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2025 Journal Article Teacher relationships and social connectednessSmala, Simone, McLay, Katherine and Gillies, Robyn M. (2025). Teacher relationships and social connectedness. Teachers and Teaching, ahead-of-print (ahead-of-print), 1-24. doi: 10.1080/13540602.2025.2494036 |
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2025 Journal Article The digital-intercultural-transdisciplinary nexus: Online international exchanges for transdisciplinary educationTsao, Jack, Alhadad, Sakinah, Heinrichs, Danielle, Abdul Hameed, Suraiya and McLay, Katherine (2025). The digital-intercultural-transdisciplinary nexus: Online international exchanges for transdisciplinary education. Australasian Journal of Educational Technology, 41 (1), 27-41. doi: 10.14742/ajet.9620 |
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2025 Book Chapter Embracing discomfort in technology-rich higher education settings: perspectives from Australia and EnglandReyes, Vicente Chua and McLay, Katherine Frances (2025). Embracing discomfort in technology-rich higher education settings: perspectives from Australia and England. Critical pedagogies of discomfort in practice and professional education. (pp. 77-98) edited by Fiona Cullen, Mike Seal and Michael Whelan. London, United Kingdom: Bloomsbury Publishing. doi: 10.5040/9781350452473.ch-4 |
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2025 Book Shaping school success: empowering educational leadersHardy, Ian, Poed, Shiralee, Gowlett, Christina, Heimans, Stephen, Edwards, Elizabeth, Armour, Danielle, McLay, Katherine, Abdul Hameed, Suraiya, Beencke, Andrew, Lee, Richard, Rueda Balaguera, Laura and Ocriciano, Michelle (2025). Shaping school success: empowering educational leaders. London, United Kingdom: Routledge. doi: 10.4324/9781032666839 |
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2024 Journal Article Beyond TPACK: A case for foregrounding affect in technology rich 21st‐century teaching and learningMcLay, Katherine Frances and Reyes, Vicente Chua (2024). Beyond TPACK: A case for foregrounding affect in technology rich 21st‐century teaching and learning. Journal of Computer Assisted Learning, 40 (6), 3201-3214. doi: 10.1111/jcal.13055 |
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2024 Other Outputs Jamie Oliver’s novel really missed the mark. There are plenty of fantastic First Nations’ books if schools look for themThomson, Amy, McLay, Katherine and Shay, Marnee (2024, 11 11). Jamie Oliver’s novel really missed the mark. There are plenty of fantastic First Nations’ books if schools look for them The Conversation doi: 10.64628/AA.97udmrnqv |
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2024 Journal Article Investigating the development of peer-led asynchronous digitally mediated feedback in higher education: three case studiesStahl, Garth, Oberg, Glenys, Fairbairn, Kirsten, McLay, Kate, Noble, Christy, Sale, Martin, Mandrusiak, Allison, MacMahon, Stephanie, Findlay, Wendy and Zafar, Sobia (2024). Investigating the development of peer-led asynchronous digitally mediated feedback in higher education: three case studies. Reflective Practice, 25 (5), 1-22. doi: 10.1080/14623943.2024.2372882 |
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2024 Journal Article “Can’t you just tell us when to teach them how to use an apostrophe?” The worthwhile struggle to cultivate agential preservice teachers in a compliance cultureMcLay, Katherine Frances and Renshaw, Peter David (2024). “Can’t you just tell us when to teach them how to use an apostrophe?” The worthwhile struggle to cultivate agential preservice teachers in a compliance culture. Asia-Pacific Journal of Teacher Education, 52 (3), 350-365. doi: 10.1080/1359866x.2024.2330081 |
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2024 Journal Article The impact of parent mediation on young children's home digital literacy practices and learning: a narrative reviewSoyoof, Ali, Reynolds, Barry Lee, Neumann, Michelle, Scull, Janet, Tour, Ekaterina and McLay, Katherine (2024). The impact of parent mediation on young children's home digital literacy practices and learning: a narrative review. Journal of Computer Assisted Learning, 40 (1), 65-88. doi: 10.1111/jcal.12866 |
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2024 Journal Article Mundane matters: entangling moments of student wellbeing across cultures, time, space, and virtual worldsHeinrichs, Danielle H., Hameed, Suraiya, Tsao, Jack, McLay, Katherine, Nguyen, Huong and Alhadad, Sakinah (2024). Mundane matters: entangling moments of student wellbeing across cultures, time, space, and virtual worlds. Critical Studies in Education, 65 (3), 235-255. doi: 10.1080/17508487.2023.2252469 |
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2024 Journal Article Bridging corporate social responsibility and affective organizational commitment: the moderated mediation effect of organizational identification and sense of communityD'aprile, Gianvito, Talò, Cosimo and McLay, Katherine (2024). Bridging corporate social responsibility and affective organizational commitment: the moderated mediation effect of organizational identification and sense of community. Community Psychology in Global Perspective., 10 (2), 71-93. doi: 10.1285/i24212113v10i2-2p71 |
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2024 Other Outputs Building feedback literacy authentically: Digital peer feedback approaches to enhance future employability in caring professionsStahl, Garth, Fairbairn, Kirsten, McLay, Kate, MacMahon, Stephanie, Matthews, Kelly, Noble, Christy, Sale, Martin, Mandrusiak, Allison, Findlay, Wendy and Zafar, Sobia (2024). Building feedback literacy authentically: Digital peer feedback approaches to enhance future employability in caring professions. St Lucia, QLD Australia: The University of Queensland. doi: 10.14264/64a9021 |
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2023 Other Outputs Consultation report on proposed revisions to the Australian Curriculum: Languages Phase 5Kubler, M., McLay, K. and Johnstone, M. (2023). Consultation report on proposed revisions to the Australian Curriculum: Languages Phase 5. Brisbane, QLD, Australia: University of Queensland. |
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2023 Other Outputs Consultation report on proposed revisions to the Australian Curriculum: Languages Phase 4Kubler, Matthias, McLay, Kate and Johnstone, Melissa (2023). Consultation report on proposed revisions to the Australian Curriculum: Languages Phase 4. Brisbane, QLD, Australia: Institute for Social Sciences. |
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2023 Other Outputs Consultation report on proposed revisions to the Australian Curriculum: Languages Phase 3Kubler, Matthias, McLay, Kate and Johnstone, Melissa (2023). Consultation report on proposed revisions to the Australian Curriculum: Languages Phase 3. Brisbane, QLD Australia: The University of Queensland. |
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2023 Journal Article Massive online multiplayer games as an environment for English learning among Iranian EFL studentsSoyoof, Ali, Reynolds, Barry Lee, Chan, Kan Kan, Tseng, Wen-Ta and McLay, Kate (2023). Massive online multiplayer games as an environment for English learning among Iranian EFL students. Computer Assisted Language Learning, 38 (1-2), 128-171. doi: 10.1080/09588221.2023.2171065 |
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2023 Journal Article Embracing discomfort in active learning and technology-rich higher education settings: sensemaking through reflexive inquiryMcLay, Katherine Frances, Thomasse, Lauren and Reyes, Vicente Chua (2023). Embracing discomfort in active learning and technology-rich higher education settings: sensemaking through reflexive inquiry. Educational Technology Research and Development, 71 (3), 1-17. doi: 10.1007/s11423-023-10192-6 |
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2022 Other Outputs Consultation report on proposed revisions to the Australian Curriculum: Languages Phase 2Kubler, Matthias, Johnstone, Melissa and McLay, Kate (2022). Consultation report on proposed revisions to the Australian Curriculum: Languages Phase 2. Brisbane, QLD Australia: The University of Queensland. |
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2022 Journal Article Tutor’s role in WhatsApp learning groups: a quali-quantitative methodological approachAnnese, Susanna , Amenduni, Francesca , Candido, Vito , McLay, Katherine Francis and Ligorio, Maria Beatrice (2022). Tutor’s role in WhatsApp learning groups: a quali-quantitative methodological approach. Frontiers in Psychology, 12 799456, 799456. doi: 10.3389/fpsyg.2021.799456 |
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2022 Book Chapter A blended model for higher educationLigorio, M. Beatrice, Amenduni, Francesca and McLay, Katherine (2022). A blended model for higher education. International handbook of psychology learning and teaching. (pp. 1-24) edited by Joerg Zumbach, Douglas Bernstein, Susanne Narciss and Giuseppina Marsico. Cham, Switzerland: Springer International Publishing. doi: 10.1007/978-3-030-26248-8_65-3 |
