A

Argus, Karen (2020) Arts practice and process: a basis for a pedagogical approach to art education focused on issues of social relevance. Masters (Research) thesis, James Cook University.

B

Boulard, Florence, and Craven, Allison (2021) Disney's Moana: a pedagogical tool for educators to zoom into Pacific languages and cultures. In: [Presented at the 23rd AFMLTA International Languages Conference]. From: 23rd AFMLTA International Languages Conference, 5-6 July 2021, Online Event.

Bruce, C. (2016) Preface. In: Ingvaldsen, Siri, and Oberg, DIanne, (eds.) Media and Information Literacy in Higher Education: Educating the educators. Chandos Information Professional Series . Chandos, Amsterdam, Netherlands, xv-xvi.

C

Carson, Patricia, and Sorin, Reesa (2016) Not just playing with clay: symbol mastery for spelling and word comprehension. International Journal of Learner Diversities and Identities, 24 (1). pp. 17-27.

D

Daniel, Ryan, and Parkes, Kelly A. (2025) The Applied Music Studio: A Decade of Research and Inquiry. In: Daniel, Ryan, and Parkes, Kelly, (eds.) The Applied Studio Model in Higher Music Education: Critical Perspectives and Opportunities. Routledge Studies in Music Education . Routledge, Abingdon, Oxon, UK, pp. 3-12.

Daniel, Ryan, and Parkes, Kelly A. (2024) The Future of the Applied Music Studio in Higher Education. In: Daniel, Ryan, and Parkes, Kelly A., (eds.) The Applied Studio Model in Higher Music Education: Critical Perspectives and Opportunities. Routledge Studies in Music Education . Routledge, Abingdon, Oxon, UK, pp. 197-204.

Daniel, Ryan, and Parkes, Kelly A. (2019) Applied music studio teachers in higher education: evidence of learner-centred teaching. Music Education Research, 21 (3). pp. 269-281.

Daniel, Ryan (2019) Artists, identity, place: implications for higher education. Asia-Pacific Journal for Art Education, 18 (2). pp. 37-66.

F

Fleischmann, Katja (2020) Online design education: searching for a middle ground. Arts and Humanities in Higher Education, 19 (1). pp. 36-57.

Fleischmann, Katja (2019) From studio practice to online design education: can we teach design online? / De l’enseignement pratique en studio à l’enseignement en ligne : peut-on enseigner le design en ligne? Canadian Journal of Learning and Technology, 45 (1).

Fleischmann, Katja (2018) Hype or help? Technology-enhanced learning in the design classroom: an experiment in online design collaboration. International Journal of Arts & Sciences, 11 (1). pp. 331-341.

Field, Ellen (2017) Climate change: imagining, negotiating, and co-creating future(s) with children and youth. Curriculum Perspectives, 37 (1). pp. 83-89.

Fleischmann, Katja (2016) Peer assessment: a learning opportunity for students in the creative arts. In: Bartholomew, Paul, Branch, John, and Nygaard, Claus, (eds.) Assessing Learning in Higher Education. Libri Publishing, Oxford, UK, pp. 109-132.

G

Glade-Wright, Robyn, and Smyth, Elizabeth A. (2023) Metaphors for doctoral research: Fundamental tenets & creative courage. Text, 27 (1).

Glade-Wright, Robyn, and Sorin, Reesa (2017) Opportunity to learn to see the world from a new angle: the impact of international art study tours on creative arts students' learning. The International Journal of Arts Education, 12 (2). pp. 19-29.

H

Haring, Ute, Sorin, Reesa, and Caltabiano, Nerina (2018) Circling the cyclone: children's understanding of natural disasters through the arts. International Journal of Pedagogy and Curriculum, 25 (4). pp. 1-15.

M

Maybee, Clarence, Bruce, Christine Susan, Lupton, Mandy, and Pang, Ming Fai (2019) Informed learning design: teaching and learning through engagement with information. Higher Education Research and Development, 38 (3). pp. 579-593.

P

Parkes, Kelly A., and Daniel, Ryan (2024) The Applied Studio Model in Higher Music Education: Critical Perspectives and Opportunities. Routledge Studies in Music Education . Routledge, London, UK.

Phillips, Louise G. (2020) Aesthetic experiences of making with paper: the (artist-infused) corner for under eight year olds. In: Maarhuis, Patricia L., and Rud, A.G., (eds.) Imagining Dewey: artful works and dialogue about art as experience. Doing Arts Thinking: arts practice, research and education, 8 . Brill/Sense, Rotterdam, pp. 309-322.

Phillips, Louise (2018) Walking with ethico-politico-urban-wonder. In: Snepvangers, Kim, and Davis, Susan, (eds.) Embodied and Walking Pedagogies Engaging the Visual Domain: research creation and practice. Transformative Pedagogies in the Visual Domain, 8 . Common Ground Research Networks, Champaign, IL, USA, pp. 15-35.

Phillips, Louise Gwenneth (2018) Sticky: childhoodnature touch encounters. In: Cutter-Mackenzie-Knowles, Amy, Malone, Karen, and Barratt Hacking, Elizabeth, (eds.) Research Handbook on Childhoodnature: assemblages of childhood and nature research. Springer International Handbooks of Education . Springer, Cham, Switzerland.

S

Siddins, Eileen (2021) A Short Report Summarising Doctorate Research: The Visual Arts Wellbeing Project. Report. James Cook University, Townsville, QLD, Australia.

Siddins, Eileen (2021) Visual Art Student Perspectives on Resilience and Enhancing Wellbeing at University. Report. James Cook University, Townsville, QLD, Australia.

Siddins, Eileen (2021) Visual Art Student Perspectives on Wellbeing and the University Experience. Report. James Cook University, Townsville, QLD, Australia. (Unpublished)

Siddins, Eileen (2021) The visual arts wellbeing project: a wellbeing needs assessment of visual art students in Australian universities. PhD thesis, James Cook University.

Siddins, Eileen, Daniel, Ryan, Carter, Margaret, and Buckby, Beryl (2020) How to foster resilience in higher visual art education: viewpoints from the students. In: Proceedings of the ACUADS 2020 Conference. From: ACUADS 2020 Conference: crisis & resilience, 5-26 November 2020, Online.

Siddins, Eileen (2018) Paving the way for unique wellbeing intervention in visual art curricula. International Journal of Innovation, Creativity and Change, 4 (3). pp. 33-48.

Sorin, Reesa, and Porter, Naomi (2018) Squiddle, the octopus with the unicorn horn: (re)engaging students through creative writing. International Journal of Arts Education, 13 (2). pp. 27-34.

T

Torzillo, Miriam, and Sorin, Reesa (2018) Dance ANYway: toward a Pedagogic Framework for Teaching Dance. The International Journal of Arts Education, 13 (3). pp. 39-53.

Torzillo, Miriam, and Sorin, Reesa (2018) Dancing toward each other: dance in the primary school classroom. International Journal of Interdisciplinary Educational Studies, 13 (2). pp. 31-48.

V

Vallack, Jocene (2016) Theatre as research - a mysterious mix. Etropic: electronic journal of studies in the tropics, 15 (1). pp. 114-122.