Books and Book Chapters

BOOKS

2016

Dabrowski A. & Lodge, J. M. (2016). Pedagogy, practice, and the allure of open online courses: Implications for schools and their students. In A. Marcus-Quinn & T. Hourigan (Eds.) Handbook on digital learning for K-12 schools. Berlin: Springer.

Fisher, D., Frey, N. & Hattie, J.A.C. (2016). Teaching Literacy in the Visible Learning Classroom: Direct, Dialogic, and Independent Approaches.  Vol I. Thousand Oaks, CA: Corwin.

Fisher, D., Frey, N. & Hattie, J.A.C.  (2016). Teaching Literacy in the Visible Learning Classroom, Grades K–5

Fisher, D., Frey, N. & Hattie, J.A.C. (2016). Teaching Literacy in the Visible Learning Classroom: Direct, Dialogic, and Independent Approaches.  Vol II. Thousand Oaks, CA: Corwin.

Gillies, R. (2016). Enhancing classroom-based talk: Blending practice, research and theory (pp.152). London: Routledge.

Hattie, J.A.C., Masters, D., & Birch, K. (2016).  Visible Learning in Action.  Routledge, UK.

Horvath, J., Lodge, J., & Hattie, J. From the Laboratory to the Classroom: Translating Science of Learning for Teachers, pp 139-154. Oxon: Routledge.

Lewis, M. J. & Lodge, J. M. (2016). Keep calm and credential on: Linking learning, life and work practices in a complex world. In D. Ifenthaler, N. Bellin-Mularski, & D-K. Mah (eds.) Foundations of digital badges and micro-credentials: Demonstrating and recognizing knowledge and competencies. Berlin: Springer.

Lodge, J. M. & Corrin, L. (2016). The connected community of practice in educational technology: A model for future networked professional development? In J. McDonald & A. Cater-Steel (Eds.) Implementing communities of practice in higher education – Dreamers and schemers. Springer.

Westwell, M.S. (2016). Supporting Brain Development.  Volume 14, Issue 1 of Everyday learning series, ISSN 2202-1094, ISBN 1921162902 Deakin West, ACT: Early Childhood Australia..

2015

Hattie, J.A.C., Masters, D., & Birch, K. (in press).  Visible Learning in Action.  Routledge, UK.

2014

Hattie, J.A.C. (2014). Loren Zichtbaar Maken.  Bazalt, Netherlands.

Hattie, J.A.C. & Yates, G. (2014).  Visible Learning and the Science of how we Learn.  Routledge, UK.

Leung, F., Park, K., Holton, D., & Clarke, D.J. (Eds.) (2014). Algebra Teaching around the world. Rotterdam: Sense Publishers.

2013

Hattie, J.A.C. & Yates, G. (2013). Visible Learning and the Science of how we Learn. Routledge, UK.

Hattie, J.A.C., & Anderman, E. (2013).  Handbook on Student Achievement.  Routledge, New York.

BOOK CHAPTERS

2016

Aranda, G., & Tytler, R. (2016). Aligning neuroscience findings with socio cultural perspectives on learning in science. In J. Horvarth, J. Lodge, & J. Hattie (Eds). From the Laboratory to the Classroom: Translating Science of Learning for Teachers, pp 139-154. Oxon: Routledge.

Carroll, A., Bower, J., Ashman, A., & Lynn, S. (2016). Early secondary high school – A Mindfield® for social and emotional learning. In E. Frydenberg, A.J. Martin, & R.J. Collie (Eds.), Social and emotional learning in Australia and the Asia Pacific. Springer.

Carroll, A., Houghton, S., Durkin, K., & Hattie, J. (2016). Reputations (pp. 1-12). In R. Levesque (Ed.), Encyclopaedia of Adolescence, 2nd edition. New York: Springer International Publishing. ISBN: 978-3-319-32132-5; doi 10.1007/978-3-319-32132-5_168-2

Cropley, D., Westwell, M.S. and Gabriel, F.C. (2016). Psychological and Neuroscientific Perspectives on Mathematical Creativity and Giftedness. In Roza Leikin & Bharath Sriraman, ed. Creativity and Giftedness: Interdisciplinary perspectives from mathematics and beyond (Advances in Mathematics Education) New York, United States of America: Springer, pp. 183-199. http://dx.doi.org/10.1007/978-3-319-38840-3_12

Dabrowski A. & Lodge, J. M. (2016). Pedagogy, practice, and the allure of open online courses: Implications for schools and their students. In A. Marcus-Quinn & T. Hourigan (Eds.) Handbook on digital learning for K-12 schools. Berlin: Springer.

Gillies, R. (2016). Enhancing classroom-based talk: Blending practice, research and theory (pp.152). London: Routledge.

Gillies, R. (2016). Education reform: learning from past experience and overseas successes. In G. Bammer (Ed.) Change! Combining analytical approaches with street wisdom (pp. 193-204). Canberra: ANU Press.

Lewis, M. J. & Lodge, J. M. (2016). Keep calm and credential on: Linking learning, life and work practices in a complex world. In D. Ifenthaler, N. Bellin-Mularski, & D-K. Mah (eds.) Foundations of digital badges and micro-credentials: Demonstrating and recognizing knowledge and competencies. Berlin: Springer.

Lockyer, L., Agostinho, S., & Bennett, S. (2016). Design for e-learning. In C. Haythornthwaite, R. Andrews, J. Fransman & E. M. Meyers (Eds.), The SAGE Handbook of E-Learning Research (2nd Edition) (pp. 336-353). London: SAGE Publications.

Lodge, J. M. & Corrin, L. The connected community of practice in educational technology: A model for future networked professional development? In J. McDonald & A. Cater-Steel (Eds.) Implementing communities of practice in higher education – Dreamers and schemers. Springer.

 

2015

Bower, J., & Carroll, A. (2015). Facts about students at risk of delinquency. In Adrian Ashman (Ed.), Education for inclusion and diversity 5th ed. (pp. 365366) Pearson: Melbourne, Victoria, Australia

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.

Gillies, R. (2015). Academic talk in the classroom. The Social Psychology of the Classroom International Handbook (pp.142-152). London: Routledge.

Gillies, R. (2015). Academic Talk in the Collaborative Classroom. In R. M. Gillies (Ed.), Collaborative Learning: Developments in Research and Practice (pp. 141-156). New York: Nova Science.

Gillies, R. (2015). Developments in Collaborative Learning. In R. M. Gillies (Ed.), Collaborative Learning: Developments in Research and Practice (pp. 1-16). New York: Nova Science.

Gillies, R. (2015). Small-Group Work: Developments in Research. In E. Emmer & E. Sabornie (Eds.). Handbook of Classroom Management (2nd ed.)(pp.261-279). London: Routledge.

Gillies, R. (2015). Teacher Dialogue that supports Collaborative Learning in the Classroom. In Lauren B. Resnick, Christa S. C. Asterhan and Sherice N. Clarke (Eds.) Socializing Intelligence through Academic Talk and Dialogue (pp.335-346). AERA: Washington, DC.

Gillies, R. (in press). The teacher’s role in promoting dialogic talk in the collaborative classroom. In S. Rutherford (Ed.), Collaborative Learning: Theory, Strategies and Educational Benefits. New York: Nova Science.

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.

Mok, I. A. C. & Clarke, D. J. (2015). The contemporary importance of triangulation in a post-positivist world: Examples from the Learner’s 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.

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.

 

2014

Bower, J., & Carroll, A. (2014). Getting hooked on sports or the arts (Chapter 8; pp. 83-95). In M. Taylor, J.A. Pooley, & J. Merrick (Ed.), Adolescence: Spaces and Places. New York: Nova Science Publishers Inc. ISBN: 978-1-63117-850-4

Carroll, A., Houghton, S., Bourgeois, A., Hattie, J., Tan, C., & Ozsoy, A. (2014). Loneliness, reputational orientations and positive mental well-being during adolescence (Chapter 2; pp. 7-22). In M. Taylor, J.A. Pooley, & J. Merrick (Ed.), Adolescence: Spaces and Places. New York: Nova Science Publishers Inc. ISBN: 978-1-63117-850-4

Clarke, D. J. (2014). Preface to Part 1: Transforming mathematics instruction with a focus on changes in instructional practice. In Y. Li, E. A. Silver, & S. Li (Eds.), Transforming Mathematics Instruction – Multiple approaches and practices. Dordrecht: Springer.

Goos, M., Geiger, V. & Dole, S. (2014). Transforming professional practice in numeracy teaching. In Y. Li, E. Silver, & S. Li (Eds.), Transforming mathematics instruction: Multiple approaches and practices (pp. 81-102). New York: Springer.

Goos, M. (2014). Technology integration in secondary school mathematics: The development of teacher professional identities. In A. Clark-Wilson, O. Robutti, & N. Sinclair (Eds.), The mathematics teacher in the digital era: An international perspective on technology focused professional development (pp. 139-161). New York: Springer.

Harks, B., Rakoczy, K., Klieme, E., Hattie, J., & Besser, M. (2014). Indirekte und moderierte Effekte von Rückmeldung auf Leistung und Motivation [Indirect and moderated effects of feedback on achievement and motivation]. In H. Ditton & A. Muller (Eds.), Feedback und Ruckmeldugen, (pp. 163-195). Germany: Waxmann.an, Germany.

Hattie , J.A.C., & Wollenschläger, M. (2014). A conceptualization of feedback. In H. Ditton & A. Muller (Eds)., Feedback und Ruckmeldungen. (pp. 135-150). Munster Germany: Waxmann.

Hattie, J.A.C. & Yates, G.C.R. (2014). Using feedback to promote learning. In V.A. Benassi, C.E. Overson, & C.M Hakala (Eds). Applying science of learning in education: Infusing psychological science into the curriculum. (pp. 45-58). Washington, DC, American Psychological Association. http://teachpsych.org/ebooks/asle2014/index.php

Leung, F.K.S., Clarke, D.J., Holton, D., & Park, K. (2014). How is algebra taught around the world? Chapter 1 in F. Leung, K. Park, D. Holton, & D.J. Clarke (Eds.), Algebra Teaching around the World. Rotterdam: Sense Publishers, 1-16.

Tytler, R. (2014). Attitudes, Identity, and Aspirations toward Science. In N. G. Lederman & S. K. Abell (Eds), Handbook of Science Education, Volume II (82 – 103). New York: Routledge.

 

2013
Clarke, D. J. (2013). International comparative research into educational interaction: Constructing and concealing difference. In K. Tirri and E. Kuusisto (Eds.) Interaction in Educational Settings, (pp. 5-22). Rotterdam: Sense Publishers.

 

JOURNAL ARTICLES

2016

Gillies, R. (2015). Dialogic interactions in the cooperative classroom. International Journal of Educational Research. 10.1016/j.ijer.2015.02.009

2015

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

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)