Priority Research Centre


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Recent publications

Barnett, L., Stodden, D., Cohen, K. E., Smith, J., Lubans, D. R., Lenoir, E. M., Iivonen, K. I., Miller, A., Laukkanen, A. I., Dudley, D., Lander, N. J., Brown, H., & Morgan, P. J. (2016). Fundamental movement skills: An important focus. Journal of Teaching in Physical Education, 35(3), 219–225. doi:10.1123/jtpe.2014-0209

Beveridge, L., Mockler, N., & Gore, J. (2018). An Australian view of the academic partner role in schools. Educational Action Research, 26(1), 25–41. doi:10.1080/09650792.2017.1290538

Bowe, J., & Gore, J. (2017). Reassembling teacher professional development: The case for Quality Teaching Rounds. Teachers and Teaching: Theory and Practice, 23, 352–366. doi:10.1080/13540602.2016.1206522

Eather, N., Riley, N., & Miller, A. (2017). Evaluating the effectiveness of using peer-dialogue assessment (PDA) for improving pre-service teachers’ perceived confidence and competence to teach physical education. Journal of Teacher Education, 42(1), 69–83. (PDF)

Gore J., Barron, R. J., Holmes, K., & Smith, M. (2016). Who says we are not attracting the best and brightest? Teacher selection and the aspirations of Australian school students. Australian Educational Researcher, 43, 527–549. doi:10.1007/s13384-016-0221-8

Gore, J., Fray, L., Wallington, C., Holmes, K., & Smith, M. (2016). Australian school student aspirations for military careers: Traditional perceptions in shifting contexts. Armed Forces & Society, 43(2), 238–259. doi:10.1177/0095327X16682046

Gore, J., Gibson, S., Fray, L., Smith, M., & Holmes, K. (2018). Fostering diversity in the creative arts by addressing students’ capacity to aspire. Journal of Creative Behavior. Advance online publication. doi:10.1002/jocb.232

Gore, J., Holmes, K., Smith, M., Fray, L., McElduff, P., Weaver, N., & Wallington, C. (2017). Unpacking the career aspirations of Australian school students: Towards an evidence base for university equity initiatives in schools. Higher Education Research and Development, 36(7), 1383–1400. doi:10.1080/07294360.2017.1325847

Gore, J., Lloyd, A., Smith, M., Bowe, J., Ellis, H., & Lubans, D. (2017). Effects of professional development on the quality of teaching: Results from a randomised controlled trial of Quality Teaching Rounds. Teaching and Teacher Education, 68, 99–113. doi:10.1016/j.tate.2017.08.007

Gore, J., Patfield, S., Fray, L., Holmes, K., Gruppetta, M., Lloyd, A., Smith, M., & Heath, T. (2017). The participation of Australian Indigenous students in higher education: A scoping review of empirical research, 2000–2016. Australian Educational Researcher, 44(3), 323–355. doi:10.1007/s13384-017-0236-9

Gore, J., Patfield, S., Holmes, K., & Smith, M. (2018). Widening participation in medicine? New insights from school students’ aspirations. Medical Education, 52(2), 227–238. doi:10.1111/medu.13480

Gore, J., Patfield, S., Weaver, N., Holmes, K., Gruppetta, M., Smith, M., Lloyd, A., & Fray, L. (2017). When higher education is possible but not desirable: Widening participation and the aspirations of Australian Indigenous school students. Australian Journal of Education, 61(2), 164–183. doi:10.1177/0004944117710841

Gore, J., Rickards, B., Fray, L., Holmes, K., & Smith, M. (2017). Profiling Australian school students’ interest in a nursing career: Insights for ensuring the future workforce. Australian Journal of Advanced Nursing, 35(2), 12–22. (PDF)

Harris, J. (2016). Speaking the culture: Understanding the micro-level production of school culture through leaders’ talk. Discourse: Studies in the Cultural Politics of Education, 39(3), 323–334. doi:10.1080/01596306.2016.1256271

Harris, J., Carrington, S., & Ainscow, M. (2018). Promoting equity in schools: Collaboration, inquiry and ethical leadership. London: Routledge.

Harris, J., & Klenowski, V. (2017). Using collaborative inquiry to improve student engagement and agency through innovative pedagogy. SAGE Research Methods Cases Part 2. doi:10.4135/9781473992641

Henry, T., Evans, K., Snodgrass, S., Miller, A., & Callister, R. (2016). Risk factors for non-contact ankle injuries in amateur male soccer players: A prospective cohort study. Clinical Journal of Sport Medicine, 26(3), 251–258. doi:10.1097/JSM.0000000000000240

Holmes, K., Gore, J., Smith, M., & Lloyd, A. (2018). An integrated analysis of school students’ aspirations for STEM careers: Which student and school factors are most predictive? International Journal of Science and Mathematics Education, 16(4), 655–675. doi:10.1007/s10763-016-9793-z

Holmes, K. A., & Prieto-Rodriguez, E. (2018). Student and staff perceptions of learning management systems for blended learning in teacher education. Australian Journal of Teacher Education, 43(3), 21–34. doi:10.14221/ajte.2018v43n3.2

Keogh, J., Harris, J., & Jervis-Tracey, P. (2017). The work of categorisation in achieving moral order in feedback talk during the school-based professional experience. Journal of Applied Linguistics and Professional Practice, 10(2). doi:10.1558/japl.18760

Lubans, D. R., Smith, J. J., Morgan, P. J., Beauchamp, M. R., Miller, A., Lonsdale, C., Parker, P., & Dally, K. (2016). Mediators of psychological well-being in adolescent boys. Journal of Adolescent Health, 58(2), 230–236. doi:10.1016/j.jadohealth.2015.10.010

Miller, A., Christensen, E., Eather, N., Gray, S., Sproule, J., Keay, J., & Lubans, D. (2016). Can physical education and physical activity outcomes be developed simultaneously using a game-centered approach? European Physical Education Review, 22(1), 113–133. doi:10.1177/1356336X15594548

Miller, A., Eather, N., Gray, S., Sproule, J., Williams, C., Gore, J., & Lubans, D. (2017). Can continuing professional development utilizing a game-centred approach improve the quality of physical education teaching delivered by generalist primary school teachers? European Physical Education Review, 23(2), 171–195. doi:10.1177/1356336X16642716

Miller, A., Harvey, S., Morley, D., Nemes, R., Janes, M., & Eather, N. (2016). Exposing athletes to playing form activity: Outcomes of a randomised control trial among community netball teams using a game-centred approach. Journal of Sports Sciences, 35(18), 1846–1857. doi:10.1080/02640414.2016.1240371

Morán, S. A., Artime, C. C., Blanco, N. O. C., & Prieto-Rodríguez, E. (2017). Teaching methodology and performance in PISA 2015: Critical analysis. Revista de educación, 379, 85–114.

Morgan, P. J., Young, M., Lloyd, A., Wang, M., Eather, N., Miller, A., Murtagh, E., Barnes, A., & Pagoto, S. (2017). Involvement of fathers in pediatric obesity treatment and prevention trials: A systematic review. Pediatrics, 139(2). doi:10.1542/peds.2016-2635

Prieto, E. (2016). “It just takes so much time!” A study of teachers’ use of ICT to convey relevance of mathematical content. International Journal for Technology in Mathematics Education, 23, 13–24. doi:10.1564/tme_V23.1.02

Prieto, E. (2017). There is no formula: Teaching maths for social justice. Breaking Out: A Journal of Schools, Community and Social Justice, 2(1).

Prieto, E., & Dugar, N. (2016). An enquiry into the influence of mathematics on students’ choice of STEM careers. International Journal of Science and Mathematics Education. doi:10.1007/s10763-016-9753-7

Prieto, E., Holbrook, A., & Bourke, S. (2016). An analysis of Ph.D. examiners’ reports in engineering. European Journal of Engineering Education, 41(2), 192–203. doi:10.1080/03043797.2015.1056096

Prieto, E., Holmes, K., & Gore, J. (2016). Exploring quality teaching in the online environment using an evidence-based approach. Australian Journal of Teacher Education, 41, 22–39.

Riley, N., Lubans, D., Holmes, K., Gore, J. M., Hansen, V., & Morgan, P. (2017). Movement-based mathematics: Enjoyment and engagement without compromising learning through the EASY Minds program. Eurasia Journal of Mathematics, Science and Technology Education, 13(6), 1653–1673. doi:10.12973/eurasia.2017.00690a

Vella, S. A., Swann, C., Batterham, M., Boydell, K. M., Eckermann, S., Fogarty, A., Hurley, D., Liddle, S. K., Lonsdale, C., Miller, A., Noetel, M., Okley, A. D., Sanders, T., Telenta, J., & Deane, F. P. (2018). Ahead of the game protocol: A multi-component, community sport-based program targeting prevention, promotion and early intervention for mental health among adolescent males. BMC Public Health, 18(390), 1–12. doi:10.1186/s12889-018-5319-7

Whiting, C., Black, P., Hordern, J., Parfitt, A., Reynolds, K., Sorensen, N., & Whitty, G. (2016). Towards a new topography of ITT: A profile of initial teacher training in England 2015–16 (Occasional Paper No. 1). Bath, UK: Bath Spa University, Institute for Education. http://researchspace.bathspa.ac.uk/8254/

Whitty, G., & Wisby, E. (2016). Education in England – A testbed for network governance? Oxford Review of Education, 42, 316–329. doi:10.1080/03054985.2016.1184873

Whitty, G., Hayton, A., & Tang, S. (2016). The growth of participation in higher education in England. In P. J. Burke (Ed.), Widening participation in higher education: International perspectives (Occasional Paper No. 1). Newcastle, Australia: Centre of Excellence for Equity in Higher Education, University of Newcastle. (PDF)