PeCALE recent publications
Please be aware that author’s names are hyperlinked to Research Gate
Chancellor, B. & Hyndman B. (2017). The rush to judgement: Mapping moral geographies of the primary school playground, Global Studies of Childhood, Sage, UK. DOI: 10.1177/2043610617694731
Fletcher, A. (2017). Help seeking: agentic learners initiating feedback. Educational Review, 1-20, [online article]. doi:10.1080/00131911.2017.1340871
Fletcher, A.(2017). The Testing and Learning Revolution: The Future of Assessment in Education. Studies in Continuing Education, 1-2, [online article] doi:10.1080/0158037X.2017.1384624
Fletcher, A.(accepted for publication). Classroom assessment as a reciprocal practice to develop students’ agency: a social cognitive perspective. Assessment Matters.
Hyndman, B. and Chancellor, B. (2017). Are secondary school environments conducive for active play opportunities? An objective assessment across Australian secondary school playgrounds, International Journal of Play, Vol 6, No 1, Routledge. DOI: 10.1080/21594937.2017.1288385
Kronborg, L., Plunkett, M., Gamble, N., & Kaman, Y. (2018). Control and resilience: Theimportance of an internal focus to maintain resilience in academically able students. Gifted and Talented International, 32(1), 59-74. https://doi.org/10.1080/15332276.2018.1435378
Selwyn, N., Nemorin, S., Bulfin, S. & Johnson, N. F. (2017). Left to their own devices: the everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education (Q1), 43(3), 289-310, available online at http://dx.doi.org/10.1080/03054985.2017.1305047
Selwyn, N., Nemorin, S., & Johnson, N. F.(2017). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning, Media & Technology (Q1), 42(4), 390-402, available online at http://dx.doi.org/10.1080/17439884.2016.1252770
Selwyn, N., Nemorin, S., Bulfin, S. & Johnson, N. F. (2018). Everyday schooling in the digital age: High school, high tech? Oxfordshire, UK: Routledge.
Elliott, S. and Chancellor, B. (in press) Beyond the fence: Exploring forest preschool approaches in Australia in Little, H.; Elliott, S. and Wyver, S.,(Eds). Outdoor Learning Environments, Allen & Unwin, Australia.
Chancellor, B., & Hyndman, B. (2017) Adult decisions on student’s play within primary school playgrounds in Hyndman, B. (Ed) Contemporary School Playground Strategies for Healthy Students, Springer.
Chancellor, B., & Sellers, M. (2017). Thinking differently about privileged spaces through/with/in children’s geographies in Pike & Kelly (Eds), Neo-Liberalism and Austerity – The Moral Economies of Young People’s Health and Wellbeing, Palgrave McMillan. ISBN 9781137582669
Fletcher, A.(2018). Assessment to develop students’ strategies and competence as learners. In M. Barnes, M. Gindidis & S. Phillipson (Eds.), Evidence-based learning and teaching: A Look into Australian Classrooms. (pp. 123-137). Milton Park: Routledge
Green, M., & Ma, H.(2018). Transforming teacher education science through an Australian university-school partnership In M. Reardon & J. Leonard (Eds.), Making a Positive Impact in Rural Places: Change Agency in the Context of School-University-Community Collaboration in Education (pp. 285-309). Charlotte, USA: Information Age Publishing.
Dyment, J., & Green, M. (2018). Everyday, Local, Nearby, Healthy Childhoodnature Settings as Sites for Promoting Children's Health and Well-Being. In A. Cutter-Mackenzie, K. Malone, & E. Barratt Hacking (Eds.), Research Handbook on Childhoodnature: Assemblages of Childhood and Nature Research. Singapore: Springer.
Dyment, J., Bell, A. & Green, M. (2017). Green outdoor environments: Settings for promoting children’s health and well-being In H. Little, S. Elliott, & S. Wyver (Eds.), Outdoor Learning Environments in the Early Years: Spaces for Exploration, Discovery and Risk-taking (pp. 38-58). Sydney: Allen & Unwin.
Johnson, N. F. (2017). Using information and communication technologies in humanities and social science’. In Gilbert, R. & Hoepper, B. (Eds) Teaching Humanities and Social Sciences (6th ed). South Melbourne, VIC: Cengage Learning (chapter 8, pp. 178-198)
Sellings, P. (2018). Assessing student-generated representations to explore theory-practice connections. In M. Barnes, M. Gindidis & S. Phillipson (Eds.), Evidence-based learning and teaching: A Look into Australian Classrooms. (pp.113-122). Milton Park: Routledge
Plunkett M., Dyson M., Holcombe W. (2018) Experimenting with Place: The China Project. In: M. Dyson M. & M. Plunkett (eds) Surviving, Thriving and Reviving in Adolescence. Springer, Singapore
Plunkett, M., & Dyson, M. (2017). The Teacher Perspective. In M. Dyson and M. Plunkett (Eds.) Surviving, Thriving and Reviving in Adolescence: Research and Narratives from the School for Student Leadership (pp. 91 – 105). Singapore: Springer Nature Singapore Pty Ltd.
Plunkett, M., & Dyson, M. (2017). The Parent Perspective, In M. Dyson and M. Plunkett (Eds.), Surviving, Thriving and Reviving in Adolescence: Research and Narratives from the School for Student Leadership (pp. 107 – 125). Singapore: Springer Nature Singapore Pty Ltd.
Chancellor, B.,(2017) 27th International Council of Children’s Play Conference, Lithuania – The Hall Program: A play based model of pedagogical delivery in a primary school playground.
Chancellor, B.,(2017) November 28th. Journal of Playwork Practice Seminar, Hong Kong – Playwork practice in Australian primary school playgrounds.
Ernst, H. (accepted for presentation) Current conference paper under review, Details to come if accepted. “Senior Secondary Probability Curriculum: What has changed?” MERGA conference
Wojtazek, S. & Brandenburg, R. (2018). ”Identifying and examining the factors that contribute to successful educational outcomes for Disengaged Youth: FLO Connect Research”. ATEA conference