School of Education

• Looking back to look forward through historical and contemporary Aboriginal and Torres Strait Islander children's literature, Edith Cowan University, Early-Mid Career Researcher Grant Scheme 2022 (Stream 2), 2023 ‑ 2024, $39,988.
• John Septimus Roe Anglican Community School Attraction and Retention Research Project (2024), John Septimus Roe Anglican Community School, Attraction and Retention Projects (2024), 2024 ‑ 2025, $20,000.
• Optimising social return on investment of the Foodbank WA School Breakfast Program through integrated, whole-school approaches to supporting disadvantaged students, Foodbank, Scholarships to Support Industry Engagement PhD Projects, 2020 ‑ 2025, $45,000.
• Investigating overt and covert perpetuation of prejudice and bigotry in children's picture books recently published in Australia, Australian National University, Herbert & Valmae Feilich Foundation Early Career Researcher Small Grants Scheme, 2019 ‑ 2021, $5,000.
• Evaluation of Foodbank WA's School Breakfast and Food Nutrition Program (01/2015FBWA), Foodbank, Grant, 2015 ‑ 2023, $180,000.
• Evaluation of Foodbank WA's School Breakfast and Food Nutrition Program (01/2015FBWA), Foodbank, Grant, 2015 ‑ 2023, $180,000.

Books

• Brooks, M., Ezzani, M. (2024). Islam, Education, and Freedom: An Uncommon Perspective on Leadership. Bloomsbury.
• Johnston, O. (2024). Constructing Composite Narratives: A step-by-step guide for researchers in the social sciences. Routledge. https://doi.org/10.4324/9781003424475.

Book Chapters

• Brooks, M., Ezzani, MD. (2023). Zainab Salbi: Leadership Begins Within. Great Muslim Leaders: Lessons for Education (225-231). Information Age Publishing.
• Dahal, P., Sanjakdar, F., Brooks, M. (2022). Curricular reform in Nepal and the challenges of learner-centred education. Teaching, learning and leading in the world schoolhouse: Globalization, neoliberalism, and education (219-240). Information Age Publishing. https://ro.ecu.edu.au/ecuworks2022-2026/1636.
• Albogami, M., Brooks, M. (2022). Job training and satisfaction in Saudi Arabia. Globalization, neoliberalism, and education: Teaching, learning and leading in the world schoolhouse (27-54). Information Age Publishing. https://ro.ecu.edu.au/ecuworks2022-2026/1644.

Journal Articles

• Karnovsky, S., Gobby, B. (2024). How Teacher Wellbeing Can Be Cruel: Refusing Discourses Of Wellbeing In An Online Reddit Forum. British Journal of Sociology of Education, 2024(Article in Press), TBD. https://doi.org/10.1080/01425692.2024.2312805.
• Rhodes, D., Byrne, M., Boron, J. (2024). Queering Primary Initial Teacher Education. Continuum, 2024 (Article in press), 13 pages. https://doi.org/10.1080/10304312.2024.2336186.
• Hill, S., Miller, M., Devine, A., Genoni, A., Wenden, E., Byrne, M. (2024). Supporting nutrition education in low socioeconomic schools in Western Australia. Issues in Educational Research, 34(1), 58-76.
• Johnston, O., Wildy, H., Shand, J. (2024). A grounded theory about how teachers communicated high expectations to their secondary school students. European Journal of Psychology of Education, 39(1), 211-235. https://doi.org/https://doi.org/10.1007/s10212-023-00689-2.
• Johnston, O., Spooner-Lane, R., Zhang, W., Macqueen, S., Spina, N. (2024). The Equity of Class Ability Grouping Practices in Australian Education: Findings from a Survey in Western Australia and Queensland. The Asia-Pacific Education Researcher, 2024 (Article in press), 15 pages. https://doi.org/10.1007/s40299-023-00801-6.
• Blackmore, J., Gobby, B., Keddie, A., MacDonald, K. (2023). Teacher professional autonomy in an atypical government school: matters of relationality and context: https://www.tandfonline.com/doi/full/10.1080/03054985.2023.2236941
• Brooks, M., Ezzani, M., Sai, Y., Sanjakdar, F. (2023). Racialization of Muslim students in Australia, Ireland, and the United States: cross-cultural perspectives. Race, Ethnicity and Education, 26(2), 164-183. https://doi.org/10.1080/13613324.2021.1997977.
• Macdonald, K., Keddie, A., Eacott, S., Wilkinson, J., Blackmore, J., Niesche, R., Gobby, B. (2023). The spatiality of economic maldistribution in public-school funding in Australia: still a poisonous debate. Journal of Educational Administration and History, 2023 (Article in press), TBD. https://doi.org/10.1080/00220620.2023.2174952.
• Keddie, A., Macdonald, K., Blackmore, J., Gobby, B. (2023). Teacher professional autonomy in an atypical government school: matters of relationality and context. Oxford Review of Education, 2023(Article in press), TBD. https://doi.org/10.1080/03054985.2023.2236941.
• Macdonald, K., Keddie, A., Blackmore, J., Mahoney, C., Wilkinson, J., Gobby, B., Niesche, R., Eacott, S. (2023). School autonomy reform and social justice: a policy overview of Australian public education (1970s to present). The Australian Educational Researcher, 50(2), 307-327. https://doi.org/10.1007/s13384-021-00482-4.
• Niesche, R., Eacott, S., Keddie, A., Gobby, B., Macdonald, K., Wilkinson, J., Blackmore, J. (2023). Principals’ perceptions of school autonomy and educational leadership. Educational Management Administration and Leadership, 51(6), 1260-1277. https://doi.org/10.1177/17411432211034174.
• Blackmore, J., Macdonald, K., Keddie, A., Gobby, B., Wilkinson, J., Eacott, S., Niesche, R. (2023). Election or selection? School autonomy reform, governance and the politics of school councils. Journal of Education Policy, 38(4), 547-566. https://doi.org/10.1080/02680939.2021.2022766.
• Eacott, S., Niesche, R., Keddie, A., Blackmore, J., Wilkinson, J., Gobby, B., Macdonald, K. (2023). Autonomy, Instructional Leadership and Improving Outcomes–The LSLD Reforms in NSW, Australia. Leadership and Policy in Schools, 22(3), 811-824. https://doi.org/10.1080/15700763.2022.2081212.
• Johnston, O., Taylor, B. (2023). A systematic literature review of between-class ability grouping in Australia: Enduring tensions, new directions. Issues in Educational Research, 33(1), 91-117. https://ro.ecu.edu.au/ecuworks2022-2026/2254.
• Johnston, O., Wildy, H., Shand, J. (2023). Student voices that resonate – Constructing composite narratives that represent students’ classroom experiences. Qualitative Research, 23(1), 108-124. https://doi.org/10.1177/14687941211016158.
• Johnston, O., Wildy, H., Shand, J. (2023). Teenagers learn through play too: communicating high expectations through a playful learning approach. The Australian Educational Researcher, 50(3), 921-940. https://doi.org/10.1007/s13384-022-00534-3.
• Johnston, O., Wildy, H., Shand, J. (2023). Students’ contrasting their experiences of teacher expectations in streamed and mixed ability classes: A study of Grade 10 students in Western Australia. Research Papers in Education, 38(4), 543-567. https://doi.org/10.1080/02671522.2022.2030396.
• Ross, K., Galaudage, S., Clark, T., Lowson, N., Battisti, A., Adam, H., Ross, AK., Sweaney, N. (2023). Invisible women: Gender representation in high school science courses across Australia. Australian Journal of Education, 67(3), 231-252.  https://doi.org/10.1177/00049441231197245
• 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, 51, 1121-1140. https://doi.org/10.1007/s13384-023-00631-x
• Adam, H., Harper, L. (2023). Gender equity in early childhood picture books: A cross-cultural study of frequently read picture books in early childhood classrooms in Australia and the United States. The Australian Educational Researcher, 50(2), 453-479. https://doi.org/10.1007/s13384-021-00494-0.
• 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.
• Adam, H., Urquhart, Y. (2023). A Cause for Hope or an Unwitting Complicity? The Representation of Cultural Diversity in Award-Listed Children's Picturebooks in Australia. Bookbird: a journal of international children's literature, 61(2), 48-58. https://doi.org/10.1353/bkb.2023.0023.
• Main, S., Byrne, M., Scott, J., Sullivan, K., Paolino, A., Slater, E., Boron, J. (2023). Primary specialisations in Australia: graduates’ perceptions of outcome and impact. The Australian Educational Researcher, 50(2), 371–390. https://doi.org/10.1007/s13384-021-00496-y.
• 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 (Article in press). https://doi.org/10.1007/s13384-023-00631-x.
• Hill, S., Byrne, M., Wenden, L., Devine, A., Miller, M., Quinlan, H., Cross, D., Eastham, J., Chester, M. (2023). Models of school breakfast program implementation in Western Australia and the implications for supporting disadvantaged students. Children and Youth Services Review, 145 (February 2023), Article number 106770. https://doi.org/10.1016/j.childyouth.2022.106770.
• Fogarty, S., Cunningham, C., Striepe, M., Rhodes, D. (2023). The provision of vocational education and training within contemporary political socio-economic conditions: a review of the literature. International Journal of Training Research, 2023 (Article in press). https://doi.org/10.1080/14480220.2023.2263671.
• Johnston, O., Wildy, H., Shand, J. (2022). ‘That teacher really likes me’ - Student-teacher interactions that initiate teacher expectation effects by developing caring relationships. Learning and Instruction, 80(August 2022), Article Number 101580. https://doi.org/10.1016/j.learninstruc.2022.101580
• Karnovsky, S., Gobby, B., O'Brien, P. (2022). A Foucauldian ethics of positivity in initial teacher education. Educational Philosophy and Theory, 54(14), 2504-2519. https://doi.org/10.1080/00131857.2021.2016390.
• Gobby, B., Wilkinson, J., Keddie, A., Blackmore, J., Eacott, S., Macdonald, K., Niesche, R. (2022). Managerial, professional and collective school autonomies: using material semiotics to examine the multiple realities of school autonomy. International Journal of Leadership in Education, 2022(Article in press), TBD. https://doi.org/10.1080/13603124.2022.2108507.
• Merewether, J., Gobby, B., Blaise, M. (2022). Common Worlds Justice in Post-Anthropocentric Education: Attuning to the More-Than-Human through Walking with Sound and Smell. Equity and Excellence in Education, 55(3), 203-216. https://doi.org/10.1080/10665684.2022.2131198.
• Brooks, J., Brooks, M. (2022). School leadership between the cross and the crescent: spiritual capital and religious capital in the southern Philippines. International Journal of Qualitative Studies in Education, 35(3), 281-300. https://doi.org/10.1080/09518398.2021.1982061.
• Brooks, M., Ezzani, M. (2022). Islamic school leadership: advancing a framework for critical spirituality. International Journal of Qualitative Studies in Education, 35(3), 319-336. https://doi.org/10.1080/09518398.2021.1930265.
• Variyan, G., Gobby, B. (2022). ‘The least we could do’?: Troubling school leaders’ responses to the school strikes for climate in Australia. Journal of Educational Administration and History, 2022(Article in press), TBD. https://doi.org/10.1080/00220620.2022.2153110.

Reports

• Adam, H. (2023). Culturally responsive pathways to a more equitable education for Australian children. Australia. Winston Churchill Trust.

Podcast

• Di Iorio, O., Rhodes, D. (2024) [Audio podcast] Why is sex and sexuality education taught in Australian schools? On SBS Examines, Why is sex and sexuality education taught in Australian schools? | SBS English [Published 12 August 2024 3:04pm].

Creative Arts Research Outputs

• Jackson-Barrett, L., Adam, H., Byrne, M. (2023). Wangkininy Boodjar (Talking Country). Studio Orange.

• Professor Gloria Boutte

• Lisa Duffy - PhD Thesis: Understanding Tertiary Student Identity Among Western Australian Prisoners.
• Paul Barnes - MBR Thesis: Education and training in prisons: Aboriginal ex-offender perspectives.
• Melissa Kapuralic - PhD Thesis: Closing the Loop: An Interpretive Phenomenological Autoethnography of the Social-Ecological Factors that Contributed to My Autistic Burnout as a Teacher.