School of Education

• Better Beginnings Research into Digital Literacy in the Early Years, State Library of WA, Grant, 2023 ‑ 2025, $45,323.
• Co-designing Playful Health-Arts, Healthway (WA Health Promotion Foundation), Healthy Communities Grant, 2023 ‑ 2025, $259,923.
• Critical Reflection through a growth mindset, Association of Independent Schools of WA, AISWA - Grant, 2023 ‑ 2024, $40,000.
• Transforming Transitions 2 - Building for children’s engagement and success at school, Association of Independent Schools of WA, AISWA - Grant, 2022 ‑ 2025, $173,994.
• Writing for all: Studying the development of handwriting and keyboarding skills in the Early Years, Ian Potter Foundation, Grant, 2022 ‑ 2024, $97,687.
• Improving parental engagement in children's learning and school readiness through a literacy-based text messaging program, Ian Potter Foundation, Grant, 2019 ‑ 2023, $209,000.

Book Chapters

• Hardley, J. (2024). Gender and smart cities. In L. Peake, A. Datta, & G. Adeniyi-Ogunyankin (Eds.), Handbook on gender and cities (pp. 65–74). Edward Elgar.

Journal Articles

• Malpique, A., Asil, M., Pino-Pasternak, D., Ledger, S. & Teo, T. (2024). The contributions of transcription skills to paper-based and computer-based text composing in the early years. Reading and Writing. https://doi.org/10.1007/s11145-024-10543-6
• Boylan, F., Barblett, L., & Knaus, M. (2024). I think I can, I think I can’t: Design principles for fostering a growth mindset in the early years. Journal of Early Childhood Teacher Education, 45(1), 96-117. https://doi.org/10.1080/10901027.2023.2251924 (Q2) Impact factor 1.2
• Hadley, F., Harrison, L. J., Lavina, L., Barblett, L., Irvine, S., Bobongie-Harris, F., & Cartmel, J. (2024). Engaging stakeholders to inform policy developments in early childhood education and outside school hours care. Frontiers in Education, 8. https://doi.org/10.3389/feduc.
• Roberts, P. & Barblett, L. (2024). Young student’s views of NAPLAN: Impacts on wellbeing through drawn responses. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1443563
• Ruscoe, A. (2024). Responding to children’s voices: The new frontier in education policy reform. Australian Education Researcher, 52(1). https://doi.org/10.1007/s13384-024-00761-w
• Ruscoe, A. (2024). Responding to children’s voices: The new frontier in education policy reform. Australian Education Researcher, 52(1). https://doi.org/10.1007/s13384-024-00761-w
• Kirk, G., Adam, H., Boylan, F., & Sanbrook, C. (2024). Supporting mid‑career students’ psychological needs to improve motivation and retention in post‑graduate courses. The Australian Educational Researcher. https://doi.org/10.1007/s13384-024-00745-w
• Hadley, F., Harrison, L., Lavina, L., Barblett, L., Irvine, S., Boboganie- Harris, F., & Cartmel, J. (2024). Involving families: Lessons from updating Australia’s approved learning framework. In U. Ward (Ed.) Supporting early childhood practice during difficult times. EECERA,  pp108-122
• Adam, H., & Byrne, M. (2023). ‘I’m not from a country, I’m from Australia.’ Costumes, scarves, and fruit on their heads: The urgent need for Culturally Responsive Pedagogy when sharing diverse books with children. The Australian Educational Researcher, 2023(Article in press), 20 pages. https://doi.org/10.1007/s13384-023-00631-x.
• Adam, H., Barblett, L., Kirk, G., Boutte, GS. (2023). (Re)considering equity, inclusion and belonging in the updating of the Early Years Learning Framework for Australia: The potential and pitfalls of book sharing. Contemporary Issues in Early Childhood, 24(2), 189-207. https://doi.org/10.1177/14639491231176897.
• Kirk, G., Knaus, M., & Adkin, B. (2023). No time for silence, just repeat after me: A three study perspective on teacher and child interactions over time. International Journal of Educational Research, 120. https://doi.org/10.1016/j.ijer.2023.102209
• Barblett, L., Bobongie-Harris, F., Cartmel. J., Hadley, F., Irvine, S., & Harrison, L.J. (2023). “We’re not useless, we know stuff!”: Using children’s voices to change policy. Australasian Journal of Early Childhood. 48(2), 134–147. https://doi.org/10.1177/18369391221139912
• Fileborn, B., & Hardley, J. (2023). ‘I’d be in my school uniform’: The informal curriculum of street harassment. Gender and Education, 35(4), 330-347.  https://doi-org.ezproxy.ecu.edu.au/10.1080/09540253.2023.2193206
• Roberts, P., Barblett, L., Boylan, F., & Knaus, M. (2021). Revitalising reflective practice in pre-service teacher education: developing and practicing an effective framework. Reflective Practice, 22(3), 331–344. https://doi.org/10.1080/14623943.2021.1881888
• Lavina, L., Niland, A., & Fleet, A. (2020). Assembling ‘threads of identity’: Installation as a professional learning site for teachers. Teacher Development, 24(3), 415-441.https://doi.org/10.1080/13664530.2020.1768888

Conference Presentations, Peer-Reviewed

• Malpique, A., Asil, M., Pino-Pasternak, D., Ledger, S. & Teo, T. (June, 2024). The role of writing tools: Predictors and outcomes of paper and computer-based writing. Symposium presented at the 20th SIG Writing Biennial Conference, European Association for Research on Learning and Instruction (EARLI) “Ways2write \(w2w)/”, Paris, France.

• State Library of Western Australian. Community members have researched with the SLWA for over a decade and are proud winners of both a Vice Chancellors Research Impact Award as well as the Engagement Australia - Winner of Outstanding Engagement for Research Impact 2021 for their long term work with the Better Beginnings project.
• Healthway has provided a large grant to co-develop arts play experiences for very young children and their families at playgroup with Playgroup WA as a well respected community partner.
• Early Childhood Australia
• Sheffield University
• The Ian Potter Foundation
• Fogarty Foundation and the Association of Independent Schools of Western Australia (https://www.ais.wa.edu.au/) partnered in a study on literacy texting messages for families with kindergarten children.
• Origins Project
• Goodstart Early Learning have partnered with research community members to provide information to the early learning community about the integration of digital technologies in children’s learning.

Research Associations Affiliations

• Association of Visual Pedagogies
• Australian ARE
• ARC Centre of Excellence of Digital Child
• Board member of Digital Geography and Society

• Lorrena Duce - PhD Thesis: Exploring Trauma-Informed Practices in Early Childhood Education and Care Settings.
• Chloe Hill - MBR Thesis: Impact of a Demonstration Classroom on undergraduate early childhood teacher's self-efficacy to teach effective STEM lessons.
• Julia Johnson - PhD Thesis: A Design-Based Research Study Exploring the Impact of Growth Mindset on Kindergarten Educators’ Responses to Setbacks.
• Leonie Menzel - PhD Thesis: Early identification and support of developmentally vulnerable children in early learning contexts.
• Kylie Vutilio - MBR Thesis: Trauma Informed practice in early childhood education: Educator knowledge and practice.
• Stephanie Milford - PhD Thesis: Parents’ Knowledge, Understanding and Mediation Practices of Digital Device Use Among Children.
• Gillian Smith: MBR.
• Mahammad Hasnat: PhD.

• Professor Deborah Pino-Pasternak
• Professor Susan Ledger
• Professor Timothy Teo
• Dr Debora Valcan
• Dr Mustafa Asil