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2024 Journal Article Exploratory practice puzzling as praxis-oriented pronunciation teacher learning in Australian adult migrant EAL educationPlaysted, Skye, Thomas, Damon P. and Wilkinson, Jane (2024). Exploratory practice puzzling as praxis-oriented pronunciation teacher learning in Australian adult migrant EAL education. Language Teaching Research. doi: 10.1177/13621688241304648 |
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2024 Journal Article Mapping dialogic space in exploratory, disputational, and cumulative talk: a linguistic analysisThomas, Damon P., Murphy, Carol and Muir, Tracey (2024). Mapping dialogic space in exploratory, disputational, and cumulative talk: a linguistic analysis. Language and Education, 1-23. doi: 10.1080/09500782.2024.2437485 |
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2023 Journal Article Generative AI writing tools and the Australian Curriculum: EnglishLowien, Nathan and Thomas, Damon P. (2023). Generative AI writing tools and the Australian Curriculum: English. Practical Literacy, 28 (3), 26-28. |
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2023 Journal Article Patterns in literacy gender gaps: examining longitudinal data on boys’ achievements in the Australian NAPLAN testThomas, Damon P., Swain, Nathaniel, Walton, Jack and Hicks, David (2023). Patterns in literacy gender gaps: examining longitudinal data on boys’ achievements in the Australian NAPLAN test. International Journal of Educational Research, 120 102207, 1-15. doi: 10.1016/j.ijer.2023.102207 |
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2023 Book Chapter Why Tasmania has a particular need to increase educational participationThomas, Damon and Kilpatrick, Sue (2023). Why Tasmania has a particular need to increase educational participation. Adapting to online and blended learning in higher education. (pp. 49-62) edited by David Kember, Robert A. Ellis, Si Fan and Allison Trimble. Singapore: Springer Nature Singapore. doi: 10.1007/978-981-99-0898-1_3 |
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2022 Journal Article Teacher professional learning in large teaching spaces: an Australian case studyPrain, Vaughan, Muir, Tracey, Lovejoy, Valerie, Farrelly, Cathleen, Emery, Sherridan, Thomas, Damon P., Deed, Craig and Tytler, Russell (2022). Teacher professional learning in large teaching spaces: an Australian case study. Issues in Educational Research, 32 (4), 1548-1566. |
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2022 Journal Article Structuring written arguments in primary and secondary school: a systemic functional linguistics perspectiveThomas, Damon P. (2022). Structuring written arguments in primary and secondary school: a systemic functional linguistics perspective. Linguistics and Education, 72 101120, 1-17. doi: 10.1016/j.linged.2022.101120 |
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2022 Journal Article Gender differences in reading and numeracy achievement across the school yearsThomas, Damon P., Hopwood, Belinda, Hatisaru, Vesife and Hicks, David (2022). Gender differences in reading and numeracy achievement across the school years. The Australian Educational Researcher, 51 (1), 1-26. doi: 10.1007/s13384-022-00583-8 |
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2022 Journal Article Associations between Australian students’ literacy achievement in early secondary school and senior secondary participation in science: accessing cultural and science capitalCooper, Grant, Thomas, Damon P., Prain, Vaughan and Fraser, Sharon (2022). Associations between Australian students’ literacy achievement in early secondary school and senior secondary participation in science: accessing cultural and science capital. International Journal of Science Education, 44 (10), 1-16. doi: 10.1080/09500693.2022.2086317 |
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2022 Book Chapter An overview of readingThomas, Damon (2022). An overview of reading. Teaching and learning primary English. (pp. 16-37) edited by Damon Thomas and Angela Thomas. Docklands, VIC, Australia: Oxford University Press. |
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2022 Book Chapter Planning and programming for primary English teachingOckerby, Louise, Evorall, Grace, Biffin, Melissa, Sturgess, Prue and Thomas, Damon (2022). Planning and programming for primary English teaching. Teaching and learning primary English. (pp. 439-451) edited by Damon Thomas and Angela Thomas. Docklands, VIC, Australia: Oxford University Press. |
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2022 Book Chapter The essential elements of readingThomas, Damon (2022). The essential elements of reading. Teaching and learning primary English. (pp. 162-163) edited by Damon Thomas and Angela Thomas. Docklands, VIC, Australia: Oxford University Press. |
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2022 Book Chapter ComprehensionDavis, Alison and Thomas, Damon (2022). Comprehension. Teaching and learning primary English. (pp. 91-109) edited by Damon Thomas and Angela Thomas. Docklands, VIC, Australia: Oxford University Press. |
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2022 Book Chapter Oral languageJones, Pauline and Thomas, Damon (2022). Oral language. Teaching and learning primary English. (pp. 38-54) edited by Damon Thomas and Angela Thomas. Docklands, VIC, Australia: Oxford University Press. |
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2022 Book Chapter GrammarHumphrey, Sally and Thomas, Damon (2022). Grammar. Teaching and learning primary English. (pp. 182-206) edited by Damon Thomas and Angela Thomas. Docklands, VIC, Australia: Oxford University Press. |
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2022 Book Chapter Written genresHumphrey, Sally and Thomas, Damon (2022). Written genres. Teaching and learning primary English. (pp. 226-250) edited by Damon Thomas and Angela Thomas. Docklands, VIC, Australia: Oxford University Press. |
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2022 Book Chapter An overview of writingThomas, Damon and Humphrey, Sally (2022). An overview of writing. Teaching and learning primary English. (pp. 166-181) edited by Damon Thomas and Angela Thomas. Docklands, VIC, Australia: Oxford University Press. |
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2022 Book Chapter The essential elements of writingThomas, Damon (2022). The essential elements of writing. Teaching and learning primary English. (pp. 308-309) edited by Damon Thomas and Angela Thomas. Docklands, VIC, Australia: Oxford University Press. |
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2022 Book Chapter Welcome to teaching and learning primary EnglishThomas, Damon (2022). Welcome to teaching and learning primary English. Teaching and learning primary English. (pp. 2-13) edited by Damon Thomas and Angela Thomas. Docklands, VIC, Australia: Oxford University Press. |
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2021 Journal Article Walking the walk: democratizing change in teacher educationBeasy, Kim, Hunter, Mary Ann, Hicks, David, Pullen, Darren, Brett, Peter, Thomas, Damon, Reaburn, Robyn, Baker, William, Fan, Frances, Cruickshank, Vaughan, Stephenson, Elspeth and Hatisaru, Vesife (2021). Walking the walk: democratizing change in teacher education. Journal of the Scholarship of Teaching and Learning, 21 (4). doi: 10.14434/josotl.v21i4.32757 |
