School of Education

PeCALE recent publications

Edited books

Green, M., Plowright, S. & Johnson, N. (2019) Educational researchers and the regional university: Agents of regional-global transformation. Dordrecht: Springer.

Book chapters

Aspden, K., McLachlan, C., Cherrington, S., Tyler-Merrick, G., McLaughlin, T. & Phillips, J. (2018). Early Childhood Education in the 21 st Century: Teachers and families perspectives. In S. Garvis & H. Harju-Luukainnen (Eds.), Early Childhood Education in the 21st Century: International Teaching, Family and Policy Perspectives, Volume 2. London: Routledge.

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.

Fletcher, A. (2019). An invited outsider or an enriched insider? Challenging contextual knowledge as a critical friend researcher. In S. Plowright, M. Green & N. Johnson (Eds.), Regional-global Transformations: On being relevant and responsive educational researchers. Dordrecht: Springer

Fletcher, A. (2018). Assessment to develop students’ strategies and competence as learners. In M. Barnes, M. Gindinis & S. Phillipson (Eds.), Evidence-based learning and teaching: A Look into Australian Classrooms. 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.

Green, M. & S. McClam (2019). Change agency and collective action in Gippsland: Understanding a region in transition through kitchen table conversations in Located research: methodologies and approaches to researching regions in transition. A. Campbell, M. Duffy & B. Edmondson (Eds). London: Palgrave-MacMillan.

Green, M. (2019) Frog bogs, turbines and biodiversity: bringing children’s sustainability knowledge to life through hand-made artefacts. In M. Green, S. Plowright & N. Johnson (Eds.) Educational researchers and the regional university: Agents of regional-global transformation. Chapter 9, (pp. 153-172).  Dordrecht: Springer

Green, M., & Rayner, M. [In press]. Interdisciplinary approaches to garden learning: an Australian perspective. In M. Barnett (Ed.), STEM learning through Urban Agriculture and Gardens. Boston: Springer.

Ma, H., & Green, M. (2019). From northern China to Hazelwood wetlands: Navigating place and identity through science education. In M. Green, S. Plowright, & N. Johnson (Eds.), Educational researchers and the regional university: agents of regional-global transformation. Chapter 10, (pp.173-190). Dordrecht: Springer.

McLachlan, C. (2019). The early reading curriculum: aligning policy and practice. In A. Alama (Ed.), Teaching and learning literacy in the 21st century: Lessons from around the world (pp. 9-25). Leiden, Netherlands:  Koninklijke Brill. DOI: 10.1163/9789004402379_002

Plowright, S., Green, M., & Johnson, N. (2019). Agents of regional-global transformation: Federation University Gippsland Education (FUGuE) researchers In M. Green, S. Plowright & N. Johnson (Eds.), Educational researchers and the regional university: Agents of regional-global transformation. Chapter 1, (pp.1-22). Dordrecht: Springer.

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). Abingdon UK: Routledge.

Tyler-Merrick, G. Cherrington, S., McLaughlin, T., McLachlan, C., Aspden, K. & Phillips, J. (2019). Policification of Early Childhood Education and Care: Early Childhood Education in the 21st Century. In S. Garvis & H. Harju-Luukainnen (Eds.), Early Childhood Education in the 21st Century: International Teaching, Family and Policy Perspectives, Volume 3. London: Routledge.

Tyler-Merrick, G., Cherrington, S., McLaughlin, T., McLachlan. C., Aspden, K. & Phillips, J.  (2018). Early childhood education in Aotearoa/New Zealand: History and features. In S. Garvis & H. Harju-Luukainnen (Eds.), Early Childhood Education in the 21st Century: International Teaching, Family and Policy Perspectives, Volume 1. London: Routledge.

Weerasinghe, D. (2020). Parent-Child Stress on School Mathematics Homework in a Multicultural Society. In S. Taukeni (Ed.), Addressing Multicultural Needs in School Guidance and Counseling (pp. 189-214). Hershey, PA: IGI Global. doi:10.4018/978-1-7998-0319-5.ch009

Journal articles

Ali, A., Pigou, D., Clarke, L. & McLachlan, C. (in press, 2019). The effect of physical activity classes on motor skill in 12-24 month old children.  Advances in Physical Education.

Wan, D, Gu, R., & McLachlan, C. (2019, in press). New kindergarten teachers’ career development trajectories in China: A problem-solving perspective. Australasian Journal of Early Childhood.

Cameron, M., Rawlins, P., McLaughlin, T. & McLachlan, C. (2018). “Assessment of children’s learning is important – the focus on formal documentation matter” – Uncovering the challenges of assessing four year old children’s learning. Early Education, 64, 18-23.

Duncan, S., Stewart, T., McPhee, J., MPH; Prendergast, K., Zinn, C., Meredith-Jones, K., Taylor, R., McLachlan, C. & Schofield, G. (2019). Efficacy of a compulsory homework programme for increasing physical activity and improving nutrition in children: A cluster randomised controlled trial.International Journal of Behavioral Nutrition and Physical Activity, 16, Article number: 80 (2019), doi.org/10.1186/s12966-019-0840-3

Fletcher, A. (2018). Classroom assessment as a reciprocal practice to develop students’ agency: A social cognitive perspective. Assessment Matters, 12, 34-57. doi:https://doi.org/10.18296/am.0032

Fletcher, A. (2018). Help seeking: agentic learners initiating feedback. Educational Review, 70(4), 389-408. doi:10.1080/00131911.2017.1340871

Green, M., Dyment, J. (Under review). Eating in place: stakeholder perspectives and participation in a rural Australian food hub Australasian Journal of Regional Studies

Green, M., & Dyment, J. (2018) Wilding pedagogy in an unexpected landscape: Reflections and possibilities in teacher education, Journal of Outdoor and Environmental Education, Wild Pedagogies Special Issue.

Ma, H. (2018). Influence of the interplay of habitual affective attributes and classroom learning environments on students' situational affective experiences in learning science: The narratives of primary pre-service teachers. Research in Science Education. DOI: 10.1007/s11165-018-9800-1

McLachlan, C. (2019, in press). The promise of Te Whāriki (2017): Insights into teachers’ and leaders’ perspectives on teaching, learning and assessment of literacy in the revised curriculum. Early Childhood Folio.

McLachlan, C., Cherrington, S., Aspden, K.  McLaughlin, T.  (2018).Defining quality in a divided sector: A review of policy and practice in early childhood settings in New Zealand. New Zealand Annual Review of Education, 23, 111-125

Sellings, P., Felstead, K., & Goriss-Hunter, A. (2018). Developing pre-service teachers: The impact of an embedded framework in literacy and numeracy. Australian Journal of Teacher Education, 43(4), 1-16.

Sellings, P., & Brandenburg, R. (2018). Data Praxis: Teacher educators using data to inform and enhance pre=service teacher mathematics. Mathematics Teacher Education & Development, 20(3), 61-79.

Fletcher, A. (2019). The testing and learning revolution: the future of assessment in education. Studies in Continuing Education, 41(1), 130-131. doi:10.1080/0158037X.2017.1384624

Reports and non-peer reviewed articles

Dyment, J. & Green, M. (2019) Digging Deep: Uncovering the potential of outdoor Play for girls. inAlliance, The official magazine Alliance of Girls’ Schools Australia. Volume 61, 95-98.

Morgan, D., Riaz, S., Colombage, S., Fletcher, A., Lee, C., Kennedy. L. & McLachlan, C. (2019). Broadening Horizons: Modelling for the Future Interim Business (Strategic) Plan 2020-2025. Report prepared for the Latrobe Valley Authority (LVA), State Government of Victoria.

Peer reviewed conference papers

Ernst, H. (2018). Senior Secondary Probability Curriculum: What has changed? In Hunter, J., Perger, P., & Darragh, L. (Eds.). Making waves, opening spaces (Proceedings of the 41st annual conference of the Mathematics Education Research Group of Australasia) pp.290-297. Auckland: MERGA.
https://merga.net.au/Public/Publications/Annual_Conference_Proceedings/2018-MERGA-CP.aspx

Ernst, H. & Morton, A. (2019). Connecting Probability. In H. Tan (eds.), Making + Connections: Mathematics Numeracy 2019 MAV Conference. Melbourne, MAV.

Weerasinghe, D. (2019). Striking a balance between children’s need of support and

parental roles in mathematics homework. In G. Hine, S. Blackley, & A. Cooke (Eds.), Mathematics Education Research: Impacting Practice, Proceedings of the 42nd annual conference of the Mathematics Education Research Group of Australasia. (pp. 755-762). Perth: MERGA.

Weerasinghe, D. (2019). A cross-cultural study of parents’ perceptions and involvement in their children’s mathematics homework. Proceedings of ICSSM 2019: International Conference on Social Sciences and Management. (pp. 106–117). Beijing, China.

Keynote addresses

McLachlan, C. (2019). Bridging the gap between ECE research and practice: why is this an ongoing challenge? Keynote address to the NZARE Early Childhood Special Interest Group, University of Canterbury, 17 November, 2019.

McLachlan, C. (2019). Promoting physical activity in early childhood: Findings of an intervention study in four BestStart centres. Keynote address to the Early Childhood Education Conference, Federation University, Mt Helen Campus, 5 October.

McLachlan, C. (2019, July). Te Whāriki revisited: Why, what and how? Implications for curriculum. Keynote address to the Ruahine Kindergarten Association Professional Development Symposium, Palmerston North, 26 July.

McLachlan, C. (2019, February). Te Whāriki revisited: What. Why and How? Keynote address to LEAP Symposium, Massey University, Palmerston North, 28 January.

McLachlan, C. (2019, January). Learning languages and literacies in early childhood and primary school in New Zealand: Policies, practices and priorities for the future. Keynote address to Kapee Conference, Seoul, Korea, 12 January.

McLachlan, C. (2018, December). Promoting languages and literacies in early childhood settings: curriculum planning, pedagogies and assessment. Invited paper presented at CECEC Conference, Hangzhou, China 2-4 December.

McLachlan, C. (2018, December). Current development of early childhood education in New Zealand. Invited member of panel presentation. CECEC Conference, Hangzhou, China 2-4 December.

Invited speaker presentations

Green, M. (2019) Sustainable Schools Expos – Regional Centre of Expertise in Education for Sustainable Development, Invited Speaker, Soroptimist Group, Traralgon.

Green, M. (2018) Sustainability in Scandinavia, Guest Speaker, EDTalks, Sale.

Green. M. (2018) Undertaking Meaningful Qualitative Research - Frog bogs, turbines and biodiversity: Bringing children's sustainability knowledge to life through hand-made artefacts, Federation University Research Forum, (Berwick, June 30, 2018).

McLachlan, C. (2019). Interventions in early childhood in New Zealand: A personal journey. Presentation to the La Trobe Valley Health Assembly, Morwell, Victoria, 26 November.

McLachlan, C. (2019, November). Partnership with parents in early childhood settings: roles and responsibilities. Presentation to Anshan Normal University, Anshan, China.

McLachlan, C. (2019, November). Te Whāriki 2017: The new early childhood curriculum in New Zealand. Presentation to Anshan Normal University, Anshan, China.

McLachlan, C. (2019, November). Approaches to literacy teaching in early childhood settings. Presentation to Kindergarten Teachers and Anshan Normal University, Anshan, China.

McLachlan, C. (2019, July). Te Whāriki revisited: Why, what and how? Presentation to Ruahine Kindergarten Association, Palmerston North.

McLachlan, C. (2018, December). Strategies for teaching in early childhood settings in New Zealand. Presentation to Jiangsu Second Normal University, School of Preschool Education, Nanjing, China.

McLachlan, C. (2018, December). Current developments in early childhood education in New Zealand. Presentation to Jiangsu Second Normal University, School of Preschool Education, Nanjing, China.

Conference presentations

Green, M. & Ma, H. (2019) Transforming pre-service teacher perceptions of science teaching through place-based partnerships and practice. Australian Teacher Educator Association conference, Sunshine Coast, July 3-5.

Green, M. & Dyment, J. (2018) Wilding pedagogy in an unexpected landscape: Reflections and possibilities in initial teacher education, International Outdoor 8th International Outdoor Education Research Conference, The University of the Sunshine Coast, Queensland, Australia, (19-23 November 2018).

McLachlan, C. (2019, December). The Data, Knowledge, Action research programme: Reflections on teachers’ use of authentic data-systems to understand and enhance children’s experiences of curriculum in New Zealand early childhood education settings. Presentation to AARE Conference, Brisbane, 5 December.

McLachlan, C., Zang, B. & Wan, D. (2019). The place of literacy and numeracy in contemporary early childhood curricula: case studies of university child care settings in Victoria. Paper presented to NZARE Conference, University of Canterbury, Christchurch, New Zealand, 19 November.

McLachlan, C. (2019). Data, knowledge, action: Reflections from team focus group interviews. Paper presented at NZARE, University of Canterbury, Christchurch, New Zealand, 18 November.

McLachlan, C., McLaughlin, T., Cherrington, S., Aspden, K. & Hunt, L. (2019, July). The Data, Knowledge, Action research programme: Use of authentic data-systems to understand and enhance children’s experiences of curriculum in New Zealand early childhood education settings. Paper presented at the PeCALE Symposium, Berwick Campus, Federation University, 26 July.

McLachlan, C. (2018, December). Strategies for teaching in early childhood settings in New Zealand. Presentation to Jiangsu Second Normal University, School of Preschool Education, Nanjing, China.

McLachlan, C. (2018, December). Current developments in early childhood education in New Zealand. Presentation to Jiangsu Second Normal University, School of Preschool Education, Nanjing, China.

McLachlan, C., McLaughlin, T., Cherrington, S., Aspden, K. & Hunt, L. (2019, July). The Data, Knowledge, Action research programme: Use of authentic data-systems to understand and enhance children’s experiences of curriculum in New Zealand early childhood education settings. Paper presented at the PeCALE Symposium, Berwick Campus, Federation University, 26 July.

McLaughlin, T., Cherrington, S., Hunt, L. & McLachlan, C. (2019). Data, knowledge, action: A Teacher Led Innovation Fund to support data informed teaching in early learning settings. Symposium presented at NZARE, University of Canterbury, Christchurch, New Zealand, 18 November.

Pantelich, M. (2019). A student-centred approach: the English Language Support Service for international students in Higher Education. Workshop presented at TasTESOL, Sacred Heart College, Hobart, Australia, 11 May.

Pantelich, M. (2019). A student-centred approach: the English Language Support Service for international students. Conference paper presented at AALL, The University of Notre Dame, Fremantle, Australia, 28 November.

Pantelich, M. (2019, September). It’s better to live in the country than in the city. Discuss. Invited member of panel presentation. English Australia Conference, Melbourne, Australia, 19-20 September.