Publications
The Assessment and Evaluation Research Centre publishes a wide range of written material including books, book chapters, and peer-reviewed journal articles.
2026
Bostwick, K. C. P., Caucus, T. B., Martin, A. J., & Lowe, K. (2026). What do teachers think about their Aboriginal students' motivation and engagement? Contemporary Educational Psychology, 84(102445). https://doi.org/10.1016/j.cedpsych.2026.102445 (Open Access)
Briggs, D. C., Maul, A., & McGrane, J. A. (2026). On the nature of measurement. In L. Cook & M. Pitoniak (Eds.), Educational Measurement (5th ed.). Oxford University Press.
Chen, Z., Zhu, J., McGrane, J., Hopfenbeck, T. N., Wang, Y., & Ji, Y. (2026). More inspiration and attention: How Generative AI tools Impact Graduate students' affective engagement in L2 source-based academic writing. Computers & Education, 105495. https://doi.org/10.1016/j.compedu.2025.105495
Deane, K. (2026). Theory of change and social work research. In C. Fouché & L. Beddoe (Eds.). Elgar encyclopedia of social work (pp. 410-412). Edward Elgar. https://doi.org/10.4337/9781035310234.00146
Gamlem, S. M., Johnston, S-K., Moltudal, S., McGrane, J., & Hopfenbeck, T. N. (2026). Generative AI in initial teacher education: Exploring the alignment of perceptions and experiences of pre-service teachers and their teacher educators. Teaching and Teacher Education, 172(105382). https://doi.org/10.1016/j.tate.2026.105382 (Open Access)
Hopfenbeck, T. N. (2026). Professor Paul Black, OBE, CPhys, HonFInstP, emeritus Professor of science Education at King’s College London: a tribute and appreciation. Assessment in Education: Principles, Policy & Practice, 1–4. https://doi.org/10.1080/0969594X.2026.2673251 (Free Access)
Johnston, S. K., Scott-Barrett, J., Denton-Calabrese, T., McGrane, J. A., & Hopfenbeck, T. N. (2026). From in-person to remote classroom-based video research: six reflexive lessons from a multi-site study. International Journal of Research & Method in Education, 1–26. https://doi.org/10.1080/1743727X.2025.2557833 (Open Access)
Lipnevich, A. A., Florentin, C. A., DeLuca, C., Nukpetsi, E., Rickey, N., Hopfenbeck, T., Carter, E., & McGrane, J. A. (2026). Mapping the landscape of AI-driven feedback in education: A scoping review. Frontiers in Education: Assessment, Testing and Applied Measurement, 11(1799346). https://doi.org/10.3389/feduc.2026.1799346
Rice, S., Hopfenbeck, T. & Corbel, C. (2026). A theoretical model of stakes and their impacts. Educational Assessment, Evaluation and Accountability. https://doi.org/10.1007/s11092-025-09477-6 (Open Access)
Sun, S. Z., Beswick, B., Zhang, Z., & Song, H. (2026). Critical thinking performance patterns among Australian and Chinese higher education students: a latent profile analysis. Studies in Higher Education, 1–16. https://doi.org/10.1080/03075079.2026.2653674
Torres Irribarra, D. & McGrane, J. A. (2026). Grounding meaning and warranting inference in Educational Measurement: Theory, epistemology, and practice in Mislevy's Sociocognitive Framework. Educational Measurement: Issues and Practice, 45: e70023. https://doi.org/10.1111/emip.70023.
Vendrell, M., & Johnston, S.-K. (2026). Scaffolding critical thinking with Generative AI: Design principles for integrating large language models in higher education. Computer & Education: Artificial Intelligence, 100572. https://doi.org/10.1016/j.caeai.2026.100572 (Open Access)
2025
Arbour, G. (2025). Redefining research on evaluation to unlock its full empirical and conceptual potential. New Directions for Evaluation. https://doi.org/10.1002/ev.70004 (Open Access)
Bostwick, K., Burns, E., Martin, A., Collie, R., & Durksen, T. (2025). A bifactor exploratory structural equation model of students’ growth-focused motivation. Journal of Experimental Education, 93(2). https://doi.org/10.1080/00220973.2024.2329105 (Open Access)
Bostwick, K., Martin, A., Lowe, K., Vass, G., Woods, A., & Durksen, T. (2025). A framework for teachers’ culturally responsive teaching beliefs: Links to motivation to teach Aboriginal curriculum and relationships with Aboriginal students. Teaching and Teacher Education, 161. https://doi.org/10.1016/j.tate.2025.105020 (Open Access)
Carter, E. (2025). Challenges with understanding and measuring inclusive teaching practices: Insights for India. In J. Abraham, J. Ahmad, & A. Ahmad (Eds.), Inclusivity and Equity in Teacher Education: In the Content of NEP 2020 (1st ed.). ABS books.
Carter, E. (2025). Debate: Where to next for universal school-based mental health interventions? The value of student voices in informing the design and implementation of universal school-based mental health interventions. Child Adolescent Mental Health, 30(1), 96-98. https://doi.org/10.1111/camh.12750 (Open Access)
Carter, E., Shima, L., & Singal, N. (2025). Understanding and addressing gendered learning and socioemotional differences among students: teachers’ insights from Rwanda. Cambridge Journal of Education, 1–23. https://doi.org/10.1080/0305764X.2025.2534347 (Open Access)
Cleveland, B., Imms, C., Merrick, N., Imms, W., Aston, R., Candido, C., Tregloan, K., Clinton, J., Alterator, S., Loh, P., & Graham, L. (2025). Inclusive learning spaces in Australian schools: an exploration of stakeholder participation, perspectives and priorities. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2025.2553212
Clinton, J. M., & Smith, L. E. (2025). Deconstructing Wellbeing Literacy. In Wellbeing Literacy. Routledge. https://doi.org/10.4324/9781003644293-5
Deane, K. L., Fenaughty, J., Bullen, P., Ahmad, M., Chuah, Y., Tang-Taylor, J., Joseph, D., & Marlowe, J. (2025). Innovating to amplify the voices of young people from marginalized ethnic migrant backgrounds. American Journal of Community Psychology. https://doi.org/10.1002/ajcp.12779 (Open Access)
Gamlem, S. M., McGrane, J., Brandmo, C., Moltudal, S., Sun, S. Z., & Hopfenbeck, T. N. (2025). Exploring pre-service teachers’ attitudes and experiences with generative AI: a mixed methods study in Norwegian teacher education. Educational Psychology, 1–25. https://doi.org/10.1080/01443410.2025.2528663 (Open Access)
Gao, A. L., Carter, E., Kwok, P. K. P., Shima, L., & Singal, N. (2025). Engaging student voice in Rwandan secondary schools: Understanding factors supporting learning in STEM and future aspirations. British Educational Research Journal. https://doi.org/10.1002/berj.4201 (Open Access)
Henkel, O., Hills, L., Roberts, B., & McGrane, J. (2025). Can LLMs Grade Open Response Reading Comprehension Questions? An Empirical Study Using the ROARs Dataset. International Journal of Artificial Intelligence in Education, 35(2). https://doi.org/10.1007/s40593-024-00431-z
Henkel, O., Horne-Robinson, H., Hills, L., Roberts, B., & McGrane, J. (2025). Supporting literacy assessment in West Africa: Using state-of-the-art speech models to assess oral reading fluency. International Journal of Artificial Intelligence in Education. https://doi.org/10.1007/s40593-024-00435-9 (Open Access)
Hopfenbeck, T. N. (2025). Gaming boys, anxious girls? New research evidence on gender gaps in assessment. Assessment in Education: Principles, Policy & Practice, 1–4. https://doi.org/10.1080/0969594X.2025.2466928 (Free Access)
Luo, R., Sun, S. Z., Carter, E., & Hopfenbeck, T. N. (2025). Building resilience, emotional regulation, kindness, and critical thinking in the digital age: An evaluation of the Superpowers Program on Philippine kindergarteners. International Journal of Educational Research Open, 9 https://doi.org/10.1016/j.ijedro.2025.100479 (Open Access)
Martin, A. J., Bostwick, K. C. P., Durksen, T. L., Amazan, R., Lowe, K., & Weuffen, S. (2025). Teachers’ motivation to teach Aboriginal perspectives in the curriculum: links with their Aboriginal students’ academic motivation. Australian Education Researcher. 52, 1637–1662. https://doi.org/10.1007/s13384-024-00779-0 (Open Access)
Pryce, J., & Deane, K. (2025). The mentor attunement scale: a tool to measure a critical mentoring skill-set. Mentoring & Tutoring Partnership in Learning, 33(1), 95-111. https://doi.org/10.1080/13611267.2024.2420122
Sawyer, A., Brannigan, J., Spielman, L., Wing Chan, A., Wu, A., Peters, B., Switalski, E., Dohle, E., Rosario, F., Horsfall, H., Garcia-Vega, J., Tosto-Mancuso, J., McGrane, J., Nilson, K., Hochburg, L., McCarron, L., Nardozzi, M., Lillicrap, M., Gould, M., … Fry, A. (2025). Development of a novel clinical outcome assessment: digital instrumental activities of daily living. Ebiomedicine, 116. https://doi.org/10.1016/j.ebiom.2025.105732
Tognolini, J., & Clinton, J. (2025). Building a measurement scale for teacher quality to assess the predictive validity of teaching performance assessments. In R. White & A. Simpson (Eds.), What’s the evidence? An investigation into teacher quality. Routledge. https://doi.org/10.4324/9781003542575-7
Vendrell-Morancho, M., & Johnston, S.-K. (2025). Serious games and critical thinking disposition: A systematic literature review. Comunicar, 33(83). https://doi.org/10.5281/zenodo.17216417
Wang, G., Atabey, A., Sun, K., Lin, G., Johnston, S., Pothong, K., Wilson, C., Urquhart, L., Yip, J., & Zhao, J. (2025). Child-centered AI: Contextualizing principles and design in HCI. Interactions N Y, 32(5). https://doi.org/10.1145/3757108
Zhu, Y., Johnston, S., Zhu, C., & Li, Y. (2025). Fostering children’s dispositional autonomy and AI understanding through co-designing AI systems: A learning science perspective. International Journal of Human Computer Studies, 196. https://doi.org/10.1016/j.ijhcs.2024.103412
2024
Arbour, G. (2024). Lack of Discipline: Answering Scriven’s Call for Value in (Program) Evaluation. In L. A. Wingate, A. S. Boyce, L. Wilson Becho, & K. N. Robertson (Eds.), Core Concepts in Evaluation: Classic Writings and Contemporary Commentary (pp. 55-65). SAGE Publications.
Carter, E., Molina, E., Pushparatnam, A., Rimm-Kaufman, S., Tsapali, M., & Wong, K. (2024). Evidence-based teaching: effective teaching practices in primary school classrooms. London Review of Education, 22(1). https://doi.org/10.14324/LRE.22.1.08 (Open Access)
Domvo, W., Gullickson, A. M., & Wildschut, L. (2024). Framing the future: Exploring the values that underpin the Australian Evaluation Society's evaluators' professional learning competencies. Evaluation Journal of Australasia, 24(4), 301–321. https://doi.org/10.1177/1035719X241293807 (Open Access)
Gullickson, A. M. (Ed.). (2024). Evaluation Journal of Australasia, 24(4). https://search.informit.org/toc/eja/24/4
Gullickson, A. M., Siddiqi, T., Lloyd, D., Stephens, A., Argyrous, G., & Wildschut, L. (2024). Moving from guideline to measure to findings: The Australian Evaluation Society and the Learn Evaluation Assessment Portal. Evaluation Journal of Australasia, 24(4), 272–300. https://doi.org/10.1177/1035719X24129380 (Open Access)
Gullickson, A. M., Tanabe, S., Davis, E. R., Howard, J. L., & Gonzalez, S. (2024). Evaluative attitude in action: Using the Learn Evaluation Assessment Portal in graduate education. Evaluation Journal of Australasia, 24(4), 322–339. https://doi.org/10.1177/1035719X241293809 (Open Access)
Hall, J., Deery, B., Kern, M., Clinton, J., & Quach, J. (2024). An adaptation of the KidCOPE: the KidCOPE-parent (KidCOPE-P)–a parent-report measure of child coping strategies. Educational and Developmental Psychologist, 41(2). https://doi.org/10.1080/20590776.2024.2341783 (Open Access)
Henkel, O., Hills, L., Roberts, B., & McGrane, J. (2024). Can LLMs Grade Open Response reading comprehension questions? An empirical study using the ROARs dataset. International Journal of Artificial Intelligence in Education. https://doi.org/10.1007/s40593-024-00431-z
Hopfenbeck, T. (2024). Bridging the gap: from assessment theory to classroom reality. Assessment in Education: Principles, Policy and Practice, 31(3–4). https://doi.org/10.1080/0969594X.2024.2405227 (Free Access)
Hopfenbeck, T. (2024). Insight from research across the world: examining student responses, assessment practices, and feedback engagement. Assessment in Education: Principles, Policy & Practice, 31(1), 1–4. https://doi.org/10.1080/0969594X.2024.2335719 (Free Access)
Hopfenbeck, T. N. (2024). Surprising Insights: rethinking Grades, Exams, and Assessment Cultures. Assessment in Education: Principles, Policy & Practice, 31(2), 91–93. https://doi.org/10.1080/0969594X.2024.2370091 (Free Access)
Hopfenbeck, T. N., Johnston, S. K., Cresswell, C., Double, K., & McGrane, J. (2024). An evaluation of the IB career-related programme implementation in Kent, UK. Globalisation, Societies and Education, 22(4), 692-706. https://doi.org/10.1080/14767724.2022.2160972
Hulme, C., McGrane. J., Duta, M., West, G., Cripps, D., Dasgupta, A., Hearne, S., Gardner, R., & Snowling, M. (2024). LanguageScreen: The Development, Validation, and Standardization of an Automated Language Assessment App. Language, Speech, and Hearing Services in Schools, 55(3), 904-917. https://doi.org/10.1044/2024_LSHSS-24-00004 (Open Access)
Hyatt, A., Gough, K., Chung, H., Chapman, W., Aston, R., Cockwill, J., Woods, A., Galetakis, S. & Krishnasamy, M. (2024). Development of consensus quality indicators for cancer supportive care: a Delphi study. BMC Health Services Research, 24(1), 377. https://doi.org/10.1186/s12913-024-10876-6 (Open Access)
Lähteenmäki, M., Mikkilä-Erdmann, M., Laakkonen, E., Warinowski, A., & Clinton, J. (2024). Student Teachers’ Study Profiles — Longitudinal Perspective to Research-Based Teacher Education. Professions and Professionalism, 14(1). https://doi.org/10.7577/pp.5807 (Open Access)
McDonough, S., Keamy, R., Brandenburg, R., & Selkrig, M. (2024). Making teacher educators’ experiences visible: seeing inside the hopeful and ambiguous dimensions of practice. Asia-Pacific Journal of Teacher Education, 1–15. https://doi.org/10.1080/1359866X.2024.2381255 (Open Access)
McGrane, J., Selwyn, J., & Baker, C. (2024). The development and psychometric validation of a survey to measure the subjective well-being of care leavers. Children and Youth Services Review, 158, 107462. https://doi.org/10.1016/j.childyouth.2024.107462 (Open Access)
Molina, E., Carter, E., & Luna-Bazaldua, D. (2024). Unveiling Teach Secondary: Three lessons on measuring secondary teaching quality. In World Bank Blogs.
Molina, E., Carter, E., Luna-Bazaldua, D., Pushparatnam, A., & Singal, N. (2024). All means all: Taking stock of inclusive teaching practices across classrooms in eight countries. In World Bank Blogs.
Molina, E., Carter, E., Bazaldua, D. L., Pushparatnam, A., & Singal, N. (2024). Teaching for all? Measuring the quality of inclusive practices across eight countries. Compare - A Journal of Comparative and Interactive International Education. https://doi.org/10.1080/03057925.2024.2304293
Molina, E., Carter, E., Pushparatnum, A., Melo Hurtado, C., Wilichowski, T., Del Toro Mijares, A., Ding, E., Aloys, J. B., Moreno, C., Arenge, G., Francis, G., & Tsapali, M. (2024). Teach Secondary: Helping Countries Track and Improve Teaching Quality [Data set]. In Teach Secondary: Helping Countries Track and Improve Teaching Quality.
Molina, E., Pushparatnum, A., Melo Hurtado, C., Wilichowski, T., Del Toro Mijares, A., Ding, E., Aloys, J. B., Carter, E., & Singal, N. (2024). Teach Primary: Helping Countries to Measure Effective Teaching Practices [Data set]. In Teach Primary: Helping Countries to Measure Effective Teaching Practices.
Rice, S., Gillis, S., Dawborn-Gundlach, M., van Driel, J., Koh, S., & Speldewinde, C. (2024). Vocational teachers in school settings: career pathways and motivations. Journal of Vocational Education & Training, 1–24. https://doi.org/10.1080/13636820.2024.2372773 (Open Access)
Rogers, A., Gullickson, A., King, J., & McKinley, E. (2024). How Evaluation Advocates Use Interpersonal Skills to Engage Their Colleagues in Evaluation. American Journal of Evaluation, 45(3). https://doi.org/10.1177/10982140231185720 (Open Access)
Watterston, J., Clinton, J., Arkoudis, S., Rice, S., Graham, L., & Quay, J. (2024). Transforming education for a post-COVID world. In P. Goel, J. Simmons, S. Marwah, L. Andersson, A. Neuhaus & M. Mahat (Eds.). Building a better normal: Visions of Schools of Education in a post-pandemic world. (pp. 119-140). Emerald. https://doi.org/10.1108/978-1-80455-410-420241007
Wildschut, L., & Gullickson, A. M. (2024). Evaluator competencies and self-assessment: Lessons from the Learn Evaluation Assessment Portal. Evaluation Journal of Australasia, 24(4), 239–242. https://doi.org/10.1177/1035719X241293806 (Open Access)
Wildschut, L., Gullickson, A. M., & Mason, S. (2024). Making the learn evaluation assessment portal: Developing a reciprocal tool for learning and research. Evaluation Journal of Australasia, 24(4), 243–271. https://doi.org/10.1177/1035719X241293805 (Open Access)
2023
Aston, R., Clinton, J. M., Paproth, H. (2023). Are Schools as Community Hubs Worth It?. In: Cleveland, B., Backhouse, S., Chandler, P., McShane, I., Clinton, J.M., Newton, C. (eds) Schools as Community Hubs. Springer, Singapore. https://doi.org/10.1007/978-981-19-9972-7_22 (Open Access)
Braithwaite, J. & Deane, K. (2023). Youth participation in Aotearoa New Zealand: Rationales, rights and responsiveness. In B. Percy-Smith, N. P. Thomas, C. O’Kane, & A. T-D. Imoh. A Handbook of Children and Young People’s Participation (pp. 20 – 26). Routledge.
Cleveland, B., McShane, I., Chandler, P., Backhouse, S., Aston, R., & Clinton, J. M. (2023). Renewed Aspirations for Schools as Community Hubs. In Schools as Community Hubs. Springer, Singapore. https://doi.org/10.1007/978-981-19-9972-7_1 (Open Access)
Clinton, J. M., Aston, R., Paproth, H. (2023). An Evaluation Framework for Schools as Community Hubs. In: Cleveland, B., Backhouse, S., Chandler, P., McShane, I., Clinton, J. M., Newton, C. (eds) Schools as Community Hubs. Springer, Singapore. https://doi.org/10.1007/978-981-19-9972-7_20 (Open Access)
Clinton, J., & Smith, L. E. (2023). The Role of Preservice Teachers’ Wellbeing, Dispositions and Self-Awareness in Predicting Future Teacher Behaviour. In: M. A. White, F. McCallum, C. Boyle (Eds.) New Research and Possibilities in Wellbeing Education. Springer, Singapore. https://doi.org/10.1007/978-981-99-5609-8_15
Deane, K. L. (2023). Evaluation research: Addressing questions about worth and value. In F. Meyer & K. Meissel (Eds.). Research methods for education and the social disciplines in Aotearoa New Zealand (pp.244-253). NZCER Press.
Deane, K. L., Bullen, P., Williamson-Dean, R., & Wilder, K. (2023). The benefits of participating in a culturally translated youth mentoring program and service-learning experience for Aotearoa New Zealand mentors. Journal of Community Psychology, 51(8), 3366-3384. https://doi.org/10.1002/jcop.23005 (Open Access)
Dutton, H., Deane, K. L., & Friesen, M. (2023). Positive youth development: Opportunities to expand conceptualizations of youth wellbeing to incorporate thriving. In Wellbeing: Global Policies and Perspectives: Insights from Aotearoa New Zealand and beyond (pp. 141-160). Peter Lang.
Dutton, H., Deane, K. L., & Overall, N. C. (2023). Using observational dyadic methods in youth mentoring research: preliminary evidence of the role of actors' and partners' self-disclosure in predicting relationship quality. Journal of Youth and Adolescence, 52(6), 1157-1169. https://doi.org/10.1007/s10964-023-01757-y (Open Access)
Double, K. S., El Masri, Y., McGrane, J. A., & Hopfenbeck, T. N. (2023). Do IB students have higher critical thinking? A comparison of IB with national education programs. Thinking Skills and Creativity, 50. https://doi.org/10.1016/j.tsc.2023.101416 (Open Access)
Hopfenbeck, T. (2023). Cultivating realistic self-appraisal: examining student overclaiming and fair assessment through PISA and classroom data. Assessment in Education: Principles, Policy and Practice, 30(5–6). https://doi.org/10.1080/0969594X.2023.2294428 (Free Access)
Hopfenbeck, T. (2023). Educational assessment as hope in uncertain times. Assessment in Education: Principles, Policy and Practice, 30(3–4). https://doi.org/10.1080/0969594X.2023.2256545 (Free Access)
Hopfenbeck, T. N. (2023). Feedback practices and transparency in data analysis. Assessment in Education: Principles, Policy & Practice, 30(1), 1-3, https://doi.org/10.1080/0969594X.2023.2194706 (Free Access)
Hopfenbeck, T. N. (2023). The Future of Educational Assessment: Self-assessment, Grit and ChatGPT?. Assessment in Education: Principles, Policy & Practice, 30(2), 99-103, https://doi.org/10.1080/0969594X.2023.2212192 (Free Access)
Hopfenbeck, T. N. (2023). Volume 13: Assessment, Evaluation and Accountability, Editor(s): Tierney, R.T., Rizvi, F., Ercikan, K. International Encyclopedia of Education (Fourth Edition), Elsevier, Pages xix-xx, ISBN 9780128186299, https://doi.org/10.1016/B978-0-12-818630-5.02013-3
Hopfenbeck, T. N., Johnston, S. K., Cresswell, C., Double, K., & McGrane, J. (2023) An evaluation of the IB career-related programme implementation in Kent, UK, Globalisation, Societies and Education, https://doi.org/10.1080/14767724.2022.2160972
Hopfenbeck, T. N., Zhang, Z., Sun, S. Z., Robertson, P., & McGrane, J. A. (2023). Challenges and opportunities for classroom-based formative assessment and AI: a perspective article. Frontiers in Education. https://doi.org/10.3389/feduc.2023.1270700
Hyatt, A., Gough, K., Chung, H., Chapman, W., Aston, R., Cockwill, J., Woods, A., Galetakis, S., & Krishnasamy, M. (2023). Development of consensus quality indicators for cancer supportive care: a Delphi study. BMC Health Services Research
Johnston, S. K., McGrane, J. A., Vendrell‐Morancho, M., & Hopfenbeck, T. N. (2023). A multi‐country comparison of lower secondary students' critical thinking under the International Baccalaureate and national curricula. Review of Education, 11(3), e3442. https://doi.org/10.1002/rev3.3442 (Open Access)
McGrane, J. A. (2023). Comparative judgment. International Encyclopedia of Education (Fourth Edition) (pp. 73-78). Elsevier. https://doi.org/10.1016/B978-0-12-818630-5.09023-0
Milano, S., McGrane, J., & Leonelli, S. (2023). Large language models challenge the future of higher education. Nature Machine Intelligence, 5, 333-334. https://doi.org/10.1038/s42256-023-00644-2
Paproth, H., Clinton, J. M., Aston, R. (2023). The Role of Evaluative Thinking in the Success of Schools as Community Hubs. In: Cleveland, B., Backhouse, S., Chandler, P., McShane, I., Clinton, J. M., Newton, C. (eds) Schools as Community Hubs. Springer, Singapore. https://doi.org/10.1007/978-981-19-9972-7_21 (Open Access)
Rogers, A., & Gullickson, A. (2023). Embedding evaluation in non-profit organisations: Lessons from evaluation advocates. Evaluation Journal of Australasia, 23(4). https://doi.org/10.1177/1035719X231179256 (Open Access)
Scott-Barrett, J., Johnston, S. K., Denton-Calabrese, T., McGrane, J. A., & Hopfenbeck, T. N. (2023). Nurturing curiosity and creativity in primary school classrooms. Teaching and Teacher Education, 135, 104356. https://doi.org/10.1016/j.tate.2023.104356 (Open Access)
Stiff, J., Lenkeit, J., Hopfenbeck, T. N., Kayton, H. L., & McGrane, J. A. (2023). Research engagement in the progress in international reading literacy study: A systematic review. Educational Research Review, 40, 100547. https://doi.org/10.1016/j.edurev.2023.100547 (Open Access)
Zhang, Z., Lee, J., Yin, H., & Yang, X. (2023). Doubly latent multilevel analysis of the relationship among collective teacher efficacy, school support, and organizational commitment. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1042798