Centre for Sustainable Communities

Research output

Research output per year 2008 2021 2022 2023 2024 2025

• 57 Article
• 17 Chapter
• 13 Featured article
• 8 Commissioned report
• 35 More
  • 7 Other
  • 4 Editorial
  • 3 Other chapter contribution
  • 2 Book
  • 2 Conference contribution
  • 2 Entry for encyclopedia/dictionary
  • 2 Paper
  • 2 Book/Film/Article review
  • 2 Other Journal Article
  • 2 Discussion paper
  • 1 Edited Book
  • 1 Reports
  • 1 Chapter in text book
  • 1 Abstract
  • 1 Comment/debate
  • 1 Short Survey/Scientific Report
  • 1 Preprint

Research output per year

Research output per year

Search results

• 2023

  Affective Processes in Collaborative Learning Contexts: Examining Affordances and Challenges of Video and Multi-Channel Data

  Manty, K., Pino Pasternak, D., Ahola, S. & Jones, C., 20 Oct 2023, Motivation and Emotion in Learning and Teaching across Educational Contexts: Theoretical and Methodological Perspectives and Empirical Insights. Hagenauer, G., Lazarides, R. & Jarvenoja, H. (eds.). 1 ed. United Kingdom: Taylor & Francis, p. 228-243 16 p.

  Research output: A Conference proceeding or a Chapter in Book › Chapter › peer-review

  • Learning Context 100%
  • Collaborative Learning 100%
  • Multichannel Data 100%
  • Affective Processes 100%
  • Video Channel 100%
  1 Citation (Scopus)

• Building Global Teaching Competency Based on Australian and Indian Preservice Teachers' Paired Practicum

  Nethsinghe, N. R., Kurup, P. & Cherian, J., 30 Jun 2023, (E-pub ahead of print) Teacher Education: An Analytical Approach to Internship Practices Around the World. Prakasha, G. S. & Kenneth, A. (eds.). 1 ed. London: Routledge, p. 116-126 11 p.

  Research output: A Conference proceeding or a Chapter in Book › Chapter › peer-review

  • Practicum 100%
  • Pre-service Teachers 100%
  • Professional Experience 100%
  • Competency-based 100%
  • Pre-service Students 100%

• Curriculum: Understanding Curriculum from a Sociological Perspective

  Lee, M., Hong, W. P. & Wright, E., 1 Jan 2023, Sociological Foundations of Education. Maxewell, C., Yemini, M. & Engel, L. (eds.). United Kingdom: Bloomsbury, p. 55-80 26 p.

  Research output: A Conference proceeding or a Chapter in Book › Chapter › peer-review

  • Student Learning 100%
  • Sociological Perspective 100%
  • National Curriculum 33%
  • School Level 33%
  • Education Policy 33%
• 2022

  Asset-Based Community Development in Diverse Cultural Contexts: Learning from Mindanao, the Philippines

  Hill, A., Mercado, A. B., Fuentes, A. S. & Hill, D., 7 May 2022, Languages, Linguistics and Development Practices. Hill, D. & Ameka, F. K. (eds.). 1 ed. United Kingdom: Palgrave Macmillan, p. 59-86 28 p.

  Research output: A Conference proceeding or a Chapter in Book › Chapter › peer-review

  • Philippines 100%
  • Asset-based Community Development 100%
  • Cultural Contexts 100%
  • Mindanao 100%
  • Contextual Learning 100%

• Does the International Baccalaureate Diploma Program (IBDP) Contribute to Whole Person Development? The Rise of the IBDP in Asia and Its Implications for Education Reform.

  Lee, M., Kim, S., Choy, S. Y. & Kim, J., 26 May 2022, Centering Whole-Child Development in Global Education Reform: International Perspectives on Agendas for Educational Equity and Quality. Lee, J. & Wong, K. K. (eds.). 1 ed. United States: Routledge, p. 83-101 19 p.

  Research output: A Conference proceeding or a Chapter in Book › Chapter › peer-review

  • Asia 100%
  • Education Reform 100%
  • International Baccalaureate Diploma Programme 100%
  • Whole-person Development 100%
  • Self-Management 100%
  2 Citations (Scopus)

• Introduction: What Can Linguistics and Language(s) Contribute to Development Practices?

  Ameka, F. K. & Hill, D., 1 Jan 2022, Languages, Linguistics and Development Practices. Hill, D. & Ameka, F. K. (eds.). 1 ed. United Kingdom: Palgrave Macmillan, p. 1-22 22 p.

  Research output: A Conference proceeding or a Chapter in Book › Chapter › peer-review

  • Development Practice 100%
  • World Bank 100%
  • Role Language 100%
  • Development Communication 100%
  • Development Goals 100%

• Lost in Translation: Disorienting Research Dilemmas in a Multilingual Country

  Pamphilon, B., 7 May 2022, Languages, Linguistics and Development Practices. Hill, D. & Ameka, F. K. (eds.). Switzerland: Springer, p. 245-265 21 p. Chapter 10

  Research output: A Conference proceeding or a Chapter in Book › Chapter › peer-review

  • Papua New Guinea 100%
  • Community Development 100%
  • Lost in Translation 100%
  • Learning Exchange 100%
  • Field Events 100%

• Peer-to-peer learning: The Dynamics of Kin Relations, Matriliny, and Gender

  Hill, D., Basi, D. & Rahe, G., 1 Jan 2022, Languages, Linguistics and Development Practices. Hill, D. & Ameka, F. K. (eds.). 1 ed. United Kingdom: Palgrave Macmillan, p. 135-161 27 p.

  Research output: A Conference proceeding or a Chapter in Book › Chapter › peer-review

  • Peer Learning 100%
  • Kin Relations 100%
  • Dynamics 100%
  • Sex Difference 100%
  • Social Interaction 100%
  1 Citation (Scopus)

• The Importance of Mutual Understanding of Key Terminology in Development Projects: A PNG Example

  Caffery, J., Simeon, L. & Kurika, K. K., 7 May 2022, Languages, Linguistics and Development Practices. Hill, D. & Ameka, F. K. (eds.). Switzerland: Springer, p. 111-134 24 p. Chapter 5

  Research output: A Conference proceeding or a Chapter in Book › Chapter › peer-review

  • Mutual Understanding 100%
  • Local Languages 100%
  • Project Concept 100%
  • Key Terminology 100%
  • Development Project 100%
• 2021

  Cosmopolitan nationalism and global citizenship rhetoric: Analysis of policies and curricula in South Korea, Israel and the United States

  Yemini, M., Engel, L., Lee, M. & Maxewell, C., 2021, World Yearbook of Education 2022: Education, Schooling and the Global Universalization of Nationalism. Tröhler, D., Piattoeva, N. & Pinar, W. F. (eds.). 1 ed. United Kingdom: Routledge, p. 219-234 16 p.

  Research output: A Conference proceeding or a Chapter in Book › Chapter › peer-review

  • United States 100%
  • Policy Analysis 100%
  • South Korea 100%
  • Israel 100%
  • Nationalism 100%

• Country as Teacher: Using stories from and for Country in Australian education for social and ecological renewal

  Wilson, B. & Spillman, D., 1 Jan 2021, New Perspectives on Education for Democracy: Creative Responses to Local and Global Challenges. Riddle, S., Heffernan, A. & Bright, D. (eds.). United Kingdom: Routledge, p. 53-63 11 p.

  Research output: A Conference proceeding or a Chapter in Book › Chapter › peer-review

  • Australian Education 100%
  • Country as Teacher 100%
  • Australia 100%
  • Social Scientist 100%
  • Academic Performance 100%
  1 Citation (Scopus)

• Embracing Country as Teacher in Outdoor and Environmental Education.

  Karukiyalu Country, Gordon, P. & Spillman, D., 2021, International Explorations in Outdoor and Environmental Education. Thomas, G., Prince, H. & Dyment, J. (eds.). Switzerland: Springer, Vol. 9. p. 215-224 10 p. (International Explorations in Outdoor and Environmental Education; vol. 9).

  Research output: A Conference proceeding or a Chapter in Book › Chapter › peer-review

  • Country as Teacher 100%
  • Outdoor Education 100%
  • Environmental Education 100%
  • Indigenous Peoples 100%
  • Indigenous Ways of Knowing 66%
  4 Citations (Scopus)

• Principals' direct interaction with individual students: A missing piece in principal leadership research

  Lee, M., Walker, A. & Riordan, G., 2 May 2021, How School Principals Use Their Time: Implications for School Improvement, Administration and Leadership. Lee, M., Pollock, K. & Tulowitzki, P. (eds.). United Kingdom: Taylor & Francis, p. 75-92 18 p.

  Research output: A Conference proceeding or a Chapter in Book › Chapter › peer-review

  • Student Learning Outcomes 100%
  • Direct Interaction 100%
  • Leadership Studies 100%
  • Principal Leadership 100%
  • Principal Effect 100%
  3 Citations (Scopus)

• Principals' time use as a research area: Notes on theoretical perspectives, leadership domains, and future directions

  Lee, M., 2 May 2021, How School Principals Use Their Time: Implications for School Improvement, Administration and Leadership. Lee, M., Pollock, K. & Tulowitzki, P. (eds.). United Kingdom: Taylor & Francis, p. 9-21 13 p.

  Research output: A Conference proceeding or a Chapter in Book › Chapter › peer-review

  • Willow 100%
  • Principal Time Use 100%
  • Lees 100%
  • Educational Leadership 25%
  • Leadership Practices 25%
  6 Citations (Scopus)
• 2019

  Research and Learning from the Inside Out: processes, practices and pedagogy of a women's agricultural economic empowerment project in Papua New Guinea

  Pamphilon, B., Bue, V. & Wantum, F., 1 Jan 2019, Integrating Gender in Agricultural Development: Learnings from South Pacific Contexts. Singh-Peterson, L. & Carnegie, M. (eds.). United Kingdom: Emerald, p. 135 - 147 13 p.

  Research output: A Conference proceeding or a Chapter in Book › Chapter › peer-review

  • Papua New Guinea 100%
  • Agricultural Economics 100%
  • Process Practice 100%
  • Farm Family 100%
  • Agricultural Extension 100%
  1 Citation (Scopus)
• 2016

  Intercultural dialogue framework for transnational teaching and learning

  WANG, T., 1 Jan 2016, Campus support services, programs, and policies for international students. Bista, Krishna, Foster & Charlotte (eds.). 1 ed. USA: Information Science Reference, p. 223-242 20 p.

  Research output: A Conference proceeding or a Chapter in Book › Chapter › peer-review

  • Teaching-learning 100%
  • Intercultural Dialogue 100%
  • Transnational Teaching 100%
  • Dialog Framework 100%
  • Transnational Learning 100%
  5 Citations (Scopus)

• Learning in an unfamiliar culture, Exploring the experience of Australian students in Chinese Universities

  WANG, T., 2016, Spotlight on China: Chinese education in the globalized world. Guo, S. G. Y. (ed.). The Netherlands: Sense Publishers, p. 219-234 16 p.

  Research output: A Conference proceeding or a Chapter in Book › Chapter › peer-review