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Timing impairments in early Alzheimer’s Disease: Evidence from a mouse model (2020)
Journal Article
Armstrong, P., Pardon, M., & Bonardi, C. (in press). Timing impairments in early Alzheimer’s Disease: Evidence from a mouse model. Journal of Alzheimer's Disease,

A key characteristic of Alzheimer's disease (AD) is loss of episodic memory - memory for what happened, where and when; this final aspect - timing - is the focus of this paper. Although timing deficits have been reported in AD patients, no parallel s... Read More about Timing impairments in early Alzheimer’s Disease: Evidence from a mouse model.

Posttraumatic growth as a process and an outcome: Vexing problems and paradoxes seen from the perspective of humanistic psychology (2019)
Journal Article
Joseph, S. (2019). Posttraumatic growth as a process and an outcome: Vexing problems and paradoxes seen from the perspective of humanistic psychology. Humanistic Psychologist, doi:10.1037/hum0000156

The aim of this article is to discuss the concept of posttraumatic growth (PTG) from the perspective of humanistic psychology. Research findings in PTG have posed what seem to be challenging theoretical questions. Questions that seem perplexing or pa... Read More about Posttraumatic growth as a process and an outcome: Vexing problems and paradoxes seen from the perspective of humanistic psychology.

The Efficacy of Inquiry-Based Instruction in Science: a Comparative Analysis of Six Countries Using PISA 2015 (2019)
Journal Article
Oliver, M., McConney, A., & Woods-McConney, A. (2019). The Efficacy of Inquiry-Based Instruction in Science: a Comparative Analysis of Six Countries Using PISA 2015. Research in Science Education, https://doi.org/10.1007/s11165-019-09901-0

© 2019, The Author(s). This study is a comparative analysis of 15-year-old students’ scientific literacy, and its association with the instructional strategies that students experience, across six OECD countries that participated in PISA 2015. Across... Read More about The Efficacy of Inquiry-Based Instruction in Science: a Comparative Analysis of Six Countries Using PISA 2015.

Implementation, Evalution and Maintenance of a Social-Emotional Skills Training Program for Children with an Autism Spectrum Disorder in a Specialist School Setting (2019)
Journal Article
Beaumont, R. B., Smith-Merry, J., Costley, D., Howlin, P., Sofronoff, K., Roberts, J., …Einfeld, S. L. (2019). Implementation, Evalution and Maintenance of a Social-Emotional Skills Training Program for Children with an Autism Spectrum Disorder in a Specialist School Setting. International Journal of Special Education, 34(1), 95-108

Socialization difficulties in children with an Autism Spectrum Disorder (ASD) are often associated with peer rejection and impaired academic achievement. Schools might appear to offer an ideal setting for social-emotional skills (SES) instruction. Ho... Read More about Implementation, Evalution and Maintenance of a Social-Emotional Skills Training Program for Children with an Autism Spectrum Disorder in a Specialist School Setting.

The association between parent engagement and child outcomes in social skills training programs: discovering the Secret Agent Society in partnership (2019)
Journal Article
Costley, D., Baldwin, S., Clark, T., Howlin, P., Taffe, J. R., Beaumont, R., …Sofronoff, K. (in press). The association between parent engagement and child outcomes in social skills training programs: discovering the Secret Agent Society in partnership. Australasian Journal of Special and Inclusive Education,

Previous research in clinical, community, and school settings has demonstrated positive outcomes for the Secret Agent Society (SAS) social skills training program. This is designed to help children on the autism spectrum become more aware of emotions... Read More about The association between parent engagement and child outcomes in social skills training programs: discovering the Secret Agent Society in partnership.

This Time from Africa: Developing a Relational Approach to Values-Driven Leadership (2019)
Journal Article
Pérezts, M., Russon, J., & Painter, M. (2019). This Time from Africa: Developing a Relational Approach to Values-Driven Leadership. Journal of Business Ethics, https://doi.org/10.1007/s10551-019-04343-0

The importance of relationality in ethical leadership has been the focus of recent attention in business ethics scholarship. However, this relational component has not been sufficiently theorized from different philosophical perspectives, allowing s... Read More about This Time from Africa: Developing a Relational Approach to Values-Driven Leadership.

Cumulative knowledge-building for inclusive education in initial teacher education (2019)
Journal Article
Walton, E., & Rusznyak, L. (2019). Cumulative knowledge-building for inclusive education in initial teacher education. European Journal of Teacher Education, https://doi.org/10.1080/02619768.2019.1686480

Initial teacher education must respond to the demand that newly qualified teachers are able to teach inclusively. This response has been the creation of opportunities for learning in coursework and field experiences. Research has identified the impac... Read More about Cumulative knowledge-building for inclusive education in initial teacher education.

Internationalisation of Higher Education and National Development: The Case of Zimbabwe (2019)
Journal Article
McGrath, S., Thondhlana, J., & Garwe, E. (2019). Internationalisation of Higher Education and National Development: The Case of Zimbabwe. Compare: A Journal of Comparative and International Education, https://doi.org/10.1080/03057925.2019.1684241+

The discourse of the internationalisation of higher education continues to grow in influence. Whilst the bulk of the IHE literature has been Northern-focused and dominated, there was an African strand a decade or so ago that has sought to understand... Read More about Internationalisation of Higher Education and National Development: The Case of Zimbabwe.

Vocational education and training for African development: a literature review (2019)
Journal Article
Mcgrath, S., Ramsarup, P., Zeelen, J., Wedekind, V., Allais, S., Lotz-Sisitka, H., …Russon, J. (2019). Vocational education and training for African development: a literature review. Journal of Vocational Education and Training, https://doi.org/10.1080/13636820.2019.1679969

The SDGs mark the clearest global acceptance yet that the previous approach to development was unsustainable. In VET, UNESCO has responded by developing a clear account of how a transformed VET must be part of a transformative approach to development... Read More about Vocational education and training for African development: a literature review.

Neither backpackers nor locals: the professional identities of TESOL Teachers in East Asia studying on an MA TESOL (2019)
Journal Article
Bailey, L., & Evison, J. (in press). Neither backpackers nor locals: the professional identities of TESOL Teachers in East Asia studying on an MA TESOL. 00 Journal not listed,

This paper analyses accounts of professional identity constructed by teachers studying for an MA TESOL with a Western university. These teachers share a belief that commitment and competence are key professional attributes; however, contrasts are dra... Read More about Neither backpackers nor locals: the professional identities of TESOL Teachers in East Asia studying on an MA TESOL.

How teachers’ individual autonomy may hinder students’ academic progress and attainment: Professionalism in practice (2019)
Journal Article
Day, C. (2019). How teachers’ individual autonomy may hinder students’ academic progress and attainment: Professionalism in practice. British Educational Research Journal, https://doi.org/10.1002/berj.3577

This article reports a 3-year case study of a primary school in England, in which a recently appointed principal attempted to build ‘collegial professional autonomy’ (Nordic Journal of Studies in Educational Policy, 2, 2015, 20) within a push to impr... Read More about How teachers’ individual autonomy may hinder students’ academic progress and attainment: Professionalism in practice.

Kindergarten self-control mediates the gender reading achievement gap: A population-based cohort study (2019)
Journal Article
Daly, M., & Corcoran, R. P. (2019). Kindergarten self-control mediates the gender reading achievement gap: A population-based cohort study. Journal of Research in Personality, 83, 1-5. https://doi.org/10.1016/j.jrp.2019.103881

Could superior self-control explain the gender difference in reading achievement favoring girls? To test this idea, we drew on a unique population-based sample (N = 11,336) where self-control was measured in kindergarten using a multimethod battery o... Read More about Kindergarten self-control mediates the gender reading achievement gap: A population-based cohort study.

Professional learning through collaborative research in mathematics (2019)
Journal Article
Dalby, D. (2019). Professional learning through collaborative research in mathematics. Professional Development in Education, https://doi.org/10.1080/19415257.2019.1665571

In this study, the professional learning of two groups of secondary mathematics teachers are compared as they participate in an education research project to explore the uses of iPads within formative assessment processes. Data from lesson observatio... Read More about Professional learning through collaborative research in mathematics.

A comparison of two models of support for students with autism spectrum disorder in school and predictors of school success (2019)
Journal Article
Carter, M., Stephenson, J., Clark, T., Costley, D., Martin, J., Williams, K., …Sweller, N. (2019). A comparison of two models of support for students with autism spectrum disorder in school and predictors of school success. Research in Autism Spectrum Disorders, 68, https://doi.org/10.1016/j.rasd.2019.101452

Background: There is little comparative data on models of support for children with Autism spectrum disorder (ASD) in school. The objectives of this research were (1) to compare the outcomes of two service delivery models (Autism Spectrum Australia s... Read More about A comparison of two models of support for students with autism spectrum disorder in school and predictors of school success.

The education of children with disabilities in South African online news reports (2019)
Book Chapter
Walton, E., & McKenzie, J. (in press). The education of children with disabilities in South African online news reports. In Other Bodies: Disability, Media, and RepresentationsTaylor & Francis (Routledge)

Many disabled children are not attending schools in South Africa, despite policies that promote inclusive education. Quite often, online news articles (re)visit this topic. Using a critical literacy approach, and informed by critical disability studi... Read More about The education of children with disabilities in South African online news reports.

Developing standards for inclusive teaching in South Africa: a dilemma analysis (2019)
Journal Article
Walton, E., & Rusznyak, L. (2019). Developing standards for inclusive teaching in South Africa: a dilemma analysis. Southern African Review of Education, 25(1), 89-106

As inclusive education has gained traction internationally, there has been a demand for teachers who are equipped to teach diverse learners. This has led to attempts to capture the competences of inclusive teachers in scholarly literature and in the... Read More about Developing standards for inclusive teaching in South Africa: a dilemma analysis.

Inequitable interventions and paradoxical pedagogies: how mothers are ‘taught’ to support their children's literacy development in early childhood (2019)
Journal Article
Smith, H. V. (2019). Inequitable interventions and paradoxical pedagogies: how mothers are ‘taught’ to support their children's literacy development in early childhood. European Early Childhood Education Research Journal, 27(5), 1-13. doi:10.1080/1350293x.2019.1651971

At a time when neo-liberal policy agenda are resulting in many public services being taken away from families with young children, this paper draws on Basil Bernstein’s concepts of visible and invisible pedagogies to reveal how mothers receive ‘suppo... Read More about Inequitable interventions and paradoxical pedagogies: how mothers are ‘taught’ to support their children's literacy development in early childhood.

Educational policy-making and hegemony: monolithic voices from civil society (2019)
Journal Article
McGrath, S., Karlidag-Dennis, E., & Stevenson, H. (2019). Educational policy-making and hegemony: monolithic voices from civil society. British Journal of Sociology of Education, 1-16. doi:10.1080/01425692.2019.1647091

This article discusses the changes in basic education in Turkey, with a particular focus on religious education and its ramifications for the education system. The latest education reform, 4+4+4 (or 4+), the largest education reform in recent Turkish... Read More about Educational policy-making and hegemony: monolithic voices from civil society.