| Fusing self-regulated learning and formative assessment: a roadmap of where we are, how we got here, and where we are going |
16 |
| Not playing the game: student assessment resistance as a form of agency |
9 |
| The impact of racism on the schooling experiences of Aboriginal and Torres Strait Islander students: A systematic review |
8 |
| What do students believe about effective classroom management? A mixed-methods investigation in Western Australian high schools |
6 |
| Student experiences of NAPLAN: sharing insights from two school sites |
6 |
| Designing out barriers to student access and participation in secondary school assessment |
6 |
| Feeling more academic now: Doctoral stories of becoming an academic |
5 |
| Wellbeing in schools: what do students tell us? |
5 |
| Curriculum and learning in Aboriginal and Torres Strait Islander education: A systematic review |
4 |
| Understanding school engagement in and with research |
4 |
| Incidental vocabulary learning for primary school students: the effects of L2 caption type and word exposure frequency |
4 |
| Conceptualising the impact of initial teacher education |
4 |
| Portray cultures other than ours: How children's literature is being used to support the diversity goals of the Australian Early Years Learning Framework |
4 |
| Talkin' bout a revolution: the call for transformation and reform in Indigenous education |
3 |
| Teaching for gender justice: free to be me? |
3 |
| University enabling programs while still at school: supporting the transition of low-SES students from high school to university |
3 |
| Take a step back: teacher strategies for managing heightened emotions |
3 |
| School leaders' identification of school level and teacher practices that influence school improvement in national numeracy testing outcomes |
3 |
| Diverse perspectives on student agency in classroom assessment |
3 |
| The influence of professional development in gifted education on the frequency of instructional practices |
3 |
| Challenges of curricular contextualisation: teachers' perspectives |
3 |
| Specifying the contributions of parents as pedagogues: Insights for parent-school partnerships |
3 |
| Comparing radical, social and psychological constructivism in Australian higher education: a psycho-philosophical perspective |
3 |
| Factors contributing to educational outcomes for First Nations students from remote communities: A systematic review |
3 |
| Private funding in Australian public schools: a problem of equity |
2 |
| 'Aboriginal Voices': An overview of the methodology applied in the systematic review of recent research across ten key areas of Australian Indigenous education |
2 |
| A systematic review of pedagogies that support, engage and improve the educational outcomes of Aboriginal students |
2 |
| Factors affecting the development of school and Indigenous community engagement: A systematic review |
2 |
| Educational research that has an impact: Be realistic, demand the impossible': 2016 Australian Association for Research in Education Presidential Address |
2 |
| Interactions between principals and teacher leaders in the context of Chinese curriculum reform: a micropolitical perspective |
2 |
| Wearing, speaking and shouting about sexism: developing arts-based interventions into sexism in the academy |
2 |
| Personal Best (PB) goal-setting enhances arithmetical problem-solving |
2 |
| Parent and teacher perceptions of NAPLAN in a sample of Independent schools in Western Australia |
2 |
| The re-creation and resolution of the 'problem' of Indigenous education in the Aboriginal and Torres Strait Islander cross-curriculum priority |
2 |
| The development of a situational judgement test of personal attributes for quality teaching in rural and remote Australia |
2 |
| Community empowerment? School autonomy, school boards and depoliticising governance |
2 |
| Teaching as a 'take-home' job: understanding resilience strategies and resources for career change preservice teachers |
2 |
| Preparing and supporting early childhood pre-service teachers in their professional journey |
2 |
| Cultivating teacher thriving through social-emotional competence and its development |
2 |
| Assessment for learning as support for student self-regulation |
2 |
| Elementary students as active agents in their learning: an empirical study of the connections between assessment practices and student metacognition |
2 |
| Descriptive feedback: student voice in K-5 classrooms |
2 |
| Hit the ground running? An exploratory study of the positionings teachers and international students take or ascribe to others on academic language |
1 |
| A reflective account of the VET FEE-HELP initiative as a driver of ethical dilemmas for vocational education teachers in Australia |
1 |
| Searching for the Songlines of Aboriginal education and culture within Australian higher education |
1 |
| Class, honour and reputation: gendered school choice practices in a migrant community |
1 |
| Educational inequality in Tasmania: evidence and explanations |
1 |
| Influences on local curriculum innovation in times of change: a literacy case study |
1 |
| The development of a student engagement instrument for the responding strand in visual arts |
1 |
| Comparing regulatory and non-regulatory indices of early childhood education and care (ECEC) quality in the Australian early childhood sector |
1 |
