
Care, E., Scoular, C., & Griffin, P. (2016). Assessment of collaborative problem solving in education environments. Applied Measurement in Education. 29(4), p250-264.
Carroll, A., O’Connor, E., Houghton, S., Hattie, J., Lynn, S., & Donovan, C. (2016). A preliminary empirical evaluation of KooLKIDS: A school-based program to reduce early onset antisocial behavior in children. Journal of Intellectual and Developmental Disability. doi 10.3109/13668250.2016.1190004.
Chan, G., Kelly, A., Carroll, A., & Williams, J.W. (2016). Peer drug use and adolescent polysubstance use: do parenting and school factors moderate this association? Addictive Behaviors, 64 78-81. doi:10.1016/j.addbeh.2016.08.004
Clarke, D. J., Chan, M. C. E., & Mesiti, C. (2016). Talking in and about mathematics classrooms: Student and teacher learning. Horizon: Thought Leadership, 4, 5-9. Retrieved from https://issuu.com/bastowinstitute/docs/bast_horizon_issue4
Cohrssen, C., Church, A., & Tayler, C. (2016). Play based mathematics activities as a resource for changing educator practice and behaviour, Sage Open, April-June, pp1-14. http://10.1177/2158244016649010
Cohrssen, C., Niklas, F., Logan, D., & Tayler, C. (2016) The self-reported academic self-concept of four-year-old children: global and fixed, or nuanced and changing in the year before school? Australasian Journal of Early Childhood, 41(3), 4-10.
de Barba, P., Kennedy, G., & Ainley, M. (2016). The role of students’ motivation and participation in predicting performance in a massive open online course (MOOC). Journal of Computer Assisted Learning. doi: 10.1111/jcal.12130
Dell’Acqua, R., Doro, M., Dux, P. E., Losier, T., & Jolicoeur, P. (2016). Enhanced frontal activation underlies sparing from the attentional blink: Evidence from human electrophysiology. Psychophysiology, 53, 623-633.
Díez-Palomar, J., Clarke, D., Chan, M. C. E., & Tuohilampi, L. (2016). Discourse in the mathematics classroom. In C. Csíkos, A. Rausch, & J. Szitányi (Eds.), Proceedings of the 40th Annual Meeting of the International Group for the Psychology of Mathematics Education, Vol. 1 (pp. 353-357). Szeged, Hungary.
Dux, P. E., Getting back from the basics: What is the role for attention and fronto-parietal circuits in consciousness? Behavioral and Brain Sciences, 39, e175.
Filmer, H. L., Varghese, E., Hawkins, G. E., Mattingley, J. B., & Dux, P. E. (2016). Improvements in attention and decision-making following combined behavioural training and brain stimulation. Cerebral Cortex. doi: https://doi.org/10.1093/cercor/bhw189
Gabriel, F. (2016). Understanding Magnitudes to Understand Fractions. Australian Primary Mathematics Classroom, 21(2), 36-40.
Garner, K. G., Lynch, C. L., & Dux, P. E. (2016). Transfer of training benefits requires rules we cannot see (or hear). Journal of Experimental Psychology: Human Perception and Performance, 42, 1148-1157.
Garrido, M.I., Teng, C.L.J., Taylor, J., Rowe, E.G., & Mattingley, J.B. Surprise responses in the human brain demonstrate statistical learning under high concurrent cognitive demand. npj Science of Learning.
Gillies, R. (2016). Cooperative learning: Review of Research and Practice. Australian Journal of Teacher Education, 41, 38-54.
Gillies, R., Carroll, A., Cunnington, R., Rafter, M., Palghat, K., Bednark, J., & Bourgeois, A. (2016). Multimodal representations during inquiry problem-solving activities in a Year 6 science class: A case study investigating students’ engagement in science, physiological arousal and belief states. Australian Journal of Education. doi: 10.1177/0004944116650701
Gunasekera, S., Houghton, S., Glasgow, K., Carroll, A., & Hunter, S. C. (2016). A comparison of goal setting and reputational orientations of African adolescents from refugee backgrounds in intensive English centers and mainstream secondary school classrooms. Journal of Cross-Cultural Psychology, 47(3), 355-375.
Harding, S-M., & Griffin, P. (2016). Rasch measurement of collaborative problem solving in an online environment, Journal of Applied Measurement. 17(1), 35-53.
Hearne, L.J., Mattingley, J.B., & Cocchi, L.. Functional brain networks related to individual differences in human intelligence at rest. Scientific Reports. doi:10.1038/srep32328
Houghton, S., Hattie, J., Carroll, A., Wood, L., & Baffour, B. ‘It Hurts To Be Lonely! Loneliness and Positive Mental Wellbeing in Australian Rural and Urban Adolescents’, Journal of Psychologists and Counsellors, 26, 1, pp. 52-67.
Jayawardena, K. P. R., van Kraayenoord, C. E., & Carroll, A. (2016). Promoting self-regulated learning in science: A case study of a Sri Lankan secondary school science teacher. International Journal of Information and Education Technology, 7(3), 195-198.
Lodge, J. M. (2016). Do the learning sciences have a place in higher education research? Higher Education Research & Development, 35 (3), 634-637. doi: 10.1080/07294360.2015.1094204
Lodge, J. M., Cottrell, D., & Hansen, L. Learning styles at the crossroads of the laboratory and the classroom. Learning: Research and Practice. doi:10.1080/23735082.2017.1285630
Lodge, J. M., Kennedy, G. & Lockyer, L. (2016). Editorial: Brain, mind and educational technology. Australasian Journal of Educational Technology, 32 (6), i-iii. http://dx.doi.org/10.14742/ajet.3443
Lodge, J. M., Hansen, L., & Cottrell, D. (2016). Modality preference and learning style theories: Rethinking the role of sensory modality in learning. Learning: Research and Practice, 2 (1), 4-17. doi: 10.1080/23735082.2015.1083115
Luck, C.C. & Lipp, O.V. (2016). Instructed extinction in human fear conditioning: History, recent developments, and future directions. Australian Journal of Psychology, 68, 209-227. doi:10.1111/ajpy.12135
Luck, C.C. & Lipp, O.V. (2016). The influence of contingency reversal instructions on electrodermal responding and conditional stimulus valence evaluations during differential fear conditioning. Learning and Motivation, 54, 1-11. doi:10.1016/j.lmot.2016.05.001
Luck, C.C. & Lipp, O.V. (2016). When orienting and anticipation dissociate – a case for scoring electrodermal responses in multiple latency windows in studies of human fear conditioning. International Journal of Psychophysiology, 100, 36-43. doi: 10.1016/j.ijpsycho.2015.12.003
Marstaller, L., Burianová, H., & Reutens, D. (2016). Dynamic competition between large-scale functional networks differentiates fear conditioning and extinction in humans. NeuroImage. http://dx.doi.org/10.1016/j.neuroimage.2016.04.008
Milligan, S. and Griffin, P. (2016) Understanding Learning and Learning Design in MOOCs: A Measurement-Based Interpretation. Journal of Learning Analytics. 3,2,88-115.
Molenberghs, P., Johnson, H., Henry, J.D., & Mattingley, J.B. (2016). Understanding the minds of others: A neuroimaging meta-analysis. Neuroscience & Biobehavioral Reviews, 65, 276-291.
Mouasher, A. & Lodge, J. M. (2016). The search for pedagogical dynamism: Design patterns and the unselfconscious process. Educational Technology & Society, 19 (2), 274-285.
Naughtin, C. K., Mattingley, J. B., & Dux, P. E. Early information processing contributions to object individuation revealed by perception of illusory figures. Journal of Neurophysiology. doi: 10.1152/jn.00082.2016
Naughtin, C. K., Mattingley, J. B., & Dux, P. E. (2016). Distributed and overlapping neural substrates for object individuation and identification in visual short-term memory. Cerebral Cortex, 26, 566-575.
Nichols, K, Gillies, R., & Kleiss, D. (2016). A professional learning model that cultivates primary science classrooms’ representational profiles. International Journal of Educational Research, 76, 2–33
Pachman, M., Arguel, A., Lockyer, L. & Kennedy, G., & Lodge, J. M. (2016). Eye tracking and early detection of confusion in digital learning environments: Proof of concept. Australasian Journal of Educational Technology, 32(6), 58 71. http://dx.doi.org/10.14742/ajet.3060
Reid, Lee B., Boyd, Roslyn N., Cunnington, R. and Rose, Stephen E. (2016) Interpreting intervention induced neuroplasticity with fMRI: the case for multimodal imaging strategies. Neural Plasticity, 2016 . doi:10.1155/2016/2643491
Reid, Lee B., Cunnington, R., Boyd, Roslyn N. and Rose, Stephen E. (2016) Surface-based fMRI-driven diffusion tractography in the presence of significant brain pathology: a study linking structure and function in cerebral palsy. PLoS ONE, 11 8: . doi:10.1371/journal.pone.0159540
Reuter, Eva-Maria, Cunnington, R., Mattingley, J. B., Riek, Stephan and Carroll, Timothy (2016) Feedforward compensation for novel dynamics depends on force field orientation but is similar for the left and right arms. Journal of Neurophysiology, 116 5: 2260-2271. doi:10.1152/jn.00425.2016
Roche, A., Clarke, D. M., Clarke, D. J., & Chan, M. C. E. (2016). Learning from lessons: Teachers’ insights and intended actions arising from their learning about student thinking. In B. White, M. Chinnappan, & S. Trenholm (Eds.), Opening up mathematics education research (Proceedings of the 39th annual conference of the Mathematics Education Research Group of Australasia, pp. 560-567). Adelaide: MERGA.
Sale, M.V., Nydam, A.S., & Mattingley, J.B. (2016). Stimulus uncertainty enhances long-term potentiation-like plasticity in human motor cortex. Cortex. doi: 10.1016/j.cortex.2016.12.008
Spence, M. L., Dux, P. E., & Arnold, D. H. (2016). Computations Underlying Confidence in Visual Perception. Journal of Experimental Psychology: Human Perception and Performance, 42, 671-682.
Thomas, L., Bennett, S., & Lockyer, L. (2016). Using concept maps and goal-setting to support the development of self regulated learning in a problem-based learning curriculum. Medical Teacher, 1-6. http://dx.doi.org/10.3109/0142159X.2015.1132408
Timms, J.M., Debelle S., and Lay, D. (2016). Towards a model of how learners process feedback: A deeper look at learning Australian Journal of Education, first published on June 17, 2016 as doi:10.1177/0004944116652912
Timms, J.M. & Hester, R. (2016) From the Guest Editors The science of learning centre: A collaboration of neuroscience, psychology and education to inform evidence-based practice in classrooms. Australian Journal of Education, first published on June 17, 2016 as doi:10.1177/0004944116652823
Timms, J.M., (2016) Letting Artificial Intelligence in Education Out of the Box: Educational Cobots and Smart Classrooms. Timms, International Journal of Artificial Intelligence in Education (2016) 26: 701. doi:10.1007/s40593-016-0095-y
Verghese, A., Garner, K. G., Mattingley, J. B., & Dux, P. E. (2016). Prefrontal cortex structure predicts training-induced improvements in multitasking performance. Journal of Neuroscience, 36, 2638-2645.
2015
Bower, J., & Carroll, A. (2015). Benefits of getting hooked on sports or the arts: Examining the connectedness of youth who participate in sport and creative arts activities. International Journal of Child and Adolescent Health, 8 (2), 169-178.
Bower, J., Carroll, A., & Ashman, A. (2015). Development and application of the CAT-RPM report for strengths-based case management of vulnerable youth in schools. International Journal of Inclusive Education, 19(1), 36-52.
Bower, J., van Kraayenoord, C., & Carroll, A. (2015). Building social connectedness in schools: Australian teachers’ perspectives. International Journal of Educational Research, 70, 101-109. doi:10.1016/j.ijer.2015.02.004
Bower, J., & Carroll, A.(2015). Facts about students at risk of delinquency. In Adrian Ashman (Ed.), Education for inclusion and diversity 5th ed. (pp. 365–366) Pearson: Melbourne, Victoria, Australia.
Bower, J. & Carroll, A. (2015) Capturing Real-time Emotional States and Triggers for Teachers through the Teacher Wellbeing Web-based Application t*: traditional methods and new technologies. International Journal of Educational Research.
Bowles, T., & Hattie, J.A.C. (2015). Getting by with a little help from my friends: A pilot study of the measurement and stability of positive social support from significant others for adolescents. Journal of Relationships Research, 6. DOI: 10.1017/jrr.2014.15, Published online: 26 January 2015
Carceller, C., Dawson, S., & Lockyer, L. (In press, accepted 10 July 2014). Social Capital from Online Discussion Forums: Differences between online and blended modes of delivery. Australasian Journal of Educational Technology.
Carroll, A., Houghton, S., Bourgeois, A., Hattie, J., Tan, C., & Ozsoy, A. (2015). Reputational orientations, loneliness and positive mental well-being during adolescence. International Journal of Child and Adolescent Health, 8 (2), 121-130.
Carroll, A., O’Connor, E., Houghton, S., Hattie, J., Lynn, S., & Donovan, C. (2015). A preliminary empirical evaluation of KooLKIDS: A school-based program to reduce early onset antisocial behaviour in children. Journal of Intellectual and Developmental Disability (Accepted for publication 17 June, 2015).
Clarke, D. J. (2015). Comparative Research in Mathematics Education: Boundary Crossing and Boundary Creation. In K. Beswick, T. Muir, & J. Wells (Eds.), Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education, vol. 2 (pp. 169-176). Hobart, Australia: PME.
Clarke, D. J. (2015). The Role of Comparison in the Construction and Deconstruction of Boundaries. Paper presented at the 2015 Conference of the CERME group, Prague, Czech Republic.
Clarke, D. J. (2015). Faith, Hope and Charity: Theoretical Lenses on Affect. In B. Pepin & B. Roesken-Winter (Eds.), From beliefs to dynamic affect systems in mathematics education: Exploring a mosaic of relationships and interactions. Rotterdam: Springer, pp. 119-134.
Clarke, D.M., Clarke, D.J., Roche, A., & Chan, M.C.E. (2015). Learning from Lessons: Studying the construction of teacher knowledge catalysed by purposefully-designed experimental mathematics lessons. In M. Marshman, V. Geiger, & A. Bennison (Eds.), Mathematics Education in the Margins: Proceedings of the 38th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 165-172). Adelaide: MERGA.
Cloney, D., Cleveland, G., Hattie, J. & Tayler, C. (2015). Variations in the availability and quality of early childhood education and care by socioeconomic status. Early Education and Development. In Press. doi: 10.1080/10409289.2015.1076674
Cloney,D., Cleveland,G .,Hattie,J., & Tayler, C. (2015, April). The availability and quality of early childhood education and care (ECEC) programs in low socioeconomic status (SES) areas. American Educational Research Association Annual Conference. Chicago.
Cloney,D., Cleveland,G .,Hattie,J., & Tayler, C. (2015, March). How big is the local child care market and is it related to equitable access to high quality child care? Society for Research in Child Development Biennial Meeting Philadelphia, Pennsylvania.
Cohrssen, C., Niklas, F. & Tayler, C. (2015). ‘Is that what we do?’ Using a conversation analytic approach to highlight the contribution of dialogic reading strategies to educator-child interactions during storybook reading in two early childhood settings. Journal of Early Childhood Literacy, DOI: 10.1177/1468798415592008.
Cohrssen, C. & Tayler, C. (in-press.) Early childhood mathematics: A pilot study in pre-service teacher education. Journal of Early Childhood Teacher Education.
D’Aprano, A. Silburn, S., Oberklaid, F., & Tayler, C. (2015). Culturally appropriate training for remote Australian Aboriginal Health Workers: Evaluation of an early child development training intervention. Journal of Developmental and Behavioural Pediatrics, (J Dev Behav Pediatr 0:1–9.)
Davis E, Waters E, Tayler C, Hattie J, Tobin J, Barnett T, Gibbs L, Harms L, Humphreys C, Wise S. Children@Melbourne: Improving the lives of children and young people.Early Start Conference, University of Wollongong, 28-30 September, 2015.
Dole, S., Hilton, A., Hilton, G. & Goos, M. (2015). Proportional reasoning: an elusive connector of school mathematics curriculum. In: Xuhua Sun, Berinderjeet Kaur and Jarmila Novotna, Proceedings – The twenty-third ICMI Study: primary mathematics study on whole numbers. 23rd ICMI Study Conference, Macau, China, (534-541). 3-7 June, 2015.
Dong, L., Seah, W. T., & Clarke, D. J. (2015). A Case Study of Teacher Questioning Strategies in Mathematics Classrooms in China and Australia. In K. Beswick, T. Muir, & J. Wells (Eds.), Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education, vol. 2 (pp. 209-216). Hobart, Australia: PME.
Dong, L., Seah, W. T., & Clarke, D. J. (2015). A Case Study of the Tensions in Teacher¹s Questioning Practices when Implementing Reform-based Mathematics Curriculum in China. In M. Marshman, V. Geiger, & A. Bennison (Eds.), Mathematics Education in the Margins: Proceedings of the 38th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 197-204). Adelaide: MERGA.
Du Plessis, A., Carroll, A., & Gillies, R. (2015). Understanding the lived experiences of novice out-of-field teachers in relation to school leadership practices. Asia-Pacific Journal of Teacher Education, 43 (1), 4-21. doi 10.1080/1359866X.2014.937393
Du Plessis, A., Gillies, R., & Carroll, A. (2015). Out-of-field teaching: Mental well-being of teachers and students influenced by leaders’ perceptions. International Journal of Learning and Teaching (Accepted for publication, 10 September, 2014).
Du Plessis, A., Carroll, A., & Gillies, R. (In Press). The meaning of out-of-field teaching for educational leadership. International Journal of Leadership in Education (Accepted for Publication 20 August, 2014).
Filmer, H.L., Dux, P.E., & Mattingley, J.B. (2015). Dissociable effects of anodal and cathodal tDCS reveal distinct functional roles for right parietal cortex in the detection of single and competing stimuli. Neuropsychologia, 74, 120-126.
Filmer, H. L., Mattingley, J. B., & Dux, P. E. (2015). Object substitution masking for an attended and foveated target. Journal of Experimental Psychology: Human Perception and Performance, 41, 6-10.
Garner, K. G. & Dux, P. E. (in press). Training conquers multitasking costs by dividing task representations in the frontoparietal-subcortical system. Proceedings of the National Academy of Sciences USA.
Garner, K. G., Matthews, N., Remington, R. W. & Dux, P. E. (2015). Transferability of training benefits differs across neural events: Evidence from event related potentials. Journal of Cognitive Neuroscience, 27, 2079-2094.
Geiger, V., Goos,M. & Forgasz, H., (2015) A rich interpretation of numeracy for the 21st century: A survey of the state of the field. ZDM The International Journal on Mathematics Education, 47 4: 531-548. doi:10.1007/s11858-015-0708-1
Geiger, V., Forgasz, H. & Goos, M. (2015) A critical orientation to numeracy across the curriculum. ZDM The International Journal on Mathematics Education, 47 4: 611-624. doi:10.1007/s11858-014-0648-1
Gillies, R. (2015). Dialogic interactions in the cooperative classroom. International Journal of Educational Research. 10.1016/j.ijer.2015.02.009.
Gillies, R., Nichols, K. & Khan, A. (2015). The effects of scientific representations on primary students’ development of scientific discourse and conceptual understandings during cooperative contemporary inquiry-science. Cambridge Journal of Education DOI: 10.1080/0305764X.2014.988681.
Gilley, T., Tayler, C., Niklas, F. & Cloney, D. S. (2015). Too late and not enough for some children: Early childhood education and care (ECEC) program usage patterns in the years before school in Australia. International Journal of Child Care and Education Policy, 9 (1). doi: 10.1186/s40723-015-0012-0
Goos, M. (2015). Linking communities of research and practice in mathematics education. In: N. Davis, K. Manuel and T. Spencer, Mathematics: learn, lead, link (proceedings of the 25th biennial conference of the Australian Association of Mathematics Teachers). 25th Biennial Conference of the Australian Association of Mathematics Teachers Inc., Adelaide, Australia, (20-26). 6-8 July 2015.
Goos, M. (2015). Learning at the boundaries. In: Margaret Marshman, Vince Geiger and Anne Bennison, Mathematics education in the margins: proceedings of the 38th annual conference of the mathematics education research group of Australasia. Mathematics Education Research Group of Australasia Conference, Sippy Downs, QLD, Australia, (269-276). 28 June – 2 July 2015.
Goos, M., Anderson, J., Balatti, J., Beswick, K., Forrester, T. & Way, J. (2015). Working across disciplinary boundaries in pre-service teacher education. In: Margaret Marshman, Vince Geiger and Anne Bennison, Mathematics education in the margins: proceedings of the 38th annual conference of the mathematics education research group of Australasia. Mathematics Education Research Group of Australasia Conference, Sippy Downs, QLD, Australia, (677-677). 28 June – 2 July 2015.
Goos, M., Geiger, V. & Bennison, A. (2015). Conceptualising and enacting numeracy across the curriculum. In: Kim Beswick, Tracey Muir and Jill Wells, Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education. Psychology of Mathematics Education: PME 39, Hobart, TAS, Australia, (9-16). 13-18 July 2015.
Goos, M. (2015). Learning mathematics in a classroom community of inquiry: examples from a secondary mathematics classroom. In Edward A. Silver and Patricia Ann Kenney (Ed.), More lessons learned from research: useful and usable research related to core mathematical practices, Volume 1 (pp. 293-299) Reston, VA, United States: The National Council of Teachers of Mathematics.
Hall, M.G., Mattingley, J.B., & Dux, P.E. (2015). Distinct contributions of attention and working memory to visual statistical learning and ensemble processing. Journal of Experimental Psychology: Human Perception and Performance, 41, 1112-1123.
Hattie, J.A.C. Visible Learning. Presentation offered to over 100 groups since 2010 including Melbourne (5); Perth (2); Adelaide (2); Brisbane (5); Sydney (3); Darwin (3); Alice Springs (1); Darwin (1); Canberra (3); Orange (1); Auckland (5); Wellington (2); Christchurch (1); Dunedin (1); Stockholm (3); Oslo (2); Copenhagen; Berlin (1); Bremen, Norway (1); Manchester (2); London (7); Williamstown (2); Hoorsens, Denmark (1); San Francisco; Boulder (2); Denver (2); Toronto (3); Nashville (1); Storrs (1); Coffs Harbour (1); Kiel (1); Birmingham (2); Manchester (2); Detroit (1); Laval, Canada (1): Lethbridge (1); Calgary (1); Edmonton (1); Grand Prairie, Canada (1).
Hattie, J.A.C. (2015, September). Challenging the narrative of evaluation. Keynote at the Australian Evaluation Society Conference, Melbourne, Australia.
Hattie, J.A.C. (2015, August). Expertise. Sylvia Walker Oration, Australian College of Educators, Melbourne, Australia.
Hattie, J.A.C. (2015, August). The Continuing Search for the Role of Self in the Achievement and Learning Equation. Keynote at the 8th International Self Conference. Kiel, Germany.
Hattie, J.A.C. (2015, August). The Science of Learning Research Program. Presentation to the International Alliance Annual Conference, Melbourne.
Hattie, J.A.C. (2015, June). Coaching for Impact. Keynote at the 4th National Coaching in Education Conference. Melbourne MCG.
Hattie, J.A.C. (2015, May). How we learn. Keynote at the Impact Conference, London.
Hattie, J.A.C. (2015, May). The role of feedback from a Science of Learning perspective. Presentation at the ACER Conference, Sydney.
Hattie, J.A.C., (2015, April). What do we know? The Annual Currie Lecture, ACEL, Canberram ACT.
Hattie, J.A.C. (2015, April). The state of NT and VL. Keynote presentation to the Leaders Conference, Darwin, NT.
Hattie, J.A.C. (2015, April). What is important for governance. Independent Schools Governance Association Conference, Sydney, NSW.
Hattie, J.A.C. (2015). The love of language. In Lyn Stone, Language for Life. Corwin, US.
Hattie, J.A. C. (2015). High-Impact Leadership: Effective instructional leaders don’t just focus on student learning. They relentlessly search out and interrogate evidence of that learning. Educational Leadership.
Hattie, J.A.C. (2015). How can university and school partnerships be strengthened to ensure classroom readiness of teaching graduates? ACEL Perspectives, #4, 1-3.
Hattie, J.A.C. (2015). Foreward. In R.B. King & A.B.I. Bernardo (Eds.), The Psychology of Asian Learners: A Festschrift in Honor of David Watkins
Hattie, J.A.C. (2015). Can Australian education become self-transforming? Australian Education Leader, 37(1), 8-12.
Hattie, J.A.C. (2015). High Impact Leadership: Effective instructional leaders. Educational Leadership, 72(5), 36-40.
Hattie, J.A.C. (2015). The applicability of Visible Learning to Higher Education. Scholarship of Teaching and Learning in Psychology, 1(1), 79-91.
Hattie, J.A.C., Brown, G.T., & Irving, E. (2015). An analysis of an assessment tool for 5-year old students entering elementary school: The School Entry Assessment Kit. New Zealand Journal of Educational Studies, 50(1), 87-105.
Hattie, J.A.C., (2015, February). Can we teach strategies for learning? What evidence does the Science of Learning provide. Keynote presented at the Mind Brain Education Learning to Learn Conference. Melbourne.
Hilton, A., Hilton, G., Dole, S. & Goos, M. (2015) Using photographic images to enhance conceptual development in situations of proportion. Australian Primary Mathematics Classroom, 20 1: 3-9.
Houghton, S., Carroll, A., O’Connor, E., & Crow, J. (2015). Childhood onset conduct disorder: Breaking the cycle of crime and violence early though the implementation of the KooLKIDS school-based interactive intervention program (Chapter 10). In M.
Taylor, U. Khan, & J.A. Pooley (Eds.), Crime and violence prevention: Moving beyond hot-stove policing and perpetrator rehabilitation. New York: Nova Science Publishers. ISBN 978-1-63483-792-7.
Hearne, L., Cocchi, L., Zalesky, A., & Mattingley, J.B. (2015). Interactions between default mode and control networks as a function of increasing cognitive reasoning complexity. Human Brain Mapping, 36, 2719-2731.
Hildenbrand, C., Cohrssen, C., Niklas, F. & Tayler, C. (2015) Children’s mathematical and verbal competence in different early education and care programs in Australia,. Journal of Early Childhood Research.
Lau, AYS., Arguel, A., Dennis, S., Liaw, ST. & Coiera, E. (2015). “Why didn’t it work?” Lessons from a randomized controlled trial of a web-based personally controlled health management system for adults with asthma. Journal of Medical Internet Research, vol. 17, no. (12), pp. e283, doi:10.2196/jmir.4734
Li, Ken W. & Goos, M. (2015). Factors influencing social process of statistics learning within an IT environment. In: Margaret Marshman, Vince Geiger and Anne Bennison, Mathematics education in the margins: proceedings of the 38th annual conference of the mathematics education research group of Australasia. Mathematics Education Research Group of Australasia Conference, Sippy Downs, QLD, Australia, (671-671). 28 June – 2 July 2015.
Li, Ken W. & Goos, M. (2015). A study on students’ attitudes towards teacher’s intervention in statistical computing laboratory. In: Kam Cheong Li, Tak-Lam Wong, Simon K. S. Cheung, Jeanne Lam and Kwan Keung Ng, International Conference on Technology in Education, Hong Kong, China, (116-126). 2-4 July 2014. doi:10.1007/978-3-662-46158-7_12
Li L, Guthridge S, Li SQ, Silburn S, McKenzie J, Grist E, Lynch J (In Press) The impact of perinatal health and socio-demographic factors on educational outcomes: a population study of children attending government schools in the Northern Territory, Australia. Journal of Paediatrics and Child Health (Accepted 12 January 2015).
Lipp, O.V., Cronin, S.L., Alhadad, S.S.J., & Luck, C.C. (2015). Enhanced sensitization to animal, interpersonal, and intergroup fear-relevant stimuli (but no evidence for selective one-trial fear learning). Psychophysiology,52, 1520-1528.
Luck, C.C. & Lipp, O.V. (2015). To remove or not to remove? Removal of the unconditional stimulus electrode does not mediate instructed extinction effects. Psychophysiology, 52, 1248-1256.
Luck, C.C. & Lipp, O.V. (2015). A potential pathway to the relapse of fear? Conditioned negative stimulus evaluation (but not physiological responses) resists instructed extinction. Behaviour Research and Therapy, 66, 18-31. Doi: 10.1016/j.brat.2015.01.001.
Marstaller, L., Williams, M., Rich, A., Savage, G., & Burianová, H. (2015). Ageing and large-scale functional networks: White matter integrity, gray matter volume, and functional connectivity in the resting state. Neuroscience, 290: 369-78.
Marstaller, L. & Burianová, H. (2015). A common functional neural network for overt production of speech and gesture. Neuroscience, 284: 29-41.
Mok, I. A. C. & Clarke, D. J. (2015). The contemporary importance of triangulation in a post-positivist world: Examples from the Learner¹s Perspective Study. In A. Bikner-Ahsbahs, C. Knipping, & N. Presmeg (Eds.), Approaches to Qualitative Research in Mathematics Education: Examples of Methodology and Methods. Dordrecht: Springer, pp. 403-425.
Naughtin, C. K., Mattingley, J. B., & Dux, P. E. (in press). Distributed and overlapping neural substrates for object individuation and identification in visual short-term memory. Cerebral Cortex.
Nichols, K., Stevenson, M., Hedberg, J. & Gillies, R. (2015). Primary teachers’ representational practices: From competency to fluency. Cambridge Journal of Education, DOI: 10.1080/0305764X,2015.1068741.
Nichols, K., Gillies, R., & Hedberg, J. (2015). Argumentation-based collaborative inquiry in science through representational work: Impact on primary students’ representational fluency. Research in Science Education (doi:10.1007/s11165-014-9456-4).
Niklas, F., Cohrssen, C. & Tayler, C. (2015). Improving pre-schoolers’ numerical abilities by enhancing the home numeracy environment. Early Education & Development. Accepted 2/7
Niklas, F., Cohrssen, C. & Tayler, C. (2015). Home learning environment and fluid reasoning: A family intervention study with kindergarten children. Early Childhood Education Journal, DOI: 10.1007/s10643-015-0726-1
Niklas, F., Nguyen, C., Cloney, D. S., Tayler, C. & Adams, R. (2015). Self-report measures of the home learning environment in large scale research: Measurement properties and associations with key developmental outcomes. Learning Environments Research Journal (accepted 7/7/2015)
Niklas, F., Tayler, C. & Schneider, W. (2015). Home-based literacy activities and children’s cognitive outcomes: A comparison between Australia and Germany. International Journal of Educational Research.
O’Connor, E., Carroll, A., Houghton, S., & Donovan, C. (2015). A contemporary review of childhood antisocial behaviour in school settings (Chapter 11). In M. Taylor, U. Khan, & J.A. Pooley (Eds.), Crime and violence prevention: Moving beyond hot-stove policing and perpetrator rehabilitation. New York: Nova Science Publishers. ISBN 978-1-63483-792-7.
O’Leary, T., Hattie, J.A.C., & Griffin, P. (2015, April). Investigating test user interpretations and actions based on score reports. Paper present at the annual meeting of the National Council for Measurement in Education, Chicago, Il.
Painter, D. R., Dux, P. E., & Mattingley, J. B. (in press). Causal involvement of visual area MT in global feature-based enhancement but not contingent attentional capture. Neuroimage.
Painter, D. R., Dux, P. E., & Mattingley, J. B. (in press). Distinct roles of the intraparietal sulcus and temporoparietal junction in attentional capture from distractor features: an individual differences approach. Neuropsychologia.
Rickards, F., Toon, D., & Hattie, J.A.C. (2015, May). Future School Workforce. A requirements report produced for Pricewaterhouse Coopers. Melbourne.
Sale, M.V., Mattingley, J.B., Zalesky, A., & Cocchi, L. (2015). Imaging human brain networks to improve the clinical efficacy of non-invasive brain stimulation. Neuroscience & Biobehavioral Reviews, 57, 187-198.
Sautelle, E., Bowles, T., Hattie, J.A.C., & Airifin, D. (2015). Personality, resilience, self-regulation and cognitive ability relevant to teacher selection. Australian Journal of teacher Education, 40(4), 54-71.
Seah, L. H., Clarke, D. J., & Hart, C. (2015). Understanding Middle School Students’ Difficulties in Explaining Density from a Language Perspective. International Journal of Science Education, 37(14), 2386-2409.
Tayler C., Cloney, D., & Niklas, F. (2015). A bird in the hand: understanding the trajectories of development of young children and the need for action to improve outcomes. Australasian Journal of Early Childhood, 40 (3), 51-60
Tayler, C., (2015). Learning in Early Childhood: experiences, relationships and ‘Learning to Be’, European Journal of Education. 50(20), DOI: 10.1111/ejed.12117
2014
Aizikovitsh-Udi, E., Clarke, D.J. & Kuntze, S. (2014). Hybrid Tasks: Promoting Statistical Thinking and Critical Thinking through the Same Mathematical Activities. PNA, 8(3), 115-126.
Arnold, J. & Clarke, D. J. (2014). What is ‘Agency’? Perspectives in Science Education Research. International Journal of Science Education, 36(5), 735-754 [DOI: 10.1080/09500693.2013.825066].
Barry G., Briggs J.A., Vanichkina D.P., Poth E.M., Beveridge N.J., Ratnu V.S., Nayler S.P., Nones K., Hu J., Bredy T.W., Nakagawa S., Rigo F., Taft R.J., Cairns M.J., Blackshaw S., Wolvetang E.J. and Mattick J.S. (2013). The long non-coding RNA Gomafu is acutely regulated in response to neuronal activation and involved in schizophrenia-associated alternative splicing. Molecular Psychiatry,19(4), 486-94.
Beckman, K., Bennett, S., & Lockyer, L. (2014). Understanding students’ use and value of technology for learning. Learning, Media and Technology. 39(3), 346-367.
Benjamin, C. F., Saling, M. M., Wood, A.G.& Reutens, D. C. (2014). Elemental spatial and temporal association formation in left temporal lobe epilepsy. PLoS One. 2014 Jun 30;9(6):e100891. doi: 10.1371/journal.pone.0100891. eCollection 2014.
Bourgeois, A., Bower, J., & Carroll, A. (2014). Impacts of the use of social networking on social and emotional well-being of adolescents in Australia. Australian Journal of Guidance and Counselling, special edition, 24(2), 167-182.
Bower, J., & Carroll, A. (In Press). Benefits of getting hooked on sports or the arts: Examining the connectedness of youth who participate in sport and creative arts activities. International Journal of Child and Adolescent Health, 8 (2) (Accepted for publication 15 January, 2014).
Bower, J., Carroll, A., & Ashman, A. (2014). Development and application of the CAT-RPM report for strengths-based case management of vulnerable youth in schools. International Journal of Inclusive Education (Accepted for publication 26 February, 2014).
Bower, J., Carroll, A., & Ashman, A. (2014). The development and validation of the Contextualised Assessment Tool for Risk and Protection Management (CAT-RPM). Journal of Psychoeducational Assessment, 32(2), 107-122. DOI 10.1177/0734282913497782.
Bower, M., Kenney, J., Dalgarno, B., Lee, M. J., & Kennedy, G. E. (2014). Patterns and principles for blended synchronous learning: Engaging remote and face-to-face learners in rich-media real-time collaborative activities. Australasian Journal of Educational Technology, 30(3), 261-272.
Bramwell, S., Mallan, K.M., & Lipp, O.V. (2014). Are two threats worse than one? The effects of face race and emotion on fear conditioning. Psychophysiology, 51, 152-158.
Carroll, A., Houghton, S., & Bourgeois, A. (2014). Self-reported substance use among high school students with and without learning difficulties. Australian Journal of Learning Difficulties, 19 (1), 47-59. doi.org/10.1080/19404158.2014.909861.
DeBoer, G.E., Quellmalz, E.S., Davenport, J.L., Timms, M.J., Herrmann-Abell, C.F., Buckley, B.C., Jordan, K.A., Huang, C-W., Flanagan, J.C. (2014). Comparing three online testing modalities: Using static, active, and interactive online testing modalities to assess middle school students’ understanding of fundamental ideas and use of inquiry skills related to ecosystems. Journal of Research in Science Teaching, 51, 523–554.
Du Plessis, A., Carroll, A., & Gillies, R. (In Press). The meaning of out-of-field teaching for educational leadership. International Journal of Leadership in Education (Accepted for Publication 20 August, 2014).
Fang, S. C, Hart, C., & Clarke, D. J. (2014). Unpacking the meaning of the mole concept for secondary teachers and students. Journal of Chemical Education 91(3), 351-356.
Fenton G.E., Pollard A.K., Halliday D.M., Mason R., Bredy T.W. and Stevenson C.W. (2014). Persistent prelimbic cortex activity contributes to enhanced learned fear expression in females. Learning and Memory, 21(2), 55-60.
Filmer, H. L., Dux, P. E., & Mattingley, J. B. (2014). Application of transcranial direct current stimulation for understanding brain function. Trends in Neurosciences, 37, 742-753.
Filmer, H. L., Dux, P. E., & Mattingley, J. B. (2014). Application of transcranial direct current stimulation for understanding brain function. Trends in Neurosciences, 37 (12), 742-753.
Flavell C.R., Lambert E.A., Winters B.D. and Bredy T.W. (2014). Mechanisms governing the reactivation-dependent destabilization of memories and their role in extinction. Frontiers in Behavioural Neuroscience, 7:214. doi: 10.3389/fnbeh.2013.00214.
Gan, M.J.S., & Hattie, J.A.C. (2014). Prompting secondary students’ Use of Criteria, Feedback Specificity and Feedback Levels during an Investigative task. Instructional Science, 42, 861-878.
Garner, K. G., Tombu, M. N., & Dux, P. E. (2014). The influence of training on the attentional blink and psychological refractory period. Attention, Perception, & Psychophysics, 76, 979-999.
Garner, K. G., Tombu, M. N. & Dux, P. E. ( 2014 ) The influence of training on the attentional blink and psychological refractory period. Attention, Perception, & amp; Psychophysics, 76, 979-999.
Geiger, V., Goos, M., & Dole, S. (2014) The role of digital technologies in numeracy teaching and learning. International Journal of Science and Mathematics Education. DOI 10.1007/s10763-014-9530-4.
Gillies, R. (2014). Cooperative Learning: Developments in Research. International Journal of Educational Psychology, 3 (2), 125-140. doi.104471/ijep.2014.08.
Gillies, R. (2014). Developments in classroom-based talk. International Journal of Educational Research, 63,63-68. DOI information: 10.1016/j.ijer.2013.05.002.
Gillies, R. (2014). Developments in Cooperative learning: Review of Research. Anales De Psicologia, 30 (3), 792-801. http://dx.doi.org/10.6018/analesps.30.3.201191.
Glikmann-Johnston, Y., Saling, M. M., Chen, J., O’Keefe, G., Gong, S., Tochon-Danguy, H., Mulligan, R. & Reutens, D. (2014). DC.Hippocampal 5-HT1A receptor binding is related to object-location memory in humans. Brain Structure and Function. 2014 May 8. [Epub ahead of print].
Goos, M. (2014) Creating opportunities to learn in mathematics education: A sociocultural perspective. Mathematics Education Research Journal, 26(3), 439-457.
Harks, B., Rakoczy, K., Hattie, J., Besser, M., & Klieme, E. (2014). The effects of feedback on achievement, interest, and self-evaluation: The role of feedback’s perceived usefulness. Educational Psychology, 34(3), 269-290.
Ho, Y., & Lipp, O.V. (2014). Faster acquisition of conditioned fear to fear-relevant than to non fear-relevant conditional stimuli. Psychophysiology, 51, 810-813.
Houghton, S., Hattie, J.A., Wood, L., Carroll, A., Martin, K., & Tan, C. (2014). Conceptualizing loneliness in adolescents: Development and validation of a self-report instrument. Child Psychiatry and Human Development, 45, 604-616.
Houghton, S., Hunter, S., Trewin, T., Glasgow, K., & Carroll, A. (2014). The multidimensional anxiety scale for children (MASC): A further validation with Australian adolescents with and without Attention-Deficit/Hyperactivity Disorder. Journal of Attention Disorders, 18 (5), 402-411. doi:10.1177/1087054712439100.
Houghton, S., Roost, E., Brandtman, M., & Carroll, A. (2014). Loneliness in children and adolescents with and without Attention-Deficit/Hyperactivity Disorder. Journal of Psychopathology and Behavioral Assessment. 10.1007/s10862-014-9434-1.
Ioannou, I., Avery, A., Zhou, Y., Szudek, J., Kennedy, G., & O’Leary, S. (2014). The effect of fidelity: How expert behavior changes in a virtual reality environment. The Laryngoscope.124 (9), 2144-2150.
Keshavarzi, S., Sullivan, R. K. P., Ianno, D. J. and Sah, P. (2014). Functional properties and projections of neurons in the medial amygdala. Journal of Neuroscience, 34: 8699-8715.
Li, D., Remedios, L., & Clarke, D. J. (2014). Chinese students’ groupwork experiences and practices in China. Higher Education, 68, 227-241 [DOI: 10.1007/s10734-013-9704-y].
Li X., Baker-Andresen D., Zhao Q., Marshall V. and Bredy T.W. (2014). MBD ultra-sequencing: a novel method for identifying inter-individual and cell-type-specific variation in DNA methylation. Genes, Brain and Behaviour, 13(7), 721-731.
Li X., Wei W., Zhao Q., Widagdo J., Baker-Andresen D., Flavell C.R., D’Alessio A., Zhang Y. and Bredy T.W. (2014). Neocortical Tet3-mediated accumulation of 5-hydroxymethylcytosine promotes rapid behavioral adaptation. Proceedings of the National Academy of Sciences, 111(19), 7120-5. (*Faculty of 1000 recommended*)
Lipp, O.V., Kempnich, C., Jee, S.H., & Arnold, D.H. (2014). Fear conditioning to subliminal fear relevant and non fear relevant stimuli. PlosOne 9(9): e99332.
Morin, O., Simonneaux, L., Simonneaux, J., Tytler, R., & Barraza, L. (2014). Developing and using an S3R model to analyzereasoning in web-based cross-national exchanges on sustainability. Science Education, 98(3), 517-542. DOI 10.1002/sce21113.
Naughtin, C. K., Mattingley, J. B., & Dux, P. E. (2014). Distributed and overlapping neural substrates for object individuation and identification in visual short-term memory. Cerebral Cortex,.doi: 10.1093/cercor/bhu212.
Piromchai, P., Kasemsiri, P., Wijewickrema, S., Ioannou, I., Kennedy, G. & O’Leary, S. (2014). The Construct Validity and Reliability of an Assessment Tool for Competency in Cochlear Implant Surgery. BioMed Research international. doi: http://dx.doi.org/10.1155/2014/192741
Ratnu V., Wei W. and Bredy T.W. (2014). Activation-induced cytidine deaminase regulates activity-dependent BDNF expression in post-mitotic cortical neurons. European Journal of Neuroscience, 40(7), 3032-3039.
Roche, A., Clarke, D. M., Clarke, D. J., & Sullivan, P. (2014). Primary teachers’ written unit plans in mathematics and their perceptions of essential elements of these. Mathematics Education Research Journal, 26, 853-870.
Shahrill, M. & Clarke, D. J. (2014). Brunei Teachers’ Perspectives on Questioning: Investigating the Opportunities to “Talk” in Mathematics Lessons. International Education Studies, 7(7) [published online: June 17, 2014. doi:10.5539/ies.v7n7p1].
Strobel, C., Hunt, S., Sullivan, R., Sun, J-Y., and Sah, P. (2014). Emotional regulation of pain: the role of noradrenaline in the amygdala. Science China Life Sciences, 57: 384-390.
Wang, L., Zhang, R., Clarke, D.J., & Wang W. (2014). Enactment of Scientific Inquiry: Observation of Two Cases at Different Grade Levels in China Mainland. Journal of Science Education and Technology, 23, 280-297 [DOI 10.1007/s10956-013-9486-0].
2013
Al-Zuhairi, R. & Gillies, R. (2013). The impact of cooperative learning in comparison to traditional learning (small groups) on EFL learners’ outcomes when English is a foreign language. Asian Social Science, 9 (13), 19-27.
Filmer, H. L., Mattingley, J. B., Marois, R., & Dux, P. E. (2013). Disrupting prefrontal cortex prevent performance gains from sensory-motor training. Journal of Neuroscience, 33, 18654-18660.
Filmer, H. L., Mattingley, J. B., & Dux, P. E. (2013). Improved multitasking following prefrontal tDCS. Cortex, 49, 2845-2852.
Filmer, H. L., Mattingley, J. B., Marois, R., & Dux, P. E. ( 2013 ) Disrupting prefrontal cortex prevent performance gains from sensory-motor training. Journal of Neuroscience, 33(47): 18654-18660.
Filmer, H. L., Mattingley, J. B., & Dux, P. E. ( 2013 ) Improved multitasking following prefrontal tDCS. Cortex, 49(10): 2845-52.
Flavell, C. R., Lambert, E. A., Winters, B. D., and Bredy, T. W. (2013). “Mechanisms governing the reactivation-dependent destabilization of memories and their role in extinction.” Frontiers in Behavioral Neuroscience, 7.
Gillies, R. (2013). Productive academic talk during inquiry-based science. Pedagogies: An International Journal, 8, 126-142. DOI:10.1080/1554480X.2013.767770.
Ishimine, K. & Tayler, C. (2013) Assessing quality in early childhood education and care, European Journal of Education DOI: 10.1111/ejed.12043.
Li, X., Wei, W., Ratnu, V. S., and Bredy, T. W. (2013). “On the potential role of active DNA demethylation in establishing epigenetic states associated with neural plasticity and memory.” Neurobiology of Learning and Memory, 105, 125-132.
Lockyer, L., Heathcote, E., and Dawson, S. (2013). “Informing Pedagogical Action: Aligning Learning Analytics With Learning Design.” American Behavioral Scientist, 57(10), 1439-1459.
Quellmalz, E. S., Davenport, J. L., Timms, M. J., DeBoer, G. E., Jordan, K. A., Livang, C. W., and Buckley, B. C. (2013). “Next-Generation Environments for Assessing and Promoting Complex Science Learning.” Journal of Educational Psychology, 105(4), 1100-1114.
Seah, L. H., Clarke, D. J., and Hart, C. E. (2013). Understanding the Language Demands on Science Students from an Integrated Science and Language Perspective. International Journal of Science Education, DOI: 10.1080/09500693.2013.832003.
Watkins, D.W. & Hattie, J.A.C. (in press). Testing Competing Causal Models Linking Academic Goals and Learning Strategies.