E-Portfolio References

Airola, E., Dunn, K., Lo, W., & Garrison, M. (2012). What teachers think about what they can do with data: Development and validation of the data driven decision-making efficacy and anxiety inventory. Contemporary Educational Psychology, 38(1), 88

Armstrong, P. Bloom’s Taxonomy. Retrieved 23 December 2019, from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

Australian Institute for Teaching and School Leadership [AITSL]. (2017). Australian Professional Standards for Teachers. Retrieved 23 December 2019 from AITSL.

Barkoukis, V.,  Chanal, J., Ntoumanis, N., & Taylor, I. (2014). The relation between student motivation and student grades in physical education: A 3-year investigation. Scandinavian Journal Of Medicine & Science In Sports, 24(5), 411. doi: 10.1111/sms.12174

Brevik, L., Gunnulfsen, A., & Renzulli, J. (2018). Student teachers’ practice and experience with differentiated instruction for students with higher learning potential. Teaching And Teacher Education, 71, 34. doi: 10.1016/j.tate.2017.12.003

Brooks, C., Gan, M., & Hattie, J. (2016). Instruction based on feedback. In P. Alexander & R. Mayer, Handbook of Research on Learning and Instruction (pp. 290-315). New York: Routledge.

Carrington, S., & MacArthur, J. (2012). Teaching in Inclusive School Communities (1st ed., p. 222). Milton: John Wiley & Sons, Australia Ltd.

Côté-Lussier, C., & Fitzpatrick, C. (2016). Feelings of Safety at School, Socioemotional Functioning, and Classroom Engagement. Journal Of Adolescent Health, 58(5), 544. doi: 10.1016/j.jadohealth.2016.01.003

Elder, K., & Prochnow, J. (2016). PB4L School-Wide: What Will Support the Sustainability of the Initiative?. New Zealand Journal Of Educational Studies, 51(1), 85. doi: 10.1007/s40841-016-0036-1

F-10 Australian Curriculum Japanese. (2019). Retrieved 23 December 2019, from https://www.qcaa.qld.edu.au/p-10/aciq/learning-areas/languages/japanese/australian-curriculum

Fields, B. (2013). Behaviour Management – The Essentials for Pre-service Teachers. Toowoomba, Australia: Faculty of Education, University of Southern Queensland

Fisher, D., Fray, N. (2011). Checking for Understanding: Formative Assessment Techniques for your classroom. ASCD Retrieved 24 December 2019, from http://www.ascd.org/ASCD/pdf/siteASCD/publications/books/checking-forunderstanding-2nd-sample-chapters.pdf

Francis, S. (2013). Seven Secrets to motivating and engaging students. Educating Young Children: Learning And Teaching In The Early Childhood Years, 19(2), 37. Retrieved 23 December 2019, from https://search-informit-com-au.ezproxy.usq.edu.au/fullText;dn=611313077053901;res=IELHSS

Gardner, J. (2011). Assessment and Learning (pp. 28). London: SAGE Publications.

Guder, C. (2013). The ePortfolio: A Tool for Professional Development, Engagement and Life-Long Learning. Technology Column, 22(4), 239.

Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. Milton Park, UK: Routledge

Hepple, E., Sockhill, M., Tan, A., & Alford, J. (2014). Multiliteracies Pedagogy. Journal Of Adolescent & Adult Literacy, 58(3), 221, 227. doi: 10.1002/jaal.339

High impact teaching strategies (HITS). (2019). Retrieved 22 December 2019, from https://www.education.vic.gov.au/school/teachers/teachingresources/practice/improve/Pages/hits.aspx

Jackson, S., & Mandinach, E. (2012). Transforming Teaching and Learning Through Data-Driven Decision Making [Ebook] (p. 2). Thousand Oaks: Corwin. Retrieved 21 December 2019, from http://web.a.ebscohost.com.ezproxy.usq.edu.au/ehost/detail?sid=68b21c22-7cfd-497f-ab9c-82b35d0e4123@sessionmgr4007&vid=0&format=EB&rid=1#AN=1104661&db=nlebk

Kim, E., Koziol, N., Kwon, K., & Sheridan, S. (2013). Parent beliefs and children’s social-behavioral functioning: The mediating role of parent–teacher relationships. Journal Of School Psychology, 51(2), 175. doi: 10.1016/j.jsp.2013.01.003

Klipfel, K. (2014). Authentic engagement Assessing the effects of authenticity on student engagement and information literacy in academic library instruction. Reference Services Review, 42(2), 241. doi: 10.1108/rsr-08-2013-0043

Korthagen, F., Meijer, P., Simons, R., & Voerman, L. (2014). Feedback revisited: Adding perspectives based on positive psychology. Implications for theory and classroom practice. Teaching and Teacher Education, 43, 91-92. doi: 10.1016/j.tate.2014.06.005

Levy, E. (2007). Gradual Release of Responsibility: I do, We do, You do [Ebook] (p. 1). Washoe County: Washoe Coutry School District. Retrieved 23 December 2019, from https://www.washoeschools.net/cms/lib/NV01912265/Centricity/Domain/257/Certified%20Hiring/GradualReleaseResponsibilityJan08.pdf

Mandarakas, M. (2014). Teachers and Parent—School Engagement: International Perspectives on Teachers’ Preparation for and Views about Working with Parents. Global Studies Of Childhood, 4(1), 21. doi: 10.2304/gsch.2014.4.1.21

Marzano, R. (2013). Cognitive Verbs and the Common Core. Educational Leadership, 71(1), 1-2. Retrieved 23 December 2019 from http://web.a.ebscohost.com.ezproxy.usq.edu.au/ehost/pdfviewer/pdfviewer?vid=1&sid=df2ecd13-084d-4698-96ed-16f575b6d322%40sdc-v-sessmgr03

Matters, G., & Masters, G. (2014). Queensland Review of Senior Assessment and Tertiary Entrance [Ebook] (2nd ed., pp. ix,xi,1,75). Brisbane: Australian Council for Educational Research. Retrieved 20 December 2019, from https://www.acer.org/files/Redesigning_the_secondary-tertiary_interface_Ed_2.pdf

Moore, B., & Stanley, T. (2009). Critical Thinking and Formative Assessments: Increasing the Rigor in Your Classroom [Ebook] (p. 43). London: Routledge. Retrieved 20 December 2019, from https://ebookcentral-proquest-com.ezproxy.usq.edu.au/lib/usq/reader.action?docID=1382147

Palmgren, M., Pietarinen, J., Pyhältö, K., & Soini, T. (2017). Students’ Engaging School Experiences: A Precondition for Functional Inclusive Practice. International Journal Of Whole Schooling, Special Issue, 29. Retrieved 22 December 2019, from http://web.a.ebscohost.com.ezproxy.usq.edu.au/ehost/pdfviewer/pdfviewer?vid=1&sid=5afc180c-8b7a-4bf4-bf81-29d1d8d15ab8%40sdc-v-sessmgr01

Segers, M., & Tillema, H. (2011). How do Dutch secondary teachers and students conceive the purpose of assessment?. Studies In Educational Evaluation, 37(1), 50. doi: 10.1016/j.stueduc.2011.03.008

Simmons, B. (2002). Facilitative Conferences: Parents and Teachers Working Together. The Clearing House: A Journal Of Educational Strategies, Issues And Ideas, 76(2), 92. doi: 10.1080/00098650209604956

The State of Queensland, Department of Education. (2019). Setting expectations. Retrieved 23 December 2019, from http://behaviour.education.qld.gov.au/positive-behaviour/setting-expectations/Pages/default.aspx

Thurlings, M., & den Brok, P. (2017). Learning outcomes of teacher professional development activities: a meta-study. Educational Review, 69(5), 554. doi: 10.1080/00131911.2017.1281226

Wiggins, G., & McTighe, J. (2011). Understanding by design framework.  Retrieved 23 December 2019, from https://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf