Our Centre's research is cross-disciplinary and focussed on real-world impact and applications in education, science and policy.  We structure our research efforts with application and implimentation in mind, to ensure that the work we do has a meaningful impact in the communities and societies for which it is designed.


 

 

Climate Adaptation Policy and Evidence.  Understanding the Tensions between Politics and Expertise in Public Policy

Peter Tangney

Tangney, P., 2017. Abingdon, Oxon New York, NY Routledge

A machine learning approach to investigating the effects of mathematics dispositions on mathematical literacy.

Florence Gabriel and Martin Westwell

Gabriel, F., Signolet, J. and Westwell, M., 2017. International Journal of Research and Method in Education, published online 22 March 2017.

   

The UK’s 2012 Climate Change Risk Assessment: How the rational assessment of science develops policy-based evidence.

Peter Tangney

Tangney, P., 2017. Science and Public Policy, 44(2), pp.225-234.

A cluster-randomised, controlled trial of the impact of Cogmed Working Memory Training on both academic performance and regulation of social, emotional and behavioural challenges.

Martin Westwell

Hitchcock, C. and Westwell, M., 2016. Journal of Child Psychology and Psychiatry, 58(2), pp.140-150.

Psychological and Neuroscientific Perspectiveson Mathematical Creativity and Giftedness.

Florence Gabriel and Martin Westwell

Cropley, D., Westwell, M. and Gabriel, F., 2016. Advances in Mathematics Education, pp.183-199.

Understanding magnitudes to understand fractions.

Florence Gabriel

Gabriel, F., 2016. Australian Primary Mathematics Classroom, 21(2), pp.36-4.

Walk the Climate Talk.

Florence Gabriel

Gabriel, F., 2016. In: ECGBL 2016 - 10th European Conference on Games Based Learning. Sonning Common: Academic Conferences and Publishing International Limited.

The politics of evidence-based policy: A comparative analysis of climate adaptation in Australia and the UK

Peter Tangney

Tangney, P. and Howes, M., 2015. Environment and Planning C: Politics and Space, 34(6), pp.1115-1134.

Brisbane City Council's Q100 assessment:How climate risk management becomes scientised .

Peter Tangney

Tangney, P., 2015. International Journal of Disaster Risk Reduction, 14, pp.496-503.

Securing STEM pathways for Australian high school students from Low-SES localities: Science and Mathematics Academy at Flinders (SMAF).

Debra Panizzon and Martin Westwell

Panizzon, D., Westwell, M. and Elliott, K., 2014. In: Closing the Achievement Gap from an International Perspective: Transforming STEM for Effective Education, pp. 285-306.

Transforming Education by contextualizing professional learning for teachers: a case in science and mathematics in Australia.

Debra Panizzon, Mark Ward and Martin Westwell

Panizzon, D., Ward, M. and Westwell, M., 2013. Transforming Education: Global Perspectives, Experiences and Implications, PIE Peter Lang SA, pp. 65-86.

Becoming explorers of our world: The purpose of science education

Debra Panizzon and Martin Westwell

Panizzon, D. and Westwell, M.,  2012. Connecting with Science Education.  Oxford University Press, pp. 2-20.

Learning outcomes for science in Australia: How are they defined, measured, and implemented?

Debra Panizzon

Panizzon, D., 2012. Making it Tangible. Learning Outcomes in Science Education. Waxmann, pp. 341 - 363 23

Teaching Secondary Science in Rural and Remote Schools: Exploring the Critical Role of a Professional Learning Community.

Debra Panizzon

Panizzon, D.,  2011. The Professional Knowledge Base of Science Teaching.  Springer Netherlands, pp. 173-187.

Science teacher preparation in Australia, Brazil, and Canada: An exploratory analysis

Debra Panizzon

Garcia, P. S., Fazio, X. and Panizzon, D. L., 2011. In: Ciencia & Educacao. 17, 1, pp1-19.

Collaborative innovations with rural and regional secondary teachers: enhancing student learning in mathematics.

Debra Panizzon

Pegg, J. and Panizzon, D., 2011. Math Ed Res J, 23, pp 149.

Science Education in Rural Settings: Exploring the ‘State of Play’ Internationally.

Debra Panizzon
Panizzon, D., 2011. Second International Handbook of Science Education, Volume 24 of the series Springer International Handbooks of Education. Springer Netherlands, pp 527-539.

From Scientific Theory to Classroom Practice.

Martin Westwell

Dommett, E.J,Devonshire, I.M., Plateau, C.R., Westwell, M.S. andGreenfield, S.R., The Neuroscientist, 17(4), pp. 382-388.

Exploring the Profile of Teachers of Secondary Science: What Are the Emerging Issues for Future Workforce Planning?

Debra Panizzon and Martin Westwell

Panizzon, D., Westwell, M. and Elliott, K.,2010.  Teaching Science, 56(4), p18-24.

Using research to inform teacher education programs: what are the emerging issues and challenges?

Debra Panizzon

Panizzon, D., 2010.  International research in teacher education: Current perspectives.  Kardooair Press, pp. 1-18.

Facilitating students' ownership of learning in science by developing lifelong learning skills.

Debra Panizzon

Panizzon, D. and Fleming, K., 2010  Teaching Science, 56(3), pp. 27-32. 

Exploring students’ scientific understandings in different educational contexts using a cognitive structural model.

Debra Panizzon

Panizzon, D., Wang, C., & Pegg, J., 2010. Research in teacher education: Current perspectives, Kardooair Press, pp. 107-122.