Transforming casual relief teacher practice and identity through participation in high-quality professional development

- Briskham, Jacqueline

An investigation of sessional staff support, development, and psychosocial wellbeing in Australian universities

- McComb, Vivien, Eather, Narelle

Quality teaching at the University of Newcastle

- Patfield, Sally, Harper, Matthew, Gore, Jenny, Prieto, Elena

Shifting from distributive to recognitional social justice for rural educators through professional development

- Patfield, Sally, Gore, Jennifer, Harris, Jess

The perspectives of primary mathematics teachers towards the flipped classroom and their professional development requirements

- Algabl, Abdullah Mubarak

An investigation on the teachers’ perceptions on “ICT integration”: evidence from Indonesian EFL classrooms

- Arzal,, Chen, Shen, Sit, Helena Hing Wa

Developing and implementing a Computer-Assisted Language Learning (CALL) literacy framework for language teachers

- Tafazoli, Dara

Developing Computational Thinking through Mathematics: An Evaluative Scientific Mapping

- Ersozlu, Zara, Swartz, Micah, Skourdoumbis, Andrew

How Vietnamese foreign language teachers survive and thrive: Tracing successful online teaching during the COVID-19 pandemic

- Le, Thi Thuy, Sit, Helena Hing Wa, Chen, Shen

How Vietnamese foreign language teachers survive and thrive: Tracing successful online teaching during the COVID-19 pandemic.

- Le, Thuy Le, Sit, Hing Wa Sit, Chen, Shen

Sessional academic staff experiences and academic development in higher education in Australia

- McComb, Vivien

The relationship between professional development opportunities and teacher self-efficacy beliefs: a mixed-method hermeneutic phenomenology study

- Lee, Kristina Mary

Using item response theory modelling to understand criminal justice professionals’ perceptions of cross-examination in child sexual abuse trials

- Lee, Eunro, Goodman-Delahunty, Jane, Martschuk, Natalie, Westera, Nina, Powell, Martine B.

An exploration of developing ICT-related pedagogical strategies in the professional development of EFL teachers in Vietnam

- van Nguyen, Tuyen, Sit, Helena Hingwa, Chen, Shen

From performative to professional accountability: re-imagining ‘the field of judgment’ through teacher professional development

- Gore, Jennifer, Rickards, Bernadette, Fray, Leanne

The importance of the promotion of evidence-based practice as a reasonable adjustment in mainstream education settings for students with Autism Spectrum Disorder.

- Garrad, Traci-Ann, Vlcek, Samantha, Page, Angela

Academic developers' perceptions of support for sessional staff in Australia

- McComb, Vivien, Eather, Narelle

An investigation of the influence of video types and external facilitation on PE inservice Teachers' Reflections and their perceptions of learning: Findings from the AMPED cluster controlled trial

- Peralta, Louise R., Bennie, Andrew, Gore, Jennifer, Lonsdale, Chris

Casual academic staff experiences in higher education: insights for academic development

- McComb, Vivien, Eather, Narelle, Imig, Scott

Creating inclusive classrooms in the Pacific region: working in partnership with teachers in the Republic of Nauru to develop inclusive practices

- Page, Angela, Anderson, Joanna, Serow, Penelope, Hubert, Elvira, O'Donnell-Ostini, Anne