Reports for Centre programs, projects and activities
Stewart, S., Emery S., Te Riele, K. & Stratford, E. (2018). Initial teacher education for teaching literacy: Review of literature. Hobart: University of Tasmania, Peter Underwood Centre for Educational Attainment.
Doyle, K., Te Riele, K., Stratford, E. & Stewart, S. (2017). Teaching literacy: Review of literature (PDF 820.2 KB). Peter Underwood Centre for Educational Attainment, University of Tasmania
Bentley, T (2017) Achieving More Together: Reflecting on Collaboration and Education in Tasmania's Future (PDF 847.4 KB) Report from the Visiting Scholarship at the University of Tasmania
Auckland, S., Woodroffe, J., Kilpatrick, S., Eyles, K., Jackson, E., Grant, O., & Stratford, E. (2016). Kentish Community Learning Strategy and Plan (PDF 3.1 MB), Peter Underwood Centre for Educational Attainment and the Centre for Rural Health, University of Tasmania.
Bigger Things Steering Committee (2016) Bigger Things 2015 Status Report (PDF). Hobart: Tasmanian Government and the Peter Underwood Centre for Educational Attainment, University of Tasmania.
Stratford, E., Field, M., Grant, O., & Ambrose, K. (2016) Summary of Insights at Three Round-Table Discussions on Educational Attainment in Tasmania Incorporating the involvement of Honorable Henry De Sio Jr. (PDF 491.6 KB) Hobart: Peter Underwood Centre for Educational Attainment, University of Tasmania.
Stratford, E. and Kilpatrick, S. (2015) Education Transforms – Papers and Reflections (PDF 9.7 MB). Hobart: Peter Underwood Centre for Educational Attainment, University of Tasmania, Occasional Paper No.1, ISBN 978-1-86295-845-6
The Centre's blog site features think pieces by our affiliates as well as recordings and resources from our seminar program. Click here to visit the blog.
Early Childhood Development
The Centre has developed an Early Childhood Development fact sheet for Tasmania.
Publications by Centre staff
Below is a selection of publications by Centre staff that may be of interest.
Fitzallen, N and Brown, N, (2016) "Outcomes for engineering students delivering a STEM outreach and education programme", European Journal of Engineering Education, 42 (6) pp. 632-643. doi:10.1080/03043797.2016.1210570
Brown, N, (2015) Classroom readiness: Complex, collaborative and continuing, Professional Educator pp. 17-18. doi:10.14221/ajte.2014v40n3.10
Kidd, L and Brown, N and Fitzallen, N, "Beginning teachers' perception of their induction into the teaching profession", Australian Journal of Teacher Education, 40 (3) pp. 140-159.
Stack, S., Beswick, K., Brown, N., Bound, H., Kenny, J and Abbott-Chapman, J, (2011) "Putting Partnership at the Centre of Teachers' Professional Learning in Rural and Regional Contexts: Evidence from Case Study Projects in Tasmania", Australian Journal of Teacher Education, 36 (12) pp. 97-116. http://dx.doi.org/10.14221/ajte.2011v36n12.7
Sutton, G., McLeod, C., Fraser, S. and Corbett, M. (2017) "Disrupting Perception: Mapping an Understanding of Educational Attainment", Australian and International Journal of Rural Education, 27 (3) pp. 174-195. https://journal.spera.asn.au/index.php/AIJRE/article/view/145
Te Riele, K. (2018) "The context of flexible learning options". Pp. 1-12 in S. McGinty, K. Wilson, J. Thomas and B Lewthwaite (Eds). Gauging the value of education for disenfranchised youth. Leiden: Brill Sense https://www.sensepublishers.com/media/3375-gauging-the-value-of-education-for-disenfranchised-youth.pdf
McGregor, G., Mills, M., Te Riele, K., Baroutsis, A. and Hayes, D., (2017). Reimagining schooling for education. Socially just alternatives. Palgrave Studies in Alternative Education. London: Palgrave Macmillan http://www.palgrave.com/gp/book/9781137595508
Te Riele, K., Wilson, K., Wallace, V., McGinty, S. and Lewthwaite, B. (2016) "Outcomes from Flexible Learning Options for disenfranchised youth: what counts?", International Journal of Inclusive Education, 21 (2) pp. 117-130. doi:10.1080/13603116.2016.1168878
Te Riele, K., Plows, V. and Bottrell, D., (2016) "Interest, learning, and belonging in flexible learning programmes", International Journal on School Disaffection, 12 (1) pp. 45-63. doi:10.18546/IJSD.12.1.03
Te Riele, K. (2015). Conundrums for Youth Policy and Practice. Pp. 17-32 in K. te Riele & R. Gorur, R. (Eds). Interrogating conceptions of "vulnerable youth" in theory, policy and practice. Rotterdam: Sense https://www.sensepublishers.com/media/2382-interrogating-conceptions-of-vulnerable-youth-in-theory-policy-and-practice.pdf
Brooks, R., Te Riele, K. & Maguire, M. (2014). Ethics and Education Research. BERA/SAGE Research Methods Book Series. London: SAGE https://au.sagepub.com/en-gb/oce/ethics-and-education-research/book241449