Research Publications and Outputs

 

Recent Submissions

  • Hearing Educator Perspectives: From ‘Evidence-Based Practice’ to Valuing the ‘Enriched Evidence-Based Practice’ of Education 

    Brunker, Nicole Colleen; Hostrup, Michelle; Moller, Virginia; Boyd-Boland, Alison; Sciberras, Grant
    Published 2025-11-20
    The intention of this discussion paper is to open conversation with educators to raise awareness to the problems of evidence-based practice, the value in their nuanced and complex work to rebuild teacher professionalism ...
    Open Access
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  • Maximising Learning and Teaching in Independent Schools: Moving ahead with Educational Neuroscience 

    Kim, Minkang; Sankey, Derek; Li, Li; Webster, Greg
    Published 2025-10-22
    Educational neuroscience is a relatively new speciality, within the overall discipline of education, that seeks to deepen understanding of how the human brain learns and develops, by applying insights generated in mainstream ...
    Embargoed
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  • What's the Evidence A study on Teacher Quality 

    Roberts Parker, Kathryn; Lawson-Jones, Anne; Simpson, Alyson; Hartley, Shani
    Published 2025-03-31
    The White Paper is an evidence-informed and evidence-generating provocation designed to promote deeper understanding of teachers’ work by proposing a holistic measure of teacher quality. The WtE team have written this paper ...
    Open Access
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  • Successful leadership of governance in independent schools 

    Grice, Christine; Day, Christopher; Moller, Virginia; McMillan, Jeraldine
    Published 2025
    Chair/Principal relationships are important for successful governance and yet minimal empirical research has shown how these relationships work in practice and the implications for effective school governance. This research ...
    Open Access
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  • Developing teachers’ interdisciplinary expertise: A scoping study 

    Markauskaite, Lina; Swist, Teresa; Goodyear, Peter; Wrigley, Cara; Mosely, Genevieve
    Published 2024-08-15
    This report is a part of the project ‘Developing teachers’ interdisciplinary expertise’, funded by the NSW Department of Education Strategic Leveraging grant and led by a research team from the University of Sydney and the ...
    Open Access
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