Student learning processes
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, gender in education, and Indigenous education.
Submissions from 2024
ACER’s Mathematics Anxiety and Engagement Strategy (MAES): A framework, Sarah Buckley, Kate Reid, Catherine Pearn, and Shani Sniedze
Learning Through Play at School Ukraine: Final Research Report (Ukrainian version), Rachel Parker, Amy Berry, David Jeffries, Prue Anderson, and Oksana Zabolotna
Learning Through Play at School: Ukraine, 2019-2024, Rachel Parker, Amy Berry, Kellie Picker, David Jeffries, Prue Anderson, and Oksana Zabolotna
Learning Through Play at School: Ukraine, 2019-2024 (Ukrainian version), Rachel Parker, Amy Berry, Kellie Picker, David Jeffries, Prue Anderson, and Oksana Zabolotna
Learning Through Play at School Ukraine: Final Research Report, Rachel Parker, Amy Berry, Kellie Picker, David Jeffries, Prue Anderson, and Oksana Zabolotna
EdTech for learning outcomes and impact: A comprehensive approach, Priyanka Sharma
Submissions from 2023
Learning Through Play at School: Ukraine, Rachel Parker
Submissions from 2022
Learning Through Play at School: A Framework for Policy and Practice, Rachel Parker, Bo Stjerne Thomsen, and Amy Berry
Submissions from 2020
Mathematics anxiety, Sarah Buckley
Mathematics anxiety: Supplementary materials, Sarah Buckley
Remote learning rapid literature review, Gill Cowden, Pru Mitchell, and Pauline Taylor-Guy
Mitigating the impacts of COVID-19: Lessons from Australia in remote education, Anna Dabrowski, Yung Nietschke, Pauline Taylor-Guy, and Anne-Marie Chase
Interventions for anxiety in mainstream school‐aged children with autism spectrum disorder: A systematic review, Kylie Hillman, Katherine Dix, Syeda Kashfee Ahmed, Petra Lietz, Jenny Trevitt, Elizabeth O'Grady, Mirko Uljarević, Giacomo Vivanti, and Darren Hedley
Ministerial Briefing Paper on Evidence of the Likely Impact on Educational Outcomes of Vulnerable Children Learning at Home during COVID-19, Geoff N. Masters, Pauline Taylor-Guy, Julian Fraillon, and Anne-Marie Chase
Critical connections between numeracy and mathematics, Dave Tout
Critical connections between numeracy and mathematics: Supplementary materials, Dave Tout
Learning through Play Experience Tool: Guidelines for general use of the Learning through Play Experience Tool, Lisa van Beeck
Submissions from 2019
Learning through play at school: A study of playful integrated pedagogies that foster children’s holistic skills development in the primary school classroom, Rachel Parker and Bo Stjerne Thomsen
Submissions from 2018
Protocol for a systematic review: Interventions for anxiety in school-aged children with autism spectrum disorder (ASD): a mixed methods systematic review, Petra Lietz, Julie Kos, Katherine Dix, Jenny Trevitt, Mirko Uljarevic, and Elizabeth O'Grady
Submissions from 2016
Gender and sex differences in student participation, achievement and engagement in mathematics, Sarah Buckley
Counting on it : Early numeracy development and the preschool child, Kate Reid
Childhood trauma : Developmental pathways and implications for the classroom, Mollie Tobin
Submissions from 2013
Deconstructing maths anxiety: Helping students to develop a positive attitude towards learning maths, Sarah Buckley
Submissions from 2011
Trial of the Engagement Matrix Component 2: The reliability and validity of the Engagement Matrix. Report, Petra Lietz and Mollie Tobin
Submissions from 2010
KidsMatter Primary Evaluation: Technical Report and User Guide, Katherine Dix, John P. Keeves, Phillip T. Slee, Michael J. Lawson, Alan Russell, Helen Askell-Williams, Grace Skrzypiec, Laurence Owens, and Barbara Spears
Trial of the Engagement Matrix: Component 1: The effectiveness of labels. Report, Petra Lietz, Mollie Tobin, and Sarah Buckley
Submissions from 2007
Conceptualising and evaluating teacher quality: Substantive and methodological issues, Lawrence Ingvarson and Ken Rowe
Submissions from 2006
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
Young People’s Perceptions Of What It Means To Be An Australian, Nola Purdie and Rhonda Craven
Assessment during the early and middle years: getting the basics right, Ken Rowe
Submissions from 2005
Attitudes, intentions and participation, Siek Toon Khoo and John Ainley
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: Report and Recommendations, Ken Rowe and National Inquiry into the Teaching of Literacy (Australia)
Numeracy in the Early Years: Project Good Start, Sue Thomson, Ken Rowe, Catherine Underwood, and Ray Peck
Submissions from 2004
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
The Case for Change : A review of contemporary research on Indigenous education outcomes, Suzanne Mellor and Matthew Corrigan
'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
Analysing and Reporting Performance Indicator Data: ‘Caress’ the data and user beware!, Ken Rowe
Submissions from 2003
A Good Start to Numeracy : Effective Numeracy Strategies from Research and Practice in Early Childhood, Brian Doig, Barry McRae, and Ken Rowe
Submissions from 2002
Constructing and Using Educational Performance Indicators, Ken Rowe and Denise Lievesley
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
Submissions from 1931
Primary education by correspondence: Being an account of the methods and achievements of the Australian Correspondence Schools in instructing children living in isolated areas, Kenneth Stewart Cunningham