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2017 Journal Article The development and validation of the student engagement scale in an Ethiopian university contextTadesse, Tefera, Manathunga, Catherine E. and Gillies, Robyn M. (2017). The development and validation of the student engagement scale in an Ethiopian university context. Higher Education Research and Development, 37 (1), 1-18. doi: 10.1080/07294360.2017.1342605 |
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2017 Journal Article Genomics literacy: implications for teaching students with a range of special needsRafter, Mary and Gillies, Robyn M. (2017). Genomics literacy: implications for teaching students with a range of special needs. International Journal of Disability, Development and Education, 65 (1), 1-12. doi: 10.1080/1034912X.2017.1334877 |
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2017 Journal Article The effects of teacher-introduced multimodal representations and discourse on students’ task engagement and scientific language during cooperative, inquiry-based scienceGillies, Robyn M. and Baffour, Bernard (2017). The effects of teacher-introduced multimodal representations and discourse on students’ task engagement and scientific language during cooperative, inquiry-based science. Instructional Science, 45 (4), 493-513. doi: 10.1007/s11251-017-9414-4 |
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2017 Book Chapter The teacher’s role in promoting students’ scientific discourse during a cooperative inquiry science unitGillies, Robyn M. and Rafter, Mary (2017). The teacher’s role in promoting students’ scientific discourse during a cooperative inquiry science unit. Classrooms. Volume 2: Academic content and behavior strategy instruction for students with and without disabilities. (pp. 205-229) edited by Jeffrey P. Bakken. New York, NY United States: Nova Science Publishers. |
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2016 Journal Article Cooperative learning: Review of research and practiceGillies, Robyn (2016). Cooperative learning: Review of research and practice. Australian Journal of Teacher Education, 41 (3), 39-54. doi: 10.14221/ajte.2016v41n3.3 |
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2016 Book Enhancing classroom-based talk : blending practice, research and theoryGillies, Robyn M. (2016). Enhancing classroom-based talk : blending practice, research and theory. Abingdon, Oxon, United Kingdom: Routledge. doi: 10.4324/9781315745367 |
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2016 Journal Article The effectiveness of a guided inquiry-based, teachers’ professional development programme on Saudi students’ understanding of densityAlmuntasheri, S., Gillies, R. M. and Wright, T. (2016). The effectiveness of a guided inquiry-based, teachers’ professional development programme on Saudi students’ understanding of density. Science Education International, 27 (1), 16-39. |
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2016 Journal Article A professional learning model that cultivates primary science classrooms’ representational profilesNichols, Kim, Gillies, Robyn and Kleiss, Donna (2016). A professional learning model that cultivates primary science classrooms’ representational profiles. International Journal of Educational Research, 76, 12-33. doi: 10.1016/j.ijer.2015.12.002 |
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2016 Journal Article Multimodal representations during an inquiry problemsolving activity in a Year 6 science class: a case study investigating cooperation, physiological arousal and belief statesGillies, Robyn M., Carroll, Annemaree, Cunnington, Ross, Rafter, Mary, Palghat, Kelsey, Bednark, Jeff and Bourgeois, Amanda (2016). Multimodal representations during an inquiry problemsolving activity in a Year 6 science class: a case study investigating cooperation, physiological arousal and belief states. Australian Journal of Education, 60 (2), 111-127. doi: 10.1177/0004944116650701 |
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2015 Journal Article Nurturing cooperative learning pedagogies in higher education classrooms: Evidence of instructional reform and potential changesTadesse, Tefera and Gillies, Robyn Margaret (2015). Nurturing cooperative learning pedagogies in higher education classrooms: Evidence of instructional reform and potential changes. Current Issues in Education, 18 (2), 1-18. |
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2015 Journal Article School reform for positive behaviour support through collaborative learning: utilising lesson study for a learning communitySaito, Eisuke, Watanabe, Miki, Gillies, Robyn, Someya, Ikuo, Nagashima, Takashi, Sato, Masaaki and Murase, Masatsugu (2015). School reform for positive behaviour support through collaborative learning: utilising lesson study for a learning community. Cambridge Journal of Education, 45 (4), 489-518. doi: 10.1080/0305764X.2014.988684 |
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2015 Journal Article Preliminary evaluation of the FRIENDS for Life program on students' and teachers' emotional states for a school in a low socio-economic status areaIizuka, Cristina A., Barrett, Paula M., Gillies, Robyn, Cook, Clayton R. and Marinovic, Welber (2015). Preliminary evaluation of the FRIENDS for Life program on students' and teachers' emotional states for a school in a low socio-economic status area. Australian Journal of Teacher Education, 40 (3), 1-20. doi: 10.14221/ajte.2014v40n3.1 |
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2015 Other Outputs Queensland primary teachers' professional development model for collaborative multimodal inquiry practices in science: responding to the Australian curriculumNichols, K. and Gillies, Robyn (2015). Queensland primary teachers' professional development model for collaborative multimodal inquiry practices in science: responding to the Australian curriculum. |
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2015 Journal Article The effects of scientific representations on primary students’ development of scientific discourse and conceptual understandings during cooperative contemporary inquiry-scienceGillies, Robyn M., Nichols, Kim and Khan, Asaduzzaman (2015). The effects of scientific representations on primary students’ development of scientific discourse and conceptual understandings during cooperative contemporary inquiry-science. Cambridge Journal of Education, 45 (4), 427-449. doi: 10.1080/0305764x.2014.988681 |
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2015 Book Chapter Teacher dialogue that supports collaborative learning in the classroomGillies, Robyn M. (2015). Teacher dialogue that supports collaborative learning in the classroom. Socializing intelligence through academic talk and dialoguee. (pp. 335-345) edited by Lauren B. Resnick, Christa S. C. Asterhan and Sherice N. Clarke. Washington DC, United States: American Educational Research Association (AERA). doi: 10.3102/978-0-935302-43-1_26 |
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2015 Book Chapter Developments in collaborative learningGillies, Robyn M. (2015). Developments in collaborative learning. Collaborative Learning: Developments in Research and Practice. (pp. 1-15) edited by Robyn M. Gillies. New York, United States: Nova Science Publishers. |
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2015 Journal Article Primary teachers' representational practices: From competency to fluencyNichols, Kim, Stevenson, Michael, Hedberg, John and Gillies, Robyn (2015). Primary teachers' representational practices: From competency to fluency. Cambridge Journal of Education, 46 (4), 509-531. doi: 10.1080/0305764X.2015.1068741 |
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2015 Journal Article Social interactions that support students' self-regulated learning: A case study of one teacher's experiencesAlvi, Effat and Gillies, Robyn M. (2015). Social interactions that support students' self-regulated learning: A case study of one teacher's experiences. International Journal of Educational Research, 72, 14-25. doi: 10.1016/j.ijer.2015.04.008 |
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2015 Book Chapter Academic talk in the collaborative classroomGillies, Robyn M. (2015). Academic talk in the collaborative classroom. Collaborative Learning: Developments in Research and Practice. (pp. 141-156) edited by Gillies, Robyn M.. New York, United States: Nova Science Publishers. |
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2015 Book Chapter Inclusive practicesPagliano, Paul and Gillies, Robyn Margaret (2015). Inclusive practices. Education for Inclusion and Diversity. (pp. 131-159) edited by Adrian Ashman. Melbourne, VIC, Australia: Pearson Australia. |
