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Adelaide Research & Scholarship
Adelaide Research & Scholarship
Browsing "School of Education" by By Date
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Showing results 21 to 40 of 706
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Issue Date
Title
Author(s)
2022
Coming Together: A Comprehensive Overview of the Transdisciplinary Perspectives of School Belonging
Allen, K.-A.
;
Riley, K.
;
Gowing, A.
;
Lim, M.
;
Boyle, C.
;
Vota, R.
;
Richardson, M.
;
Wolfe, M.
;
Cruwys, T.
;
Stevens, M.
;
Leif, E.
;
Marwan, S.
;
van Der Zwan, R.
;
Ammermann, M.
;
Allen, K.-A.
;
Furlong, M.J.
;
Vella-Broderick, D.
;
Suldo, S.M.
2022
School belonging and student engagement: The critical overlaps, similarities, and implications for student outcomes
Allen, K.-A.
;
Boyle, C.
;
Reschly, A.L.
;
Christenson, S.
2022
Investigating students, experience of online/distance education with photovoice during COVID-19
Subasi, Y.
;
Adalar, H.
;
Tanhan, A.
;
Arslan, G.
;
Allen, K.-A.
;
Boyle, C.
;
Lissack, K.
;
Collett, K.
;
Lauchlan, F.
2022
Transforming Teaching: Wellbeing and Professional Practice
White, M.
;
McCallum, F.
2022
Identifying and supporting children with learning
Linzarini, A.
;
Budgen, S.
;
Merkley, R.
;
Gaab, N.R.
;
Siegel, L.
;
Aldersey, H.
;
Anderson, J.
;
Araya, B.M.
;
Barnes, M.A.
;
Boyle, C.
;
et al.,,
;
Duraiappah, A.K.
;
van Atteveldt, N.M.
;
Borst, G.
;
Bugden, S.
;
Ergas, O.
;
Gilead, T.
;
Gupta, L.
;
Mercier, J.
;
Pugh, K.
;
Singh, N.C.
;
Vickers, E.A.
2022
Impact of COVID-19 on Virtual Guitar Communities
Lee, D.A.
2022
Parent/carer views on support for children's school non‐attendance: 'How can they support you when they are the ones who report you?'
Lissack, K.
;
Boyle, C.
2022
Helping Those that Don’t Fit: Impacts, Causes, and Solutions for Students Who Don’t Feel Like They Belong at School
Allen, K.-A.
;
Boyle, C.
;
Kern, M.L.
;
Wong, D.
;
McCahey, A.
;
Holliman, A.J.
;
Sheehy, K.
2022
Pacific inclusive education model: addressing dichotomies to ensure positive outcomes
Page, A.
;
Vira, A.
;
Ledger, S.
;
Mosen, J.
;
Anderson, J.
;
Charteris, J.
;
Boyle, C.
2022
Further Development of the Teacher Attitudes Towards Inclusion Scale: Principal Components and Rasch Analysis
Boyle, C.
;
Costello, S.
;
Anderson, J.
;
Collett, K.
;
Page, A.
;
Allen, K.-A.
2021
Positive professional practice: A strength-based reflective practice teaching model
White, M.A.
;
Kern, M.
;
Wehmeyer, D.M.
2021
Generational change: A review of the structures & processes that have influenced educational research since 1990
Boyle, C.
;
Stentiford, L.
;
Koutsouris, G.
;
Jindal-Snape, D.
;
Benham-Clarke, S.
;
Salazar Rivera, J.
2021
From pedagogue to principal: addressing the declining candidature for principalships
Sieben, R.
;
Bentley, B.
2021
Seven great ways to connect with students during snap lockdowns
Page, A.
;
Charteris, J.
;
Anderson, J.
;
Boyle, C.
2021
A decade of positive education and implications for initial teacher education: A narrative review
White, M.
2021
Inclusive education and the progressive inclusionists
Boyle, C.
;
Anderson, J.
;
Sharma, U.
;
Salend, S.
2021
‘We have to be really careful’: policy intermediaries preventing violent extremism in an era of risk
Baak, M.
;
Stahl, G.
;
Schulz, S.
;
Adams, B.
2021
Working toward connectedness: local and international students’ perspectives on intercultural communication and friendship-forming
Willoughby-Knox, B.
;
Yates, L.
2021
STEM Education: How much Integration is Enough?
G. Barclay, T.
;
Bentley, B.
2021
The structures and processes governing education research in the UK from 1990–2020: A systematic scoping review
Stentiford, L.
;
Koutsouris, G.
;
Boyle, C.
;
Jindal‐Snape, D.
;
Salazar Rivera, J.
;
Benham‐Clarke, S.