Research aimed at identifying ways of supporting learners and learning in educational and work environments. Research in this program is concerned with cognitive, affective and behavioural processes and factors affecting learning, links to other aspects of individual development and learning needs of special groups, including those with disabilities and learning difficulties.

Work in this area investigates basic learning processes in specific learning contexts. Particular research topics include: links between education and health, the science of learning, boys’ education, and Indigenous education.

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Submissions from 2016

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Gender and sex differences in student participation, achievement and engagement in mathematics, Sarah Buckley

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Counting on it : Early numeracy development and the preschool child, Kate Reid

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Childhood trauma : Developmental pathways and implications for the classroom, Mollie Tobin

Submissions from 2013

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Deconstructing maths anxiety: Helping students to develop a positive attitude towards learning maths, Sarah Buckley

Submissions from 2011

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Trial of the Engagement Matrix Component 2: The reliability and validity of the Engagement Matrix. Report, Petra Lietz and Mollie Tobin

Submissions from 2010

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Trial of the Engagement Matrix: Component 1: The effectiveness of labels. Report, Petra Lietz, Mollie Tobin, and Sarah Buckley

Submissions from 2007

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Conceptualising and evaluating teacher quality: Substantive and methodological issues, Lawrence Ingvarson and Ken Rowe

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ASSESS and ASSIST: Capacity building for ALL teachers of students – with and without learning difficulties, Ken Rowe

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The imperative of evidence-based instructional leadership: Building capacity within professional learning communities via a focus on effective teaching practice, Ken Rowe

Submissions from 2006

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Growth in Literacy and Numeracy in the First Three Years of School., Marion Meiers, Siek Toon Khoo, Ken Rowe, Andrew Stephanou, Prue Anderson, and Kathy Nolan

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Young People’s Perceptions Of What It Means To Be An Australian, Nola Purdie and Rhonda Craven

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Assessment during the early and middle years: getting the basics right, Ken Rowe

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Effective teaching practices for students with and without learning difficulties: Constructivism as a legitimate theory of learning AND of teaching?, Ken Rowe

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School Performance: Australian State/Territory Comparisons of Student Achievements in National and International Studies, Ken Rowe

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BIG Issues In Boys’ Education : Auditory Processing Capacity, Literacy And Behaviour, Ken Rowe and Kathy Rowe

Submissions from 2005

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Attitudes, intentions and participation, Siek Toon Khoo and John Ainley

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In Teachers' Hands : Effective Literacy Teaching Practices in the Early Years of Schooling, William Louden, Mary Rohl, Caroline Barratt Pugh, Claire Brown, Trevor Cairney, Jess Elderfield, Helen House, Marion Meiers, Judith Rivalland, and Ken Rowe

Teaching Reading, Ken Rowe and National Inquiry into the Teaching of Literacy (Australia)

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Numeracy in the Early Years: Project Good Start, Sue Thomson, Ken Rowe, Catherine Underwood, and Ray Peck

Submissions from 2004

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Supporting English Literacy and Numeracy Learning for Indigenous Students in the Early Years, Tracey Frigo, Matthew Corrigan, Isabelle Adams, Paul Hughes, Maria Stephens, and Davina Woods

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The Case for Change : A review of contemporary research on Indigenous education outcomes, Suzanne Mellor and Matthew Corrigan

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'Literacy Behaviour' And Auditory Processing : Building 'Fences' at the Top of The 'Cliff' In Preference to Ambulance Services at the Bottom, Kathy Rowe, Ken Rowe, and Jan Pollard

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Analysing and Reporting Performance Indicator Data: ‘Caress’ the data and user beware!, Ken Rowe

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Invited submission to Inquiry into the Sex Discrimination Amendment (Teaching Profession) Bill 2004, by the Australian Senate Legal and Constitutional Legislation Committee, Ken Rowe

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The importance of teaching: ensuring better schooling by building teacher capacities that maximize the quality of teaching and learning provision – implications of findings from the international and Australian evidence-based research, Ken Rowe

Submissions from 2003

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A Good Start to Numeracy : Effective Numeracy Strategies from Research and Practice in Early Childhood, Brian Doig, Barry McRae, and Ken Rowe

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The Importance of Teacher Quality As A Key Determinant of Students’ Experiences and Outcomes of Schooling, Ken Rowe

Submissions from 2002

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Boys in School and Society, John Cresswell, Ken Rowe, and Graeme Withers

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Constructing and Using Educational Performance Indicators, Ken Rowe and Denise Lievesley

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What Matters Most : Evidence-Based Findings of Key Factors Affecting the Educational Experiences and Outcomes for Girls and Boys Throughout Their Primary and Secondary Schooling, Ken Rowe and Kathy Rowe