2016 Journals & Conference Papers

2016

Adams, M. R. & Fleer, M. (2016). The relations between a ‘push-down’ and ‘push-up’ curriculum: A cultural-historical study of home-play pedagogy in the context of structured learning in international schools in Malaysia, In:Contemporary Issues in Early Childhood. 17, 3, p. 328-342 15 p.

Aubusson, P., Panizzon, D. L. & Corrigan, D. J. (2016). Science education futures: “Great potential. Could do better. Needs to try harder”, In: Research in Science Education. 46, 2, p. 203-221 19 p.

Clemans, A. & Loughran, J. (2016). How can teachers develop practical knowledge and become expert teachers? In: Curriculum Perspectives. 36, 1, p. 76-79 4 p.

Czech, D. P., Keast, S. (ed.), Rutherford, L. (ed.), Giampaolo, R. (ed.), Sweerts, M. (ed.) & Tissera, G. (ed.) (2016). The big issue: How teaching science as a human endeavour can inspire young minds, In: Learning to Teach Science, Vol 2. Monash University, p. 107-109

Duhn, I., Fleer, M. & Harrison, L. J. (2016). Supporting multidisciplinary networks through relationality and a critical sense of belonging: three ‘gardening tools’ and the Relational Agency Framework, In: International Journal of Early Years Education. 24, 3, p. 378-391 14 p.

Garvis, S., Phillipson, S., Rosunee, N., Kewalramani, S. C., McMahon, K. & Meyer, C. (2016). Time for reflection on Maternal Child Health Assessments in Australia: making a case for a three way partnership. Journal of Nursing & Patient Care, 1(1).

Kidman, G. C. (2016). Pre-service teachers’ use of Slowmation: Developing transformative learning,In: Student-generated Digital Media in Science Education: Learning, explaining and communicating content. Hoban, G., Nielsen, W. & Shepherd, A. (eds.). Abingdon Oxon UK: Routledge, p. 166 – 175 10 p.

Kidman, G. C. (2016). Extending the gifted science student: What the teacher needs to know during enquiry-based teaching, In: International Perspectives on Science Education for the Gifted: Key issues and challenges. Taber, K. S. & Sumida, M. (eds.). Abingdon Oxon UK: Routledge, p. 154 – 165 12 p. (Routledge Research in Achievement and Gifted Education).

Fleer, M. (2016). The Vygotsky project in education – the theoretical foundations for analysing the relations between the personal, institutional and societal conditions for studying development Activity Theory in Education: Research and Practice. Gedera, D. S. P. & Williams, P. J. (eds.). Rotterdam Netherlands: Sense Publishers, p. 1 – 15 15 p.

Fleer, M., Duhn, I. & Harrison, L. (2016). The Relational Agency Framework as a tool for supporting the establishment, maintenance and development of multidisciplinary networks of professionals, In Working relationally in and across practices: A cultural-historical approaches to collaboration. Edwards, A. (ed.). Cambridge: Cambrige University Press, p. 209-227 16 p.

Fleer, M. & Li, L. (2016). A child-centred evaluation model: gaining the children’s perspective in evaluation studies in China, In: European Early Childhood Education Research Journal. 24, 3, p. 342 – 356 15 p.

Fleer, M., Adams, M. R., Gunstone, R. F. & Hao, Y. (2016). Studying the landscape of families and children’s emotional engagement in science across cultural contexts, In: International Research in Early Childhood Education. 7, 1, p. 122-141 20 p.

Fitzgerald, A. C., Cooper, R. & Sarkar, M. D. M. A. (2016). Nurturing quality science learning and teaching: The impact of a reading group
In: Teaching Science. 62, 2, p. 44-51 8 p.

Fitzgerald, A. C. & Smith, K. V. (2016). Science that Matters: Exploring Science Learning and Teaching in Primary Schools, In: Australian Journal of Teacher Education. 41, 4, p. 64-78 14 p.

Forgasz, R. R. & Loughran, J. J. (2016). Learning about enacting a pedagogy of teacher education through the ‘beloved assignment’ In: Enacting self-study as methodology for professional inquiry. Garbett, D. & Ovens, A. (eds.). USA: Self-Study of Teacher Education Practices (S-STEP), p. 395-401 7 p.

Hamilton, M. L. & Loughran, J. J. (2016). Looking Beyond Borders: Scholarship of Teacher Education, In: International Handbook of Teacher Education. Loughran, J. & Hamilton, M. L. (eds.). Singapore: Springer, p. 503 – 518 16 p.

Lancaster, G. and Cooper, R. (2016). Investigation of a reflective pedagogy to encourage pre-service physics teachers to explore argumentation as an aid to conceptual understanding, Paper published in Il Nuovo Cimento C, online, International Journal of Italian Physical Society, Italy.

Lancaster, G., Fazio, L., Burke, J., Corrigan, D. and Overton, D. (2016). Towards building authentic understandings of contemporary science practices for science educators, The European Conference on Education, Conference proceedings, pp.221-234, available at http://iafor.org/archives/proceedings/ECE/ECE2016_proceedings.pdf

Loughran, J. J. (2016). Understanding Professional Knowledge of Teaching and Its Importance to Scholarship in Teacher Education, In: Quality and Change in Teacher Education: Western and Chinese Perspectives. Lee, J. C-K. & Day, C. (eds.). Cham Switzerland: Springer, p. 263 – 275 13 p. (Professional Learning and Development in Schools and Higher Education).

Loughran, J. J. (2016). Teaching and Teacher Education: The Need to Go Beyond Rhetoric, In: Teacher Education: Innovation, Intervention and Impact. Brandenburg, R., McDonough, S., Burke, J. & White, S. (eds.). Singapore: Springer, p. 253-264 12 p.

Loughran, J. J. & Hamilton, M. L. (2016). Developing an Understanding of Teacher Education, In: International Handbook of Teacher Education. Loughran, J. & Hamilton, M. L. (eds.). Singapore: Springer, p. 3 – 22 20 p.

Loughran, J. J., Keast, S. & Cooper, R. (2016). Pedagogical Reasoning in Teacher Education, International Handbook of Teacher Education. Loughran, J. & Hamilton, M. L. (eds.). Singapore: Springer, p. 387 – 421 35 p.

Mansfield, J. L., Loughran, J. J. & Kidman, G. C. (2016). Developing Knowledge of Practice Through Self-Study: Becoming a Science Teacher Educator, In Enhancing Professional Knowledge of Pre-Service Science Teacher Education by Self-Study Research: Turning a Critical Eye on Our Practice. Buck, G. A. & Akerson, V. L. (eds.). Switzerland: Springer International Publishing, p. 385-405 21 p. (ASTE Series in Science Education)

Smith, D. V., Mulhall, P., Hart, C. E. & Gunstone, R. F. (2016). Contemporary high-profile scientists and their interactions with the community, In: International Journal of Science Education. 38, 10, p. 1607-1621 16 p.

Smith, K. V. & Lindsay, S. (2016). Building Future Directions for Teacher Learning in Science Education, In: Research in Science Education. 46, 2, p. 243-261 19 p.

Veresov, N. & Fleer, M. (2016). Perezhivanie as a theoretical concept for researching young children’s development, In: Mind, Culture, and Activity: An International Journal. 23, 4, p. 1-11 11 p.

Veresov, N. & Fleer, M. (2016). The Journey Forward, In : Mind, Culture, and Activity: An International Journal. 23, 4p