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Academic publications

Publications by Centre staff

Below is a selection of publications by Centre staff that may be of interest.

Bakhtiar, A., Lang, M., Shelley, B., & West, M. (2023). Research with and by children: A systematic literature review. Review of Education11(1), Article e3384. https://doi.org/10.1002/rev3.3384

Beasy, K., Grant, R., & Emery, S. (2023). Multiple dimensions of safe space for LGBTQ students: school staff perceptions. Sex Education, 23(1), 35-48. https://doi.org/10.1080/14681811.2021.2018677

Kilpatrick, S., Fischer, S., Woodroffe, J., Barnes, N., Groves, O., & Austin, K. (2023). A Whole-of-Rural-Community Approach to Supporting Education and Career Pathway Choice. Australian and International Journal of Rural Education33(3), 82–102. https://doi.org/10.47381/aijre.v33i3.697

Ooi, C.S., & Shelley, B. (2023). Shifting from benefiting to serving community: a case of regenerative tourism and building cultural capital through the Children’s University Tasmania. In H. Mair (Ed.), Handbook on Tourism and Rural Community Development (pp. 359-372). Edward Elgar

Rudling, E., Emery, S., Shelley, B., Te Riele, K., Woodroffe, J., & Brown, N. (2023). Education and Equity in Times of Crisis. Palgrave Macmillan Cham. https://doi.org/10.1007/978-3-031-18671-4

Schmidt, M.S., Ooi, C.S., & Shelley, B. (2022). "School is not for me": Young people's perceptions of being a self-directed learner in a small rural Tasmanian town. Journal of Applied Learning and Teaching, 5(2), 95-105.

Plage, S., Cook, S., Povey, J., Rudling, E., te Riele, K., McDaid, L., & Western, M. (2022). Connection, connectivity and choice: learning during COVID-19 restrictions across mainstream schools and Flexible Learning Programmes in Australia. Australian Journal of Social Issues, 00, 1-20. https://doi.org/10.1002/ajs4.228

Stratford, E., Stewart, S., & Te Riele, K. (2022). School data walls: sociomaterial assemblages to aid children’s literacy outcomes. Children's Geographies, 20(3), 361-374. https://doi.org/10.1080/14733285.2022.2029348

Te Riele, K., Stewart, S., & Stratford, E. (2022). Whole school change for literacy teaching and learning: purposes and processes. Language and Education36(4), 329-345. https://doi.org/10.1080/09500782.2021.1944182

Te Riele, K., Sullivan, A., Higgins, D., King, S., McDowall, J., Guerzoni, MA., Coopes, R., & Bessell, S. (2022, May 11). Uneven impacts of COVID-19 on the attendance rates of secondary school students from different socioeconomic backgrounds in Australia: a quasi-experimental analysis of administrative data. The Conversation. https://theconversation.com/attending-school-every-day-counts-but-kids-in-out-of-home-care-are-missing-out-182299

Thomas, J., Cruickshank, V., Herrlander Birgerson, E., Reid, D., & Te Riele, K. (2022). It takes a special type of teacher. An investigation into the capabilities of staff working with disengaged students. International Journal of Inclusive Education26(13), 1258-1273. https://doi.org/10.1080/13603116.2020.1803427

Tomaszewski, W., Zajac, T., Rudling, E., & Te Riele, K., McDaid, L., & Western, M. (2022). Uneven impacts of COVID-19 on the attendance rates of secondary school students from different socioeconomic backgrounds in Australia: a quasi-experimental analysis of administrative data. Australian Journal of Social Issues, 00,1-20. https://doi.org/10.1002/ajs4.219

West, M. (2022, June 30 - July 1). Evidencing Fidelity and Outcomes. A rich tapestry of learning from a 3-year impact evaluation of Launceston's Big Picture School [Paper presentation]. 2020 Doing School Differently, Adelaide, Australia

Crawford, N.L., & Emery, S. (2021). "Shining a light" on mature-aged students in and from, Regional and Remote Australia. Student Success12(2), 18-27. https://doi.org/10.5204/ssj.1919

Woodroffe, J., Kilpatrick, S., Fischer, S., Barnes, N. (2022). Using Community-Based Participatory Research in Rural Career Development Learning Partnerships. In S. O’Shea, O. Groves, K. Austin, & J. Lamanna (Eds.), Career Development Learning and Sustainability Goals. Sustainable Development Goals Series (pp. 45-62). Springer. https://doi.org/10.1007/978-981-19-6637-8_4

Emery, S. (2021). Cultural Well-Being in Classroom Communities in Australia. In W.T. Pink (Ed.), The Oxford Encyclopedia of School Reform (pp. 1330-1344). Oxford University Press. http://dx.doi.org/10.1093/acref/9780190841133.001.0001

Grant, R., Beasy, K., Emery, S., & Coleman, B. (2021). Beyond ‘safety’: teachers and school staff approaches to LGBTI-inclusion in Tasmanian schools. International Journal of Inclusive Education25(3), 394-410. https://doi.org/10.1080/13603116.2018.1555866

Kilpatrick, S., Woodroffe, J., Barnes, R.K., Arnott, L. (2021). Harnessing Social Capital in Rural Education Research to Promote Aspiration and Participation in Learning. In P. Roberts, & M. Fuqua (Eds.), Ruraling Education Research (pp. 219–231). Springer. https://doi.org/10.1007/978-981-16-0131-6_15

Lang, M., & Shelley, B. (2021). Children as researchers: Wild things and the dialogic imagination. Childhood28(3), 427-443. https://doi.org/10.1177/09075682211020503

Rudling, E. (2021). Asia Literacy in Australian Schools and the Move Toward Broader Intercultural Understanding. In W.T. Pink (Ed.), The Oxford Encyclopedia of School Reform (pp. 1286-1315). Oxford University Press. http://dx.doi.org/10.1093/acrefore/9780190264093.013.1686

Shelley, B. (2021). System Reform in the Early Childhood Education and Care Sector in Australia. In W.T. Pink (Ed.), The Oxford Encyclopedia of School Reform (pp. 1469-1482). Oxford University Press. http://dx.doi.org/10.1093/acrefore/9780190264093.013.1686

Shelley, B., & Lang, M. (2021). Children’s Voices and the Dialogic Imagination. In M.A. Peters (Ed.), Encyclopedia of Teacher Education (pp. 1-5). Springer

Stewart, S., Stratford, E., & Te Riele, K. (2021). A trialectical approach to understanding ‘classroom readiness’ for teaching literacy. Studies in Continuing Education, 43(3), 311-327. https://doi.org/10.1080/0158037X.2021.1900096

Stratford, E., Stewart, S., Te Riele, K., & Watson, P. (2021). Making sense of school learning environments as infrastructures of care and spatial typologies. Australian Geographer, 52(1), 43-63. https://doi.org/10.1080/00049182.2020.1846260

Te Riele, K., & Shelley, B. (2021). Vulnerability as a Precondition for Resistance and Agency: Young Women in a Regional Community. JAYS, 4, 381–399. https://doi.org/10.1007/s43151-021-00052-6

West, M. (2021, March 2-3). A pragmatic guide to engaging and amplifying the voices of children [Paper presentation]. 2021 Communities for Children conference, online

Craw, M.J., Strand, B., Woodroffe, J., & Latham, R. (2020). A Portrait of Connection through Consultation: Tasmanian Senior Secondary Sport and Recreation Management Students—Cross-Sectoral Partners and the Role of Authentic and Meaningful Pedagogy to Impact a Small Island Community. International Journal of Kinesiology in Higher Education, (4)3, 105-116. https://doi.org/10.1080/24711616.2019.1682486

Kilpatrick, S., Burns, G., Katersky Barnes, R., Kerrison, M., & Fischer, S. (2020). Parents Matter: Empowering Parents to Inform Other Parents of Post-Year 10 Pathway Options in Disadvantaged Communities. Australian and International Journal of Rural Education30(3), 21-35. https://doi.org/10.47381/aijre.v30i3.275

Shelley, B., & Ooi, C.S. (2020). Tourism Serving the Community: Case Of The Children's University Tasmania. In C.S. Ooi & A. Hardy (Eds.), Tourism in Tasmania (pp. 209-219). Forty South Publishing. shop.fortysouth.com.au/products/tourism-in-tasmania

Shelley, B., Te Riele, K., Brown, N., & Crellin, T. (Eds). (2020). Harnessing the Transformative Power of Education. Brill. https://doi.org/10.1163/9789004417311

Ooi, C.S., & Shelley, B. (2019). The Children's University Tasmania: The transformative power of tourism. In Jamal, T., Justice and Ethics in Tourism (pp. 222-228). Routledge

Shelley, B., Ooi, C.S., & Brown, N. (2019). Playful learning? An extreme comparison of the Children’s University in Malaysia and in Australia. Journal of Applied Learning & Teaching, 2(1), 16-23. https://doi.org/10.37074/jalt.2019.2.1.3

Te Riele, K. (2018). The context of flexible learning options. In S. McGinty, K. Wilson, J. Thomas & B. Lewthwaite (Eds.), Gauging the value of education for disenfranchised youth (pp. 1-12). Brill. https://doi.org/10.1163/9789463512428_001

Fitzallen, N., Brown, N., Biggs, J., & Tang, C. (2017, February 1-2). Students’ perceptions of constructive alignment: Validation of a data collection instrument [Paper presentation]. 2017 International Conference on Teaching and Learning in Higher Education, Kuala Terengganu

McGregor, G., Mills, M., Te Riele, K., Baroutsis, A., & Hayes, D. (2017). Reimagining schooling for education. Socially just alternatives. Palgrave Macmillan. http://www.palgrave.com/gp/book/9781137595508

Sutton, G., McLeod, C., Fraser, S., & Corbett, M. (2017). Disrupting Perception: Mapping an Understanding of Educational Attainment. Australian and International Journal of Rural Education, 27(3), 174-195. https://journal.spera.asn.au/index.php/AIJRE/article/view/145

Te Riele, K., Plows, V., & Bottrell, D. (2016). Interest, learning, and belonging in flexible learning programmes. International Journal on School Disaffection, 12(1), 45-63. https://eric.ed.gov/?id=EJ1126030

Te Riele, K., Wilson, K., Wallace, V., McGinty, S., & Lewthwaite, B. (2016). Outcomes from Flexible Learning Options for disenfranchised youth: what counts? International Journal of Inclusive Education, 21(2), 117-130. http://dx.doi.org/10.1080/13603116.2016.1168878

Te Riele, K. (2015). Conundrums for Youth Policy and Practice. In Te Riele, K., & Gorur, R. (Eds), Interrogating conceptions of "vulnerable youth" in theory, policy and practice (pp. 17-32). Brill. https://doi.org/10.1007/978-94-6300-121-2_2

Brooks, R., Te Riele, K., & Maguire, M. (2014). Ethics and Education Research. SAGE. https://au.sagepub.com/en-gb/oce/ethics-and-education-research/book241449