The University of Queensland

Contemporary Global Perspectives on Cooperative Learning : Applications Across Educational Contexts

Gillies, Robyn M., Millis, Barbara and Davidson, Neil (2023). Contemporary Global Perspectives on Cooperative Learning : Applications Across Educational Contexts. New York: Routledge. doi: 10.4324/9781003268192

Cooperative/collaborative learning

Robyn M. Gillies ed. (2022). Cooperative/collaborative learning. Basel, Switzerland: MDPI . doi: 10.3390/books978-3-0365-2970-7

Inquiry-based science education

Gillies, Robyn M. (2020). Inquiry-based science education. Boca Raton, FL, United States: CRC Press. doi: 10.1201/9780429299179

Promoting academic talk in schools: global practices and perspectives

Gillies, Robyn M. ed. (2019). Promoting academic talk in schools: global practices and perspectives. New York, NY, United States: Routledge. doi: 10.4324/9780203728932

Enhancing classroom-based talk : blending practice, research and theory

Gillies, Robyn M. (2016). Enhancing classroom-based talk : blending practice, research and theory. Abingdon, Oxon, United Kingdom: Routledge. doi: 10.4324/9781315745367

Collaborative learning: developments in research and practice

Robyn Margaret Gillies ed. (2015). Collaborative learning: developments in research and practice. New York, United States: Nova Science Publishers.

Pedagogy: New developments in the learning sciences

Robyn M. Gillies ed. (2012). Pedagogy: New developments in the learning sciences. New York, NY, United States: Nova Science Publishers.

Evidence-based teaching: Strategies that promote learning

Gillies, R. (2009). Evidence-based teaching: Strategies that promote learning. Rotterdam, Netherlands: Sense Publishers. doi: 10.1163/9789460910562

Cooperative Learning: Integrating Theory and Practice

Gillies, R. M. (2007). Cooperative Learning: Integrating Theory and Practice. 1 ed. Los Angeles, CA.: SAGE Publications. doi: 10.4135/9781483329598

The teacher's role in implementing cooperative learning in the classroom

Gillies, R.M., Ashman, A.F. and Terwel, J. eds. (2007). The teacher's role in implementing cooperative learning in the classroom. Computer-Supported Collaborative Learning, Boston, MA, United States: Springer. doi: 10.1007/978-0-387-70892-8

Cooperative learning: the social and intellectual outcomes of learning in groups

Robyn M. Gillies and Adrian F. Ashman eds. (2003). Cooperative learning: the social and intellectual outcomes of learning in groups. Abingdon, Oxon, United Kingdom: Routledge. doi: 10.4324/9780203465264

Promoting Cognitive and Affective Dispositions through Collaborative Learning

Gillies, Robyn M. (2023). Promoting Cognitive and Affective Dispositions through Collaborative Learning. The Routledge International Handbook of Gender Beliefs, Stereotype Threat, and Teacher Expectations. (pp. 307-317) London: Routledge. doi: 10.4324/9781003275763-30

Bringing It All Together: Some Concluding Remarks

Gillies, Robyn M., Millis, Barbara and Davidson, Neil (2023). Bringing It All Together: Some Concluding Remarks. Contemporary Global Perspectives on Cooperative Learning: Applications Across Educational Contexts. (pp. 268-279) New York, NY United States: Routledge. doi: 10.4324/9781003268192-24

Cooperative learning and the state of the field

Gillies, Robyn M., Millis, Barbara and Davidson, Neil (2023). Cooperative learning and the state of the field. Contemporary global perspectives on cooperative learning: applications across educational contexts. (pp. 1-10) edited by Robyn M. Gillies, Barbara Millis and Neil Davidson. New York: Routledge. doi: 10.4324/9781003268192-1

Promoting dialogic talk during cooperative learning

Gillies, Robyn M. (2023). Promoting dialogic talk during cooperative learning. Contemporary global perspectives on cooperative learning: applications across educational contexts. (pp. 197-207) edited by Robyn M. Gillies, Barbara Millis and Neil Davidson. New York: Routledge. doi: 10.4324/9781003268192-19

Bringing it all together: some concluding remarks

Gillies, Robyn M., Millis, Barbara and Davidson, Neil (2023). Bringing it all together: some concluding remarks. Contemporary global perspectives on cooperative learning: applications across educational contexts. (pp. 268-270) edited by Robyn M. Gillies, Barbara Millis and Neil Davidson. New York, NY, United States: Routledge. doi: 10.4324/9781003268192

Teaching science that is inquiry-based: practices and principles

Gillies, Robyn M. (2023). Teaching science that is inquiry-based: practices and principles. Challenges in science education: global perspectives for the future. (pp. 39-58) edited by Gregory P. Thomas and Helen J. Boon. Cham, Switzerland: Springer Nature Switzerland. doi: 10.1007/978-3-031-18092-7_3

Challenges in teaching using inquiry-based science

Gillies, Robyn M. (2023). Challenges in teaching using inquiry-based science. Debates in science education. (pp. 101-114) edited by Justin Dillon and Mike Watts. Abingdon, Oxon, United Kingdom: Routledge/Taylor and Francis. doi: 10.4324/9781003137894-10

Dialogic talk during collaborative learning

Gillies, Robyn M. (2022). Dialogic talk during collaborative learning. The Oxford handbook of educational psychology. (pp. 1-27) edited by Angela O'Donnell, Nicole C. Barnes and Johnmarshall Reeve. Oxford, United Kingdom: Oxford University Press. doi: 10.1093/oxfordhb/9780199841332.013.25

Building a secure learning environment through social connectedness

Cunnington, Ross, MacMahon, Stephanie, Sherwell, Chase and Gillies, Robyn (2020). Building a secure learning environment through social connectedness. Building a secure learning environment through social connectedness. (pp. 112-124) edited by Annemaree Carroll, Ross Cunnington and Annita Nugent. Abingdon, Oxon, United Kingdom: Routledge. doi: 10.4324/9780429027833-8

Cooperative group work

Gillies, Robyn M. (2020). Cooperative group work. The encyclopedia of child and adolescent development. (pp. 1-11) edited by Stephen Hupp and Jeremy D. Jewell. Hoboken, NJ, United States: John Wiley & Sons. doi: 10.1002/9781119171492.wecad264

Interpersonal Relationships and Children with Autism Spectrum Disorder: Perspectives from Theory of Mind and Neuroscience

Gillies, Robyn M. (2020). Interpersonal Relationships and Children with Autism Spectrum Disorder: Perspectives from Theory of Mind and Neuroscience. Handbook of Educational Psychology and Students with Special Needs. (pp. 534-556) edited by Andrew J. Martin, Rayne A. Sperling and Kristie J. Newton. New York, NY United States: Routledge. doi: 10.4324/9781315100654-25

Dialogic talk in the cooperative classroom

Gillies, Robyn M. (2019). Dialogic talk in the cooperative classroom. Promoting academic talk in schools: global practices and perspectives. (pp. 144-160) edited by Robyn M. Gillies. Abingdon, Oxon, United Kingdom: Routledge. doi: 10.4324/9780203728932-10

Academic talk in schools: an introduction

Gillies, Robyn M. (2018). Academic talk in schools: an introduction. Promoting academic talk in schools: global practices and perspectives. (pp. 1-11) Abingdon, Oxon, United Kingdom: Routledge. doi: 10.4324/9780203728932-1

The teacher’s role in promoting students’ scientific discourse during a cooperative inquiry science unit

Gillies, 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.

Academic talk in the classroom: developments in research

Gillies, Robyn M. (2015). Academic talk in the classroom: developments in research. The Routledge international handbook of social psychology of the classroom. (pp. 142-152) edited by Christine M. Rubie-Davies, Jason M. Stephens and Penelope Watson. Abingdon, United Kingdom: Taylor and Francis. doi: 10.4324/9781315716923.ch13

Academic talk in the collaborative classroom

Gillies, 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.

Developments in collaborative learning

Gillies, 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.

Education reform: Learning from past experience and overseas success

Gillies, Robyn M. (2015). Education reform: Learning from past experience and overseas success. Change! :Combining analytic approaches with street wisdom. (pp. 193-204) edited by Gabriele Bammer. Acton, ACT Australia: ANU Press.

Inclusive practices

Pagliano, 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.

Small-Group Work: Developments in Research

Gillies, Robyn Margaret (2015). Small-Group Work: Developments in Research. Handbook of Classroom Management. (pp. 261-279) edited by Edmund T. Emmer and Edward J. Sabornie. New York, NY United States: Routledge.

Teacher dialogue that supports collaborative learning in the classroom

Gillies, 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

The teacher's role in promoting dialogic talk in the collaborative classroom

Gillies, Robyn M. (2014). The teacher's role in promoting dialogic talk in the collaborative classroom. Collaborative learning: theory, strategies and educational benefits. (pp. 55-67) edited by Stephen Rutherford. New York , United States: Nova Science Publishers.

Collaborative learning for diverse learners

Ashman, Adrian F. and Gillies, Robyn M. (2013). Collaborative learning for diverse learners. The international handbook of collaborative learning. (pp. 297-313) edited by Cindy E. Hmelo-Silver, Clark A. Chinn, Carol K. K. Chan and Angela M. O'Donnell. New York, NY, United States: Routledge. doi: 10.4324/9780203837290.ch17

Inclusive teaching practices

Pagliano, Paul and Gillies, Robyn M. (2012). Inclusive teaching practices. Education for inclusion and diversity. (pp. 226-254) edited by Adrian Ashman and John Elkins. Frenchs Forest, Australia: Pearson.

Introduction

Gillies, Robyn (2012). Introduction. Pedagogy: new developments in the learning sciences. (pp. 1-7) edited by Robyn M. Gillies. New York, United States: Nova Science Publishers.

Key features of promoting collaborative dialogue in the classroom

Gillies, Robyn M. (2012). Key features of promoting collaborative dialogue in the classroom. Handbook of implementation science for psychology education. (pp. 333-345) edited by Barbara Kelly and Daniel F. Perkins. New York, USA: Cambridge University Press. doi: 10.1017/cbo9781139013949.025

Preface

Gillies, Robyn M. (2012). Preface. Pedagogy: New Developments in the Learning Sciences. (pp. ix-xviii) edited by Robyn M. Gillies. New York, NY, United States: Nova Science Publishers.

Promoting reasoning, problem-solving and argumentation during small group discussions

Gillies, Robyn M. (2012). Promoting reasoning, problem-solving and argumentation during small group discussions. Pedagogy: new developments in the learning sciences. (pp. 131-150) edited by Robyn M. Gillies. New York, United States: Nova Science Publishers.

Curriculum, adjustments, and adaptations

Pagliano, P. and Gillies, R. (2009). Curriculum, adjustments, and adaptations. Education for Inclusion and Diversity. (pp. 201-234) edited by A. Ashman and J. Elkins. Frenches Forest, NSW.: Pearson Education Australia.

Concluding remarks

Gillies, Robyn M., Ashman, Adrian F. and Terwel, Jan (2008). Concluding remarks. The teacher’s role in implementing cooperative learning in the classroom. (pp. 258-261) edited by Robyn M. Gillies, Adrian Ashman and Jan Terwel. New York, NY United States: Springer. doi: 10.1007/978-0-387-70892-8

Teachers' and students' verbal behaviours during cooperative learning

Gillies, Robyn M. (2008). Teachers' and students' verbal behaviours during cooperative learning. The teacher's role in implementing cooperative learning in the classroom. (pp. 243-262) edited by R. M. Gillies, A.F. Ashman and J. Terwel. New York, U.S.A. ; London, U.K.: Springer. doi: 10.1007/978-0-387-70892-8

The teacher's role in implementing cooperative learning in the classroom: An introduction

Gillies, R. M., Ashman, A. F. and Terwel, J. (2008). The teacher's role in implementing cooperative learning in the classroom: An introduction. The Teacher's Role in Implementing Cooperative Learning in the Classroom. (pp. 1-8) edited by R. M. Gillies, A. F. Ashman and J. Terwel. New York, U.S.A.: Springer. doi: 10.1007/978-0-387-70892-8

Teachers’ and students’ verbal behaviours during cooperative learning

Gillies, Robyn M. (2007). Teachers’ and students’ verbal behaviours during cooperative learning. The teacher’s role in implementing cooperative learning in the classroom. (pp. 238-257) edited by R. M. Gillies, A. F. Ashman and J. Terwel. New York, NY, United States: Springer. doi: 10.1007/978-0-387-70892-8_12

Programs and strategies that support inclusive education

Gillies, R. M. (2005). Programs and strategies that support inclusive education. Educating children with diverse abilities. (pp. 103-136) edited by Adrian Ashman and John Elkins. Sydney, Australia: Pearson Education Australia.

An historical review of the use of groups to promote socialization and learning

Gillies, R. M. and Ashman, A. F. (2003). An historical review of the use of groups to promote socialization and learning. Co-operative Learning: The Social and Intellectual Outcomes of Learning in Groups. (pp. 1-18) edited by Gillies, R. M. and Ashman, A. F.. London: RoutledgeFalmer. doi: 10.4324/9780203465264

Guiding intellectual and personal growth across educational contexts

Ashman, Adrian F. and Gillies, Robyn M. (2003). Guiding intellectual and personal growth across educational contexts. Co-operative Learning: The Social and Intellectual Outcomes of Learning in Groups. (pp. 224-238) edited by Gillies, R. M. and Ashman, A. F.. London: RoutledgeFalmer. doi: 10.4324/9780203465264

Peer support networks in school and community settings

Ashman, Adrian F. and Gillies, Robyn M. (2003). Peer support networks in school and community settings. Cooperative learning: The social and intellectual outcomes of learning. (pp. 196-209) edited by Robyn Gillies and Adrian Ashman. London: Routledge. doi: 10.4324/9780203465264

Structuring co-operative learning experiences in primary school

Gillies, R. M. (2003). Structuring co-operative learning experiences in primary school. Co-operative learning: The social and intellectual outcomes of learning in groups. (pp. 36-53) edited by Robyn M. Gillies and Adrian F. Ashman. London, U.K.: RoutledgeFalmer. doi: 10.4324/9780203465264

Programs that support inclusive education

Gillies, R. M. (2002). Programs that support inclusive education. Educating children with diverse abilities. (pp. 349-384) edited by A. Ashman and J. Elkins. Frenchs Forest, N.S.W., Australia: Pearson Education.

Career programs for people with disabilities

Gillies, R. M. and Knight, K. (2001). Career programs for people with disabilities. Career Development Programs: Preparation for Lifelong Career Decision Making. (pp. 152-160) edited by Wendy Patton and Mary McMahon. Melbourne, VIC Australia: ACER Press.

The effects on students of structured cooperative learning

Gillies, R. M and Ashman, A. F. (1994). The effects on students of structured cooperative learning. Group and interactive learning. (pp. 423-428) edited by H. C. Foot, C. J. Howe, A. Anderson, A. K. Tolmie and D. A. Warden. Southampton: GB: Computational Mechanics Publications.

Dialogic teaching in a Year 5 classroom during cooperative inquiry-based science

Gillies, Robyn M. (2023). Dialogic teaching in a Year 5 classroom during cooperative inquiry-based science. International Journal of Educational Research Open, 5 100290, 1-8. doi: 10.1016/j.ijedro.2023.100290

The concept of cooperative learning in Australia and Iran

Keramati, Mohammad Reza, Gillies, Robyn M., Ansarizadeh, Fahimeh and Keramati, Ali (2023). The concept of cooperative learning in Australia and Iran. Iranian Journal of Comparative Education. doi: 10.22034/ijce.2023.387792.1482

The Influence of Student Diversity on Applying Cooperative Learning in Ethiopian Polytechnic Colleges

Gebremariam, Getachew Robo, Kidane, Befekadu Zeleke and Gillies, Robyn M. (2023). The Influence of Student Diversity on Applying Cooperative Learning in Ethiopian Polytechnic Colleges. Education Sciences, 13 (10) 1048, 1048. doi: 10.3390/educsci13101048

The influence of student diversity on applying cooperative learning in Ethiopian polytechnic colleges

Gebremariam, Getachew Robo, Kidane, Befekadu Zeleke and Gillies, Robyn M. (2023). The influence of student diversity on applying cooperative learning in Ethiopian polytechnic colleges. Education Sciences, 13 (1048), 1-20. doi: 10.33901/educsci13101048

Strategies promoting dialogic talk during cooperative learning

Gillies, Robyn M. (2023). Strategies promoting dialogic talk during cooperative learning. Autonomy and Responsibility Journal of Educational Sciences, 8 (1), 7-16. doi: 10.15170/AR.2023.8.1.1

The TEK design principles: integrating neuroscience and learning environment research

Tan, Aik Lim, Gillies, Robyn and Jamaludin, Azilawati (2023). The TEK design principles: integrating neuroscience and learning environment research. Education Sciences, 13 (7) 747, 1-17. doi: 10.3390/educsci13070747

Teacher learning through dialogue with colleagues, self and students

Khong, Thi Diem Hang, Saito, Eisuke, Hardy, Ian and Gillies, Robyn (2023). Teacher learning through dialogue with colleagues, self and students. Educational Research, ahead-of-print (ahead-of-print), 1-19. doi: 10.1080/00131881.2023.2192226

Specialty preferences of studying-abroad medical students from low- and middle-income countries

Li, Wen, Gillies, Robyn M., Liu, Chang, Chen, Jiayi, Zhang, Xiaoning, Cheng, Bin, Dai, Jing, Fu, Ning, Li, Lin, Liu, Shenjun and Sun, Hong (2023). Specialty preferences of studying-abroad medical students from low- and middle-income countries. BMC Medical Education, 23 (1) 158, 1-12. doi: 10.1186/s12909-023-04123-5

Perceptions of trainees and trainers towards diversity management in applying cooperative learning in technical and vocational colleges

Gebremaria, Getachew Robo, Kidan, Befekadu Zeleke and Gillies, Robyn (2023). Perceptions of trainees and trainers towards diversity management in applying cooperative learning in technical and vocational colleges. International Journal of Higher Education, 12 (1), 83-95. doi: 10.5430/ijhe.v12n1p83

Psychophysiological methods to study the triggers of interest: a Singapore case study

Tan, Aik Lim, Gillies, Robyn and Jamaludin, Azilawati (2023). Psychophysiological methods to study the triggers of interest: a Singapore case study. Current Psychology, 42 (32), 28298-28308. doi: 10.1007/s12144-022-03936-9

Teaching cooperative learning through cooperative learning environment: a qualitative follow-up of an experimental study

Keramati , Mohammad Reza and Gillies Robyn M. (2022). Teaching cooperative learning through cooperative learning environment: a qualitative follow-up of an experimental study. Interactive Learning Environments, 1-13. doi: 10.1080/10494820.2022.2100429

Editorial: Pedagogical practices that promote student communication, problem-solving and learning in a digital age

Gillies, Robyn M. (2022). Editorial: Pedagogical practices that promote student communication, problem-solving and learning in a digital age. Frontiers in Education, 7 957845. doi: 10.3389/feduc.2022.957845

Exploring the unexpected transition to online learning due to the COVID-19 pandemic in an Ethiopian-public-university context

Bishaw, Alemayehu, Tadesse, Tefera, Campbell, Chris and Gillies, Robyn M. (2022). Exploring the unexpected transition to online learning due to the COVID-19 pandemic in an Ethiopian-public-university context. Education Sciences, 12 (6) 399, 1-18. doi: 10.3390/educsci12060399

Perceptions of nursing students on the effect of cooperative learning on academic achievement and learning environment

Keramati, Mohammad Reza and Gillies, Robyn M. (2022). Perceptions of nursing students on the effect of cooperative learning on academic achievement and learning environment. Interactive Learning Environments, 1-11. doi: 10.1080/10494820.2022.2043388

Ikaskuntzarako atzeraelikadura-matrize bat

Brooks, Cam, Carroll, Annemaree, Gillies, Robyn and Hattie, John (2022). Ikaskuntzarako atzeraelikadura-matrize bat. e-Hizpide. Helduen euskalduntzearen aldizkaria (100). doi: 10.54512/psok9612

Advantages and challenges of cooperative learning in two different cultures

Keramati, Mohammad Reza and Gillies, Robyn M. (2021). Advantages and challenges of cooperative learning in two different cultures. Education Sciences, 12 (3) 3, 3. doi: 10.3390/educsci12010003

Second language teachers’ perceptions of their pedagogical practices, collaborations, and relationships with other teachers through professional development

Smala, Simone, Gillies, Robyn, McLay, Katherine and Ngyuen, Huong (2021). Second language teachers’ perceptions of their pedagogical practices, collaborations, and relationships with other teachers through professional development. Australian Journal of Teacher Education, 46 (9), 39-54. doi: 10.14221/ajte.2021v46n9.3

Investigating the individual nature of teacher beliefs and practices about self-regulated learning and how this shapes their practices for supporting student learning

Alvi, Effat and Gillies, Robyn M. (2021). Investigating the individual nature of teacher beliefs and practices about self-regulated learning and how this shapes their practices for supporting student learning. Educational Studies, 1-23. doi: 10.1080/03055698.2021.1966757

Self-regulated learning (SRL) perspectives and strategies of Australian primary school students: a qualitative exploration at different year levels

Alvi, Effat and Gillies, Robyn M. (2021). Self-regulated learning (SRL) perspectives and strategies of Australian primary school students: a qualitative exploration at different year levels. Educational Review, 75 (4), 1-23. doi: 10.1080/00131911.2021.1948390

The adaptation of a Brief Adolescent Subjective Well-Being in School Scale (BASWBSS), the Student Subjective Well-Being Scale in the Indonesian context [Adaptasi BASWBSS, Skala Kesejahteraan Subjektif Siswa dalam Konteks Indonesia]

Prasetyawati, Wuri, Rifameutia, Tjut, Gillies, Robyn and Newcombe, Peter A. (2021). The adaptation of a Brief Adolescent Subjective Well-Being in School Scale (BASWBSS), the Student Subjective Well-Being Scale in the Indonesian context [Adaptasi BASWBSS, Skala Kesejahteraan Subjektif Siswa dalam Konteks Indonesia]. ANIMA Indonesian Psychological Journal, 36 (2), 184-203. doi: 10.24123/aipj.v36i2.2277

A case study: using a neuro-physiological measure to monitor students’ interest and learning during a micro:bit activity

Tan, Aik Lim , Gillies, Robyn and Jamaludin, Azilawati (2021). A case study: using a neuro-physiological measure to monitor students’ interest and learning during a micro:bit activity. Education Sciences, 11 (8) 379, 1-14. doi: 10.3390/educsci11080379

Barriers and facilitators to online medical and nursing education during the COVID-19 pandemic: perspectives from international students from low- and middle-income countries and their teaching staff

Li, Wen, Gillies, Robyn, He, Mingyu, Wu, Changhao, Liu, Shenjun, Gong, Zheng and Sun, Hong (2021). Barriers and facilitators to online medical and nursing education during the COVID-19 pandemic: perspectives from international students from low- and middle-income countries and their teaching staff. Human Resources for Health, 19 (1) 64, 64. doi: 10.1186/s12960-021-00609-9

Teacher questions: Mediated-learning behaviors involved in teacher-student interaction during whole-class instruction in Chinese English classrooms

Liu, Huifang and Gillies, Robyn M. (2021). Teacher questions: Mediated-learning behaviors involved in teacher-student interaction during whole-class instruction in Chinese English classrooms. Frontiers in Education, 6 674876. doi: 10.3389/feduc.2021.674876

Perceptions of undergraduate students on the effect of cooperative learning on academic achievement

Keramati, Mohammad Reza and Gillies, Robyn Margaret (2021). Perceptions of undergraduate students on the effect of cooperative learning on academic achievement. Journal of Applied Research in Higher Education, ahead-of-print (ahead-of-print), 440-452. doi: 10.1108/JARHE-07-2020-0239

Constraints of cooperative learning in university classrooms: a qualitative study in Iran and Australia

Keramati, Mohammad Reza and Gillies, Robyn M. (2021). Constraints of cooperative learning in university classrooms: a qualitative study in Iran and Australia. Iranian Journal of Comparative Education, 4 (1), 958-972. doi: 10.22034/ijce.2020.254377.1234

Dialogic teaching during cooperative inquiry-based science: a case study of a year 6 classroom

Gillies, Robyn M. (2020). Dialogic teaching during cooperative inquiry-based science: a case study of a year 6 classroom. Education Sciences, 10 (11) 328, 328-348. doi: 10.3390/educsci10110328

Teachers' pedagogical practices and students' learning experiences in an Ethiopian university setting

Tadesse, Tefera, Manathunga, Catherine and Gillies, Robyn M. (2020). Teachers' pedagogical practices and students' learning experiences in an Ethiopian university setting. Asian Journal of University Education, 16 (2), 205-225. doi: 10.24191/AJUE.V16I2.8994

Capturing the ‘vibe’: an exploration of the conditions underpinning connected learning environments

MacMahon, Stephanie, Carroll, Annemaree and Gillies, Robyn M. (2020). Capturing the ‘vibe’: an exploration of the conditions underpinning connected learning environments. Learning Environments Research, 23 (3), 379-393. doi: 10.1007/s10984-020-09312-3

Teachers and the teaching of self-regulated learning (SRL): the emergence of an integrative, ecological model of SRL-in-context

Alvi, Effat and Gillies, Robyn M. (2020). Teachers and the teaching of self-regulated learning (SRL): the emergence of an integrative, ecological model of SRL-in-context. Education Sciences, 10 (4) 98, 98. doi: 10.3390/educsci10040098

Promoting self-regulated learning through experiential learning in the early years of school: a qualitative case study

Alvi, Effat and Gillies, Robyn M. (2020). Promoting self-regulated learning through experiential learning in the early years of school: a qualitative case study. European Journal of Teacher Education, 44 (2), 1-23. doi: 10.1080/02619768.2020.1728739

Shifting the instructional paradigm in higher education classroomsin Ethiopia: what happens when we use cooperative learning pedagogies more seriously?

Tradesse, Tefera, Gillies, Robyn M. and Manathunga, Catherine (2020). Shifting the instructional paradigm in higher education classroomsin Ethiopia: what happens when we use cooperative learning pedagogies more seriously?. International Journal of Educational Research, 99 101509, 101509. doi: 10.1016/j.ijer.2019.101509

The effects of informal cooperative learning pedagogy on teaching effectiveness, task orientation, and learning satisfaction in undergraduate classrooms in Ethiopia

Tadesse, Tefera, Gillies, Robyn M. and Manathunga, Catherine (2020). The effects of informal cooperative learning pedagogy on teaching effectiveness, task orientation, and learning satisfaction in undergraduate classrooms in Ethiopia. Higher Education Research & Development, 40 (3), 1-19. doi: 10.1080/07294360.2020.1765320

Using visual, embodied, and language representations to teach the 5E instructional model of inquiry science

Gillies, Robyn M. and Rafter, Mary (2020). Using visual, embodied, and language representations to teach the 5E instructional model of inquiry science. Teaching and Teacher Education, 87 102951, 102951. doi: 10.1016/j.tate.2019.102951

A Matrix of Feedback for Learning

Brooks, Cameron, Carroll, Annemaree, Gillies, Robyn and Hattie, John (2019). A Matrix of Feedback for Learning. Australian Journal of Teacher Education, 44 (4), 14-32. doi: 10.14221/ajte.2018v44n4.2

A review of the use of portable technologies as observational aids in the classroom

Goh, Felicia, Carroll, Annemaree and Robyn M. Gillies (2019). A review of the use of portable technologies as observational aids in the classroom. Information and Learning Sciences, 120 (3/4) ILS-08-2018-0080, 228-241. doi: 10.1108/ILS-08-2018-0080

Changes in science attitudes, beliefs, knowledge and physiological arousal after implementation of a multimodal, cooperative intervention in primary school science classes

Carroll, Annemaree, Gillies, Robyn M., Cunnington, Ross, McCarthy, Molly, Sherwell, Chase, Palghat, Kelsey, Goh, Felicia, Baffour, Bernard, Bourgeois, Amanda, Rafter, Mary and Seary, Tennille (2019). Changes in science attitudes, beliefs, knowledge and physiological arousal after implementation of a multimodal, cooperative intervention in primary school science classes. Information and Learning Science, 120 (7/8), 409-425. doi: 10.1108/ILS-08-2018-0089

Testing models and measurement invariance of the learning gains scale

Tadesse, Tefera, Gillies, Robyn M. and Campbell, Chris (2018). Testing models and measurement invariance of the learning gains scale. Education Sciences, 8 (4) 192, 192. doi: 10.3390/educsci8040192

A case study of a Grade 7 teacher’s perspectives and practices related to self-regulated learning (SRL)

Alvi, Effat and Gillies, Robyn M. (2018). A case study of a Grade 7 teacher’s perspectives and practices related to self-regulated learning (SRL). Asia-Pacific Journal of Teacher Education, 48 (2), 1-21. doi: 10.1080/1359866x.2018.1542663

Collaborative writing in Arabic as a second language (ASL) classrooms: a mixed-method study

Alwaleedi, Mohammed Ali, Gillies, Robyn M. and Obaidul Hamid, M. (2018). Collaborative writing in Arabic as a second language (ASL) classrooms: a mixed-method study. Language, Culture and Curriculum, 32 (2), 1-16. doi: 10.1080/07908318.2018.1521422

The hidden lacunae in Ethiopian higher education quality imperatives: stakeholders' views and commentaries

Tadesse, Tefera, Manathunga, Catherine E. and Gillies, Robyn M. (2018). The hidden lacunae in Ethiopian higher education quality imperatives: stakeholders' views and commentaries. Ethiopian Journal of Education and Sciences, 14 (1), 75-94.

Evaluating a novel instructional sequence for conceptual change in physics using interactive simulations

Fan, Xinxin, Geelan, David and Gillies, Robyn (2018). Evaluating a novel instructional sequence for conceptual change in physics using interactive simulations. Education Sciences, 8 (1) 29, 29-48. doi: 10.3390/educsci8010029

Making sense of quality teaching and learning in higher education in Ethiopia: Unfolding existing realities for future promises

Tadesse, Tefera, Manathunga, Catherine E. and Gillies, Robyn M. (2018). Making sense of quality teaching and learning in higher education in Ethiopia: Unfolding existing realities for future promises. Journal of University Teaching and Learning Practice, 15 (1) 4, 1-22.

Key issues in productive classroom talk and interventions

Khong, Thi Diem Hang, Saito, Eisuke and Gillies, Robyn M. (2017). Key issues in productive classroom talk and interventions. Educational Review, 71 (3), 1-16. doi: 10.1080/00131911.2017.1410105

Testing robustness, model fit, and measurement invariance of the Student Engagement Scale in an African university context

Tadesse, Tefera and Gillies, Robyn M. (2017). Testing robustness, model fit, and measurement invariance of the Student Engagement Scale in an African university context. Australian Journal of Career Development, 26 (3), 92-102. doi: 10.1177/1038416217724172

Promoting academically productive student dialogue during collaborative learning

Gillies, Robyn M. (2017). Promoting academically productive student dialogue during collaborative learning. International Journal of Educational Research, 97, 1-10. doi: 10.1016/j.ijer.2017.07.014

Assessing the dimensionality and educational impacts of integrated ICT literacy in the higher education context

Tadesse, Tefera, Gillies, Robyn M. and Campbell, Chris (2017). Assessing the dimensionality and educational impacts of integrated ICT literacy in the higher education context. Australasian Journal of Educational Technology, 34 (1), 88-101. doi: 10.14742/ajet.2957

The development and validation of the student engagement scale in an Ethiopian university context

Tadesse, 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

Genomics literacy: implications for teaching students with a range of special needs

Rafter, 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

The effects of teacher-introduced multimodal representations and discourse on students’ task engagement and scientific language during cooperative, inquiry-based science

Gillies, 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

Cooperative learning: Review of research and practice

Gillies, Robyn (2016). Cooperative learning: Review of research and practice. Australian Journal of Teacher Education, 41 (3), 39-54. doi: 10.14221/ajte.2016v41n3.3

A professional learning model that cultivates primary science classrooms’ representational profiles

Nichols, 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

Multimodal representations during an inquiry problemsolving activity in a Year 6 science class: a case study investigating cooperation, physiological arousal and belief states

Gillies, 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

The effectiveness of a guided inquiry-based, teachers’ professional development programme on Saudi students’ understanding of density

Almuntasheri, 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.

Nurturing cooperative learning pedagogies in higher education classrooms: Evidence of instructional reform and potential changes

Tadesse, 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.

School reform for positive behaviour support through collaborative learning: utilising lesson study for a learning community

Saito, 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

Preliminary evaluation of the FRIENDS for Life program on students' and teachers' emotional states for a school in a low socio-economic status area

Iizuka, 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

Argumentation-based collaborative inquiry in science through representational work: Impact on primary students' representational fluency

Nichols, Kim, Gillies, Robyn and Hedberg, John (2015). Argumentation-based collaborative inquiry in science through representational work: Impact on primary students' representational fluency. Research in Science Education, 46 (3), 343-364. doi: 10.1007/s11165-014-9456-4

Dialogic interactions in the cooperative classroom

Gillies, Robyn (2015). Dialogic interactions in the cooperative classroom. International Journal of Educational Research, 76, 178-189. doi: 10.1016/j.ijer.2015.02.009

Primary teachers' representational practices: From competency to fluency

Nichols, 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

Social interactions that support students' self-regulated learning: A case study of one teacher's experiences

Alvi, 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

The effects of scientific representations on primary students’ development of scientific discourse and conceptual understandings during cooperative contemporary inquiry-science

Gillies, 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

The meaning of out-of-field teaching for educational leadership

Du Plessis, Anna E., Carroll, Annemaree and Gillies, Robyn M. (2014). The meaning of out-of-field teaching for educational leadership. International Journal of Leadership in Education, 20 (1), 87-112. doi: 10.1080/13603124.2014.962618

Collaborative Engagement: A Key Construct for the Successful Delivery of Programmes and Services for Children and Youth with Special Education Needs INTRODUCTION

Gillies, Robyn M. (2014). Collaborative Engagement: A Key Construct for the Successful Delivery of Programmes and Services for Children and Youth with Special Education Needs INTRODUCTION. International Journal of Disability Development and Education, 61 (4), 327-331. doi: 10.1080/1034912X.2014.956001

Developments in cooperative learning: review of research

Gillies, Robyn M. (2014). Developments in cooperative learning: review of research. Anales De Psicologia, 30 (3), 792-801. doi: 10.6018/analesps.30.3.201191

Understanding the lived experiences of novice out-of-field teachers in relation to school leadership practices

Du Plessis, Anna, Carroll, Annemaree and Gillies, Robyn M. (2014). Understanding the lived experiences of novice out-of-field teachers in relation to school leadership practices. Asia - Pacific Journal of Teacher Education, 43 (1), 4-21. doi: 10.1080/1359866X.2014.937393

The role of assessment in informing interventions for students with special education needs

Gillies, Robyn M. (2014). The role of assessment in informing interventions for students with special education needs. International Journal of Disability, Development and Education, 61 (1), 1-5. doi: 10.1080/1034912X.2014.878528

Out-of-field teaching and professional development: a transnational investigation across Australia and South Africa

du Plessis, Anna E., Gillies, Robyn M. and Carroll, Annemaree (2014). Out-of-field teaching and professional development: a transnational investigation across Australia and South Africa. International Journal of Educational Research, 66, 90-102. doi: 10.1016/j.ijer.2014.03.002

The FRIENDS emotional health program for minority groups at risk

Iizuka, Cristina A., Barrett, Paula M, Gillies, Robyn, Cook, Clayton R and Miller, Debbie (2014). The FRIENDS emotional health program for minority groups at risk. Journal of School Health, 84 (2), 124-132. doi: 10.1111/josh.12127

A combined intervention targeting both teachers’ and students’ social-emotional skills: preliminary evaluation of students’ outcomes

Iizuka, Cristina Akiko, Barrett, Paula M., Gillies, Robyn, Cook, Clayton R. and Marinovic, Welber (2014). A combined intervention targeting both teachers’ and students’ social-emotional skills: preliminary evaluation of students’ outcomes. Australian Journal of Guidance and Counselling, 24 (2), 152-166. doi: 10.1017/jgc.2014.12

Cooperative learning: developments in research

Gillies, Robyn M. (2014). Cooperative learning: developments in research. International Journal of Educational Psychology, 3 (2), 125-140. doi: 10.4471/ijep.2014.08

How to support primary teachers’ implementation of inquiry: teachers’ reflections on teaching cooperative inquiry-based science

Gillies, Robyn M. and Nichols, Kim (2014). How to support primary teachers’ implementation of inquiry: teachers’ reflections on teaching cooperative inquiry-based science. Research in Science Education, 45 (2), 171-191. doi: 10.1007/s11165-014-9418-x

Making reasonable adjustments: what can we do for students with disabilities?

Gillies, Robyn M. (2013). Making reasonable adjustments: what can we do for students with disabilities?. International Journal of Disability, Development and Education, 60 (4), 291-294. doi: 10.1080/1034912X.2013.846018

Loneliness and its effects on students with diverse learning and adjustment needs

Gillies, Robyn M. (2013). Loneliness and its effects on students with diverse learning and adjustment needs. International Journal of Disability Development and Education, 60 (2), 71-73. doi: 10.1080/1034912X.2013.786536

Productive academic talk during inquiry-based science

Gillies, Robyn (2013). Productive academic talk during inquiry-based science. Pedagogies: An International Journal, 8 (2), 126-142. doi: 10.1080/1554480X.2013.767770

Developments in classroom-based talk

Gillies, Robyn M. (2013). Developments in classroom-based talk. International Journal of Educational Research, 63, 63-68. doi: 10.1016/j.ijer.2013.05.002

Primary students' scientific reasoning and discourse during cooperative inquiry-based science activities

Gillies, Robyn M., Nichols, Kim, Burgh, Gilbert and Haynes, Michelle (2013). Primary students' scientific reasoning and discourse during cooperative inquiry-based science activities. International Journal of Educational Research, 63, 127-140. doi: 10.1016/j.ijer.2013.01.001

Responding to students' diverse needs

Gillies, Robyn M. (2013). Responding to students' diverse needs. International Journal of Disability, Development and Education, 60 (3), 180-183. doi: 10.1080/1034912X.2013.813784

The impact of cooperative learning in comparison to traditional learning (small groups) on EFL learners' outcomes when learning English as a Foreign Language

Alghamdi, Rashed and Gillies, Robyn (2013). The impact of cooperative learning in comparison to traditional learning (small groups) on EFL learners' outcomes when learning English as a Foreign Language. Asian Social Science, 9 (13), 19-27. doi: 10.5539/ass.v9n13p19

The prevention of childhood anxiety and promotion of resilience among preschool-aged children: a universal school based trial

Anticich, Sarah A. J., Barrett, Paula M., Silverman, Wendy, Lacherez, Philippe and Gillies, Robyn (2013). The prevention of childhood anxiety and promotion of resilience among preschool-aged children: a universal school based trial. Advances in School Mental Health Promotion, 6 (2), 93-121. doi: 10.1080/1754730X.2013.784616

Effective early intervention approaches in reading and inclusive education practices: what do they have in common?

Gillies, Robyn M. (2012). Effective early intervention approaches in reading and inclusive education practices: what do they have in common?. International Journal of Disability, Development and Education, 59 (4), 337-339. doi: 10.1080/1034912X.2012.723936

Editorial board

Gillies, Robyn M. (2012). Editorial board. International Journal of Disability, Development and Education, 59 (4), ebi-ebi. doi: 10.1080/1034912x.2012.726485

Editorial

Gillies, Robyn M. (2012). Editorial. International Journal of Disability Development and Education, 59 (2), 129-130. doi: 10.1080/1034912X.2012.676367

Recent advances in intervention for early childhood anxiety

Anticich, Sarah A. J., Barrett, Paula, M., Gillies, Robyn and Silverman, Wendy (2012). Recent advances in intervention for early childhood anxiety. Australian Journal of Guidance and Counselling, 22 (2), 157-170. doi: 10.1017/jgc.2012.24

The effects of two strategic and meta-cognitive questioning approaches on children's explanatory behaviour, problem-solving, and learning during cooperative, inquiry-based science

Gillies, Robyn M., Nichols, Kim, Burgh, Gilbert and Haynes, Michele (2012). The effects of two strategic and meta-cognitive questioning approaches on children's explanatory behaviour, problem-solving, and learning during cooperative, inquiry-based science. International Journal of Educational Research, 53, 93-106. doi: 10.1016/j.ijer.2012.02.003

Promoting problem-solving and reasoning during cooperative inquiry science

Gillies, Robyn M., Nichols, Kim and Burgh, Gilbert (2011). Promoting problem-solving and reasoning during cooperative inquiry science. Teaching Education, 22 (4), 429-445. doi: 10.1080/10476210.2011.610448

Cooperative learning in theory, practice and research

Sharan, Yael and Gillies, Robyn (2011). Cooperative learning in theory, practice and research. Experiments in Education, 39 (3), 3-5.

Alternative views on intelligence

Gillies, Robyn M. (2011). Alternative views on intelligence. International Journal of Disability, Development and Education, 58 (2), 189-193. doi: 10.1080/1034912X.2011.570507

Increasing explanatory behaviour, problem-solving, and reasoning within classes using cooperative group work

Gillies, Robyn M. and Haynes, Michele (2011). Increasing explanatory behaviour, problem-solving, and reasoning within classes using cooperative group work. Instructional Science, 39 (3), 349-366. doi: 10.1007/s11251-010-9130-9

Teachers' reflections of cooperative learning (CL): A two-year follow-up

Gillies, Robyn M. and Boyle, Michael (2011). Teachers' reflections of cooperative learning (CL): A two-year follow-up. Teaching Education, 22 (1), 63-78. doi: 10.1080/10476210.2010.538045

Promoting thinking, problem-solving and reasoning during small group discussions

Gillies, Robyn M. (2011). Promoting thinking, problem-solving and reasoning during small group discussions. Teachers and Teaching, 17 (1), 73-89. doi: 10.1080/13540602.2011.538498

Counselling Christian women on how to deal with domestic violence

Gillies, Robyn (2011). Counselling Christian women on how to deal with domestic violence. Australian Journal of Guidance and Counselling, 21 (1), 108-109. doi: 10.1375/ajgc.21.1.107

Designing strategies to make cooperative learning culturally appropriate in the Vietnamese context

Pham, Thi Hong Thanh, Gillies, Robyn M. and Renshaw, Peter (2011). Designing strategies to make cooperative learning culturally appropriate in the Vietnamese context. Higher Education Review, 44 (1), 43-57.

Group composition of cooperative learning: Does heterogeneous grouping work in Asian classrooms?

Pham, Thi Hong Thanh and Gillies, Robyn (2010). Group composition of cooperative learning: Does heterogeneous grouping work in Asian classrooms?. International Education Studies, 3 (3), 12-19. doi: 10.5539/ies.v3n3p12

Teachers' reflections on cooperative learning: Issues of implementation

Gillies, Robyn M. and Boyle, Michael (2010). Teachers' reflections on cooperative learning: Issues of implementation. Teaching and Teacher Education, 26 (4), 933-940. doi: 10.1016/j.tate.2009.10.034

Designing a culturally appropriate format of formative peer assessment for Asian students: The case of Vietnamese students

Pham, Thi Hong Thanh and Gillies, Robyn (2010). Designing a culturally appropriate format of formative peer assessment for Asian students: The case of Vietnamese students. International Journal of Educational Reform, 19 (2), 72-85. doi: 10.1177/105678791001900201

Promoting reasoned argumentation, problem-solving and learning during small-group work

Gillies, Robyn M. and Khan, Asaduzzaman (2009). Promoting reasoned argumentation, problem-solving and learning during small-group work. Cambridge Journal of Education, 39 (1), 7-27. doi: 10.1080/03057640802701945

Cognitive training, conflict resolution, and exercise: Effects on young adolescents' well-being

Taylor, M., Gillies, R. and Ashman, A. (2009). Cognitive training, conflict resolution, and exercise: Effects on young adolescents' well-being. Australian Journal of Guidance and Counselling, 19 (2), 131-149. doi: 10.1375/ajgc.19.2.131

Cooperative learning (CL) and academic achievement of Asian students: A true story

Pham, Thi Hong Thanh, Gillies, Robyn and Renshaw, Peter (2008). Cooperative learning (CL) and academic achievement of Asian students: A true story. International Education Studies, 1 (3), 82-88. doi: 10.5539/ies.v1n3p82

Review: Building a learning community in the primary classroom by Margaret Martin

Gillies, R. (2008). Review: Building a learning community in the primary classroom by Margaret Martin. Journal of Education for Teaching, 34 (1), 80-83. doi: 10.1080/02607470701773523

Teachers’ discourse during cooperative learning and their perceptions of this pedagogical practice

Gillies, R. and Boyle, M. (2008). Teachers’ discourse during cooperative learning and their perceptions of this pedagogical practice. Teaching and Teacher Education, 24 (5), 1333-1348. doi: 10.1016/j.tate.2007.10.003

The effects of cooperative learning on junior high school students' behaviours, discourse and learning during a science-based learning activity

Gillies, R. (2008). The effects of cooperative learning on junior high school students' behaviours, discourse and learning during a science-based learning activity. School Psychology International, 29 (3), 328-347. doi: 10.1177/0143034308093673

The effects of teacher discourse on students’ discourse, problem-solving and reasoning during cooperative learning

Gillies, R. and Khan, A. (2008). The effects of teacher discourse on students’ discourse, problem-solving and reasoning during cooperative learning. International Journal of Educational Research, 47 (6), 323-340. doi: 10.1016/j.ijer.2008.06.001

Editorial

Gillies, Robyn M. (2007). Editorial. Australian Journal of Guidance & Counselling, 17 (1), iii-iv.

Teachers' and students' verbal behaviours during cooperative and small-group learning

Gillies, Robyn M. (2006). Teachers' and students' verbal behaviours during cooperative and small-group learning. British Journal of Educational Psychology, 76 (2), 271-287. doi: 10.1348/000709905X52337

Ten Australian elementary teachers' discourse and reported pedagogical practices during cooperative learning

Gillies, Robyn and Boyle, Michael (2006). Ten Australian elementary teachers' discourse and reported pedagogical practices during cooperative learning. Elementary School Journal, 106 (5), 429-451. doi: 10.1086/505439

Mind matters plus: youth, mental health and wellbeing (Editorial)

Gillies, R. M. (2006). Mind matters plus: youth, mental health and wellbeing (Editorial). Australian Journal of Guidance and Counselling, 16 (1), iii-iv. doi: 10.1375/ajgc.16.1.iii

Peer-mediated strategies to promote student discourse during cooperative learning

Gillies, R. M. (2006). Peer-mediated strategies to promote student discourse during cooperative learning. Perspectives (Spring), 4-8.

Editorial

Gillies, Robyn (2005). Editorial. Australian Journal of Guidance and Counselling, 15 (2), iii-iv. doi: 10.1375/ajgc.15.2.iii

Teachers' scaffolding behaviours during cooperative learning

Gillies, R. M. and Boyle, M. (2005). Teachers' scaffolding behaviours during cooperative learning. Asia-Pacific Journal of Teacher Education, 33 (3), 243-259. doi: 10.1080/13598660500286242

Editorial

Gillies, Robyn (2005). Editorial. Australian Journal of Guidance and Counselling, 15 (1), iii-iv. doi: 10.1375/ajgc.15.1.iii

Stress associated with the transition from high school to university: The effect of social support and self-efficacy

Wilson, G. and Gillies, R. M. (2005). Stress associated with the transition from high school to university: The effect of social support and self-efficacy. Australian Journal of Guidance and Counselling, 15 (1), 77-92. doi: 10.1375/ajgc.15.1.77

Editorial

Gillies, R. M. (2005). Editorial. Australian Journal of Guidance and Counselling, 15 (1), 3-4.

Editorial

Gillies, Robyn (2004). Editorial. Australian Journal of Guidance and Counselling, 14 (02), iii-iv. doi: 10.1017/s1037291100002430

Editorial: Australian journal of guidance and counselling

Gillies, R. M. (2004). Editorial: Australian journal of guidance and counselling. Australian Journal of Guidance and Counselling, 14 (2), iii-iv.

How adolescents cope with bullying

Martin, J. and Gillies, R. M. (2004). How adolescents cope with bullying. Australian Journal of Guidance and Counselling, 14 (2), 195-210. doi: 10.1017/s1037291100002508

Editorial

Gillies, Robyn (2004). Editorial. Australian Journal of Guidance and Counselling, 14 (01), iii-iv. doi: 10.1017/s1037291100002624

The effects of cooperative learning on junior high school students during small group learning

Gillies, R. M. (2004). The effects of cooperative learning on junior high school students during small group learning. Learning and Instruction, 14 (2), 197-213. doi: 10.1016/S0959-4752(03)00068-9

Inclusion: Culture, policy and practice: A Queensland perspective

Gillies, R. M. and Carrington, S. (2004). Inclusion: Culture, policy and practice: A Queensland perspective. Asia-Pacific Journal of Education, 24 (2), 117-128. doi: 10.1080/02188791.2004.10600204

The effects of communication training on teachers’ and students’ verbal behaviours during cooperative learning

Gillies, Robyn M. (2004). The effects of communication training on teachers’ and students’ verbal behaviours during cooperative learning. International Journal of Educational Research, 41 (3), 257-279. doi: 10.1016/j.ijer.2005.07.004

Editorial

Gillies, Robyn (2003). Editorial. Australian Journal of Guidance and Counselling, 13 (02), iii-iv. doi: 10.1017/s1037291100002818

Editorial

Gillies, Robyn (2003). Editorial. Australian Journal of Guidance and Counselling, 13 (01), iii-v. doi: 10.1017/s1037291100004672

The behaviors, interactions, and perceptions of junior high school students during small-group learning

Gillies, R. M. (2003). The behaviors, interactions, and perceptions of junior high school students during small-group learning. Journal of Educational Psychology, 95 (1), 137-147. doi: 10.1037/0022-0663.95.1.137

Structuring cooperative group work in classrooms

Gillies, R. M. (2003). Structuring cooperative group work in classrooms. International Journal of Educational Research, 39 (1-2), 35-49. doi: 10.1016/S0883-0355(03)00072-7

Support Requirements and Effects of Supervision on Telephone Counsellors

McNamara, J. and Gillies, R. M. (2003). Support Requirements and Effects of Supervision on Telephone Counsellors. Australian Journal of Guidance and Counselling, 13 (2), 192-204. doi: 10.1017/s1037291100002880

Editorial

Gillies, Robyn (2002). Editorial. Australian Journal of Guidance and Counselling, 12, ii-iv. doi: 10.1017/s1037291100004490

Editorial

Gillies, R. M. (2002). Editorial. Australian Journal of Guidance and Counselling, 12 (1), ii-iii.

The long-term effects of cooperative learning on children's behaviour and interactions

Gillies, R. M. (2002). The long-term effects of cooperative learning on children's behaviour and interactions. Asia Pacific Journal of Education, 22 (1), 28-37. doi: 10.1080/0218879020220104

The residual effects of cooperative-learning experiences: A two-year follow-up

Gillies, R. M. (2002). The residual effects of cooperative-learning experiences: A two-year follow-up. Journal of Educational Research, 96 (1), 15-20. doi: 10.1080/00220670209598787

Co-operative learning processes of students: A longitudinal multilevel perspective

Terwel, J., Gillies, R. M., Van den Eeden, P. and Hoek, P. (2001). Co-operative learning processes of students: A longitudinal multilevel perspective. British Journal of Educational Psychology, 71 (4), 619-646. doi: 10.1348/000709901158703

Book reviews

Russell, Nancy Ukai and Gillies, Robyn (2001). Book reviews. Asia Pacific Journal of Education, 21 (2), 131-134. doi: 10.1080/02188791.2001.10600200

Cooperative learning in schools

Gillies, R. M. (2001). Cooperative learning in schools. Research on World Chinese Physical Education, 2 (2), 1-5.

Occupational aspirations of sixth-grade children

McMahon, M., Carroll, J. and Gillies, R. M. (2001). Occupational aspirations of sixth-grade children. Australian Journal of Career Development, 10 (1), 25-31. doi: 10.1177/103841620101000107

Review of 'Educating for resilience: Prevention and intervention strategies for young people at risk' by G. Withers & J. Russell

Gillies, R. M. (2001). Review of 'Educating for resilience: Prevention and intervention strategies for young people at risk' by G. Withers & J. Russell. Australian Journal of Guidance & Counselling, 11 (1), 159-160. doi: 10.1017/s1037291100004428

Review of 'The innovative school: Organization and instruction' by S. Sharan, H. Shachar & T. Levine

Gillies, R. M. (2001). Review of 'The innovative school: Organization and instruction' by S. Sharan, H. Shachar & T. Levine. Asia Pacific Journal of Education, 21 (2), 133-134.

Young Adults' Suicide Related Knowledge and Attitudes: Implications for suicide awareness education

Thornhill, J. C. and Gillies, R. M. (2000). Young Adults' Suicide Related Knowledge and Attitudes: Implications for suicide awareness education. Australian Journal of Guidance and Counselling, 10 (1), 51-68. doi: 10.1017/s1037291100004143

The maintenance of cooperative and helping behaviours in cooperative groups

Gillies, R. M. (2000). The maintenance of cooperative and helping behaviours in cooperative groups. British Journal of Educational Psychology, 70 (1), 97-111. doi: 10.1348/000709900157994

Aptitude testing and prediction of school achievement for years 11 and 12

Middleton, H. F. and Gillies, R. M. (2000). Aptitude testing and prediction of school achievement for years 11 and 12. Australian Journal of Career Development, 9 (2), 20-26.

Links between school and occupations: The perceptions of children

McMahon, M., Gillies, R. M. and Carroll, John (2000). Links between school and occupations: The perceptions of children. Guidance & Counselling, 16 (1), 12-17.

Occupational attitudes and expectations of year 12 students in single- sex and coeducational schools : a focus on female youth

Stent, P. and Gillies, R. M. (2000). Occupational attitudes and expectations of year 12 students in single- sex and coeducational schools : a focus on female youth. Australian Journal of Career Development, 9 (3), 13-19.

Review of J.J. McWhiter, B. McWhirter, A. McWhirter & E. McWhirter (1998, 2nd ed.) 'At-risk youth: A comprehensive response'

Gillies, Robyn M. (2000). Review of J.J. McWhiter, B. McWhirter, A. McWhirter & E. McWhirter (1998, 2nd ed.) 'At-risk youth: A comprehensive response'. Australian Journal of Guidance & Counselling, 10 (1), 158-159.

The effects of cooperative learning on students with learning difficulties in the lower elementary school

Gillies, R. M. and Ashman, A. F. (2000). The effects of cooperative learning on students with learning difficulties in the lower elementary school. Journal of Special Education, 34 (1), 19-27. doi: 10.1177/002246690003400102

Career dreams of children: Developmental stages and gender differences

McMahon, M., Gillies, R. M. and Carroll, J. (1999). Career dreams of children: Developmental stages and gender differences. Australian Journal of Guidance and Counselling, 9 (2), 77-91.

Casebook in Child Behavior Disorders C. A. Kearney (1999). Pacific Grove, CA: Brooks Cole. $42 ISBN 053434643X

Gillies, Robyn M. (1999). Casebook in Child Behavior Disorders C. A. Kearney (1999). Pacific Grove, CA: Brooks Cole. $42 ISBN 053434643X. Australian Journal of Guidance and Counselling, 9 (02), 166-166. doi: 10.1017/s1037291100004039

Maintenance of cooperative and helping behaviors in reconstituted groups

Gillies, R. M. (1999). Maintenance of cooperative and helping behaviors in reconstituted groups. Journal of Educational Research, 92 (6), 357-363. doi: 10.1080/00220679909597620

Review of C.A. Kearney 'Casebook in Child Behavior Disorders'

Gillies, Robyn M. (1999). Review of C.A. Kearney 'Casebook in Child Behavior Disorders'. Australian Journal of Guidance & Counselling, 19 (2), 166-166.

Use of technology by people with physical disabilities in Australia

Pell, S. D., Gillies, R. M. and Carss, M. (1999). Use of technology by people with physical disabilities in Australia. Disability and Rehabilitation, 21 (2), 56-60. doi: 10.1080/096382899297972

Behavior and interactions of children in cooperative groups in lower and middle elementary grades

Gillies, R. M. and Ashman, A. F. (1998). Behavior and interactions of children in cooperative groups in lower and middle elementary grades. Journal of Educational Psychology, 90 (4), 746-757. doi: 10.1037/0022-0663.90.4.746

Evaluating a career education intervention in the upper elementary school

Gillies, R. M., McMahon, M. L. and Carroll, J. (1998). Evaluating a career education intervention in the upper elementary school. Journal of Career Development, 24 (4), 267-287. doi: 10.1023/A:1025006114849

World of work: Perceptions of people who are blind or vision impaired

Gillies, Robyn M., Knight, Karen and Baglioni, A. J. (1998). World of work: Perceptions of people who are blind or vision impaired. International Journal of Disability, Development and Education, 45 (4), 397-409. doi: 10.1080/1034912980450403

Counselling children: a practical introduction, K. Geldard, & D. Geldard, London Sage (1997), ISBN 0 7619 555

Gillies, Robyn (1998). Counselling children: a practical introduction, K. Geldard, & D. Geldard, London Sage (1997), ISBN 0 7619 555. Australian Journal of Guidance and Counselling, 8, 123-123. doi: 10.1017/s1037291100003812

The effects of different ability compositions on cooperative group behaviours

Gillies, Robyn M. (1998). The effects of different ability compositions on cooperative group behaviours. Australian Journal of Guidance and Counselling, 8, 39-48. doi: 10.1017/s1037291100003733

The effects of different ability compositions on cooperative group behaviours

Gillies, R. M. (1998). The effects of different ability compositions on cooperative group behaviours. Australian Journal of Guidance and Counselling, 8 (1), 39-47.

Collaborative interactions in young children

Gillies, R. M. (1997). Collaborative interactions in young children. Australian Journal of Early Childhood, 22 (2), 39-44. doi: 10.1177/183693919702200209

Children's cooperative behavior and interactions in trained and untrained work groups in regular classrooms

Ashman, A. F. and Gillies, R. M. (1997). Children's cooperative behavior and interactions in trained and untrained work groups in regular classrooms. Journal of School Psychology, 35 (3), 261-279. doi: 10.1016/S0022-4405(97)00007-1

Relationship between use of technology and employment rates for people with physical disabilities in Australia: Implications for education and training programmes

Pell, S. D., Gillies, R. M. and Carss, M. (1997). Relationship between use of technology and employment rates for people with physical disabilities in Australia: Implications for education and training programmes. Disability And Rehabilitation, 19 (8), 332-338. doi: 10.3109/09638289709166547

The effects of training in cooperative learning on differential students behavior and achievement

Gillies, R. M. and Ashman, A. F. (1997). The effects of training in cooperative learning on differential students behavior and achievement. Journal of Classroom Interaction, 32, 1-10.

Promoting cooperative behaviours in student work groups

Gillies, R. M. (1996). Promoting cooperative behaviours in student work groups. Australian Journal of Guidance and Counselling, 6 (1), 53-60. doi: 10.1017/s1037291100001497

Teaching collaborative skills to elementary school children in classroom-based work groups

Gillies, R. M. and Ashman, A. F. (1996). Teaching collaborative skills to elementary school children in classroom-based work groups. Learning and Instruction, 6 (3), 187-200. doi: 10.1016/0959-4752(96)00002-3

Teaching collaborative skills to primary school children in classroom-based work groups

Gillies, R. M. and Ashman, A. F. (1996). Teaching collaborative skills to primary school children in classroom-based work groups. Learning and Instruction, 6 (3), 187-200.

Peer learning in schools

Gillies, R. M. (1995). Peer learning in schools. Queensland Teachers Union Professional Magazine, 13 (1), 13-17.

Reporting research for teachers: Current developments in peer learning

Gillies, R. M. and Ashman, A. F. (1995). Reporting research for teachers: Current developments in peer learning. Unicorn, 21 (1), 77-88.

Behavioural interactions of children in classroom-based work groups

Gillies, R. M and Ashman, A. F. (1995). Behavioural interactions of children in classroom-based work groups. Australian Journal of Guidance and Counselling, 5 (1), 67-80. doi: 10.1017/s1037291100001734

The effects of gender and ability on students’ behaviours and interactions in classroom-based work groups

Gillies, R. M. and Ashman, A. F. (1995). The effects of gender and ability on students’ behaviours and interactions in classroom-based work groups. British Journal of Educational Psychology, 65 (2), 211-225. doi: 10.1111/j.2044-8279.1995.tb01143.x

The effects of traumatic incidents on schools

Gillies, R. M. and Boddington, R. (1994). The effects of traumatic incidents on schools. Australian Journal of Guidance and Counselling, 4 (1), 51-64. doi: 10.1017/s1037291100001904

Cooperative learning in schools

Gillies, R. M. and Ashman, A. F. (1994). Cooperative learning in schools. Queensland Teachers Union Professional Magazine, 12 (1), 23-25.

Inclusive language in cooperative learning groups

Gillies, R. M. and Ashman, A. F. (1994). Inclusive language in cooperative learning groups. Connections, 4 (4), 22-24.

Action research for school counselors

Gillies, R. M. (1993). Action research for school counselors. School Counselor, 41 (2), 69-72.

Counsellor Roles and Perceptions of Training

Ashman, A. F., Gillies, R. M. and Beavers, S. (1993). Counsellor Roles and Perceptions of Training. Australian Journal of Guidance and Counselling, 3 (1), 1-14. doi: 10.1017/s1037291100002107

Action research for guidance counsellors

Gillies, R. M. (1992). Action research for guidance counsellors. Australian Journal of Guidance and Counselling, 2 (1), 27-32.

Action research for guidance counsellors

Gillies, Robyn (1992). Action research for guidance counsellors. Australian Journal Of Guidance And Counselling, 2, 27-32. doi: 10.1017/S1037291100002247

Using verbal mediation strategies and group processes to enhance story writing

Gillies R. (1991). Using verbal mediation strategies and group processes to enhance story writing. Australian Journal of Guidance and Counselling, 1, 17-33. doi: 10.1017/S103729110000234X

Using cognitive behaviour training activities and group processes to enhance spelling performance

Gillies, Robyn (1990). Using cognitive behaviour training activities and group processes to enhance spelling performance. Queensland Journal of Guidance and Counselling, 4, 69-77. doi: 10.1017/s1030316200000285

Tutoring learning disabled children using cognitive strategy training techniques

Gillies, Robyn (1989). Tutoring learning disabled children using cognitive strategy training techniques. Queensland Journal of Guidance and Counselling, 3, 15-28. doi: 10.1017/s1030316200000145

INTERVENTION STUDY FOR TEACHERS IN INDONESIA TO ENGAGE WITH TWICE-EXCEPTIONAL CHILDREN IN THE CLASSROOM

Maliha, Siti, Newcombe, Peter, Gillies, Robyn and Mangunsong, Frieda (2021). INTERVENTION STUDY FOR TEACHERS IN INDONESIA TO ENGAGE WITH TWICE-EXCEPTIONAL CHILDREN IN THE CLASSROOM. IATED. doi: 10.21125/iceri.2021.0501

Stay Connected: Using Social Media in a Longitudinal Study

Prasetyawati, Wuri, Gillies, Robyn, Rifameutia, Tjut and Newcombe, Peter (2020). Stay Connected: Using Social Media in a Longitudinal Study. Joint proceedings of the 3rd International Conference on Intervention and Applied Psychology (ICIAP 2019) and the 4th Universitas Indonesia Psychology Symposium for Undergraduate Research (UIPSUR 2019), West Java, Indonesia, 25-26 October 2019. Amsterdam, Netherlands: Atlantis Press. doi: 10.2991/assehr.k.201125.029

Cooperative learning: the behavioural and neurological markers that help to explain its success

Gillies, Robyn and Cunnington, Ross (2014). Cooperative learning: the behavioural and neurological markers that help to explain its success. ACER Research Conference 2014, Adelaide, Australia, 3-5 August 2014. Camberwell, VIC, Australia: Australian Council for Educational Research.

Pre-service primary teachers' argumentation in socioscientific issues

Pezaro, Charlotte, Wright, Tony and Gillies, Robyn (2014). Pre-service primary teachers' argumentation in socioscientific issues. Frontiers in Mathematics and Science Education Research Conference, Famagusta, North Cyprus, 1-3 May 2014.

Re-invigorating community-school relations around the teaching of reading

Honan, E., Muspratt, S., van Kraayenoord, C. E., Gillies, R., Moni, K. and Moni, R. (2013). Re-invigorating community-school relations around the teaching of reading. Brave New World: ATTE/ALEA Joint National Conference, Brisbane, QLD, Australia, 4-7 July 2013.

Enacting the intended curriculum through inquiry pedagogy

Dole, Shelley, Makar, Katie and Gillies, Robyn (2012). Enacting the intended curriculum through inquiry pedagogy. The Twelfth International Congress of Mathematics Education, Seoul, Korea, 8-15 July 2012. Korea National Univ. of Education Gangnae-myeon, Cheongwon-gun, Chungcheongbuk-Do, Republic of Korea: International Commission on Mathematical Education (ICME).

Support teachers’ self-perceptions of their knowledge and pedagogical practices related to reading comprehension

van Kraayenoord, C. E., Gillies, R., Honan, E., Moni, K., Western, M., Brereton, D. and Muspratt, S. (2012). Support teachers’ self-perceptions of their knowledge and pedagogical practices related to reading comprehension. 36th Annual International Academy for Research In Learning Disabilities Conference, Padua, Italy, 7-9 June 2012.

Developing teachers’ knowledge and pedagogical practices in rural and mining communities

van Kraayenoord, C. E., Gillies, R., Honan, E., Moni, K., Western, M. and Brereton, D. (2011). Developing teachers’ knowledge and pedagogical practices in rural and mining communities. Australian Teacher Education Association Conference, Melbourne, VIC Australia, 3-6 July 2011.

Education and ex-inmates

J-F, Gillies, R. and Carroll, A. (2011). Education and ex-inmates. Australian Association for Research in Education Conference (AARE 2011), Hobart, Australia, 27 November - 1 December 2011. Deakin, ACT, Australia: Australian Association for Research in Education (AARE).

High school teachers’ discourse and pedagogical practices during cooperative learning

Gillies, Robyn M. (2008). High school teachers’ discourse and pedagogical practices during cooperative learning. AARE 2007 International Educational Research Conference, Fremantle, W.A., Australia, 25-29 November 2007. Coldstream, Vic., Australia: Australian Association for Research in Education.

Mind matters plus: A national project for secondary schools in Australia to improve their effectiveness in providing for students with high support needs in mental health

Griffiths, C. and Gillies, R. M. (2006). Mind matters plus: A national project for secondary schools in Australia to improve their effectiveness in providing for students with high support needs in mental health. Mental health and education: students, teachers and parents: 28th Annual International School Psychology Association Conference, Hangzhou, China, 15-19 July, 2006. International School Psychology Association.

The effects of communication training on teachers' and students' verbal behaviours during cooperative learning

Gillies, R. M. (2005). The effects of communication training on teachers' and students' verbal behaviours during cooperative learning. British Educational Research Association Annual Conference, University of Glamorgan, Wales, 15-17 September, 2005. UK: BERA.

Communication training: Effects on teachers' and students' interactions during cooperative learning

Gillies, R. M. (2004). Communication training: Effects on teachers' and students' interactions during cooperative learning. IASCE Conference 2004, 22-24 June 2004. International Association for the Study of Cooperation in Education.

Teacher-student discourse during co-operative small group learning

Gillies, R. M. (2004). Teacher-student discourse during co-operative small group learning. 26th Annual International School Psychology Colloquium, Exeter, UK, 27-31 July. Exeter, UK: University of Exeter.

Teachers' and Students' interactions during cooperative and small-group learning

Gillies, R. M. (2004). Teachers' and Students' interactions during cooperative and small-group learning. American Educational Research Association 2004 Annual Meeting, San Diego, California, 12-16 April 2004. Washington, DC: American Educational Research Association.

Paradigmatic changes in promoting inclusive education: Implications for school guidance officers

Gillies, R. M. (2002). Paradigmatic changes in promoting inclusive education: Implications for school guidance officers. Queensland Guidance and Counselling Association Conference, Mackay, Qld, 21-22 September 2002. Brisbane: QGCA Inc.

Meeting young adolescents' psychological needs through co-operative small-group learning

Gillies, R. M. (2001). Meeting young adolescents' psychological needs through co-operative small-group learning. Promoting Well Being, Brisbane, 20-23 September 2001. Brisbane: Australian Guidance & Counselling Association.

The effects of cooperative learning on children's behaviour and interactions

Gillies, R. M. (2001). The effects of cooperative learning on children's behaviour and interactions. Internat Conf on Communication, Problem-Solving and Learning, Glasgow, 25-29 June 2001. Glasgow: University of Strathclyde.

The effects of cooperative learning on students with learning difficulties

Gillies, R. M. (1999). The effects of cooperative learning on students with learning difficulties. 7th Bi-Annual National Conference, Fremantle, 23-24 Sept 1999. Perth: Australian Guidance and Counselling Association.

Career guidance and counselling for blind and vision impaired people

Knight, K. and Gillies, R. M. (1997). Career guidance and counselling for blind and vision impaired people. International School Psychology XXth Annual Colloquium, University of Melbourne, Melbourne, 15-19 July, 1997. Melbourne, Australia: Australian Guidance and Counselling Association (AGCA).

Evaluating a career development intervention

Gillies, R. M., McMahon, M. L. and Carroll, J. (1997). Evaluating a career development intervention. International School Psychology XXth Annual Colloquium, University of Melbourne, Melbourne, July 15-19, 1997. Melbourne, Australia: Australian Guidance and Counselling Association (AGCA).

Interactions of Children in Classroom-Based Workgroups

Gillies, R. M. (1997). Interactions of Children in Classroom-Based Workgroups. Annual Meeting of the American Educational Research Association, Chicago, IL, 24-28 March, 1997. AERA.

The effect of cooperative learning experiences on children's social and helping behaviours in the middle primary school years

Gillies, R. M. (1997). The effect of cooperative learning experiences on children's social and helping behaviours in the middle primary school years. Annual Conference of the Australian Association for Research in Education (AARE), Brisbane, Australia, 30 November - 4 December 1997. AARE.

Cooperative Interventions: Strategies To Promote Positive Behaviour

Gillies, Robyn M. (1996). Cooperative Interventions: Strategies To Promote Positive Behaviour. Annual Meeting of the Queensland Guidance and Counselling Association, Brisbane, Queensland, September, 1996. Brisbane, Queensland: QGCA.

This paper reports on a six week study that provides support for the importance of structuring cooperative groups to promote cooperative group behaviours and interactions

Gillies, R. M. (1996). This paper reports on a six week study that provides support for the importance of structuring cooperative groups to promote cooperative group behaviours and interactions. Ninth Queensland Guidance and Counselling Association Inc, Brisbane, Australia, 1996. Brisbane, Australia: Queensland Guidance and Counselling Association (QGCA).

Examining the Nature of Helping Interactions in Primary School Children in Years 2, 4, and 6

Gillies, Robyn M. and Ashman, Adrian F. (1995). Examining the Nature of Helping Interactions in Primary School Children in Years 2, 4, and 6. Annual Conference of the International Association for the Study of Cooperation in Education (IASCE), Brisbane, Queensland, June 30-July 3, 1995. IASCE.

Knowledge and attitudes about childhood asthma among Western Australian primary school teachers

J-F, Gillies, R. and Carroll, A. (1995). Knowledge and attitudes about childhood asthma among Western Australian primary school teachers. ATS 1995: American Thoracic Society International Conference, Seattle, WA, USA, 20-24 May, 1995. New York, NY, United States: American Thoracic Society.

Promoting cooperative and helping behaviours in student work groups through training in small group processes

Gillies, R. M. (1995). Promoting cooperative and helping behaviours in student work groups through training in small group processes. Australian Guidance and Counselling Association 5th National Conference, Hobart, Australia, 27th- 30th September 1995.

Promoting wellness through the development of co-operative learning technologies

Gillies, R. M. (1993). Promoting wellness through the development of co-operative learning technologies. Australian Guidance and Counselling Association Fourth National Conference, Adelaide, Australia, September 26-29, 1993. Adelaide, Australia: Australian Guidance and Counselling Association (AGCA).

Action research for guidance counsellors

Gillies, R. M. (1992). Action research for guidance counsellors. Queensland Guidance and Counselling Association (QGCA), Surfers Paradise, Queensland, 1992. Everton Park, Queensland: (QGCA).

Cooperative learning: Pedagogy, policy and practice

Robyn Gillies and Michael Boyle eds. (2010). Cooperative learning: Pedagogy, policy and practice. The International Association for the Study of Cooperation in Education (IASCE) 2010, Brisbane, Australia, 25-27 November 2010.

Australian Journal of Guidance and Counselling

Australian Journal of Guidance and Counselling. (2005).

Australian Journal of Guidance and Counselling

Australian Journal of Guidance and Counselling. (2003). 13 (2)

Australian journal of guidance and counselling

Australian journal of guidance and counselling. (2002). 12 (1)

Contemporary practice in school guidance and counselling. Proceedings of the ninth Queensland Guidance & Counselling Association conference

Burnett, P. C., Gillies, R. M., McMahon, M. L. and Wackwitz, H. F. eds. (1996). Contemporary practice in school guidance and counselling. Proceedings of the ninth Queensland Guidance & Counselling Association conference. Moving on, traditional wisdom in contemporary practice, Brisbane, Queensland, 1996. Brisbane, Australia: Queensland Guidance and Counselling Association.

Queensland primary teachers' professional development model for collaborative multimodal inquiry practices in science: responding to the Australian curriculum

Nichols, K. and Gillies, Robyn (2015). Queensland primary teachers' professional development model for collaborative multimodal inquiry practices in science: responding to the Australian curriculum.

The effects of structured and unstructured cooperative learning groups on students' behaviours, interactions, and learning outcomes

Gillies, Robyn M., 1949- (1994). The effects of structured and unstructured cooperative learning groups on students' behaviours, interactions, and learning outcomes. PhD Thesis, Graduate School of Education, The University of Queensland. doi: 10.14264/157775