Browse By Person: Killingly, Callula
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Number of items: 28.
2025
Tancredi, Haley, Graham, Linda, & Killingly, Callula
(2025)
Improving the accessibility of subject English for students with language and/or attention difficulties.
Australian Educational Researcher, 52, pp. 511-537.
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2024
Killingly, Callula, Bielinski, Daniel, & Lacherez, Philippe
(2024)
An investigation of earworms and obsessive-compulsive traits using experience sampling and retrospective methods.
Psychology of Music.
Mann, Glenys, Carrington, Suzanne, Lassig, Carly, Mavropoulou, Sofia, Saggers, Beth, Poed, Shiralee, & Killingly, Callula
(2024)
Closing special schools: lessons from Canada.
The Australian Educational Researcher, 51(4), pp. 1729-1747.
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Tancredi, Haley, Graham, Linda, Killingly, Callula, & Sweller, Naomi
(2024)
Investigating the impact of Accessible Pedagogies on the experiences and engagement of students with language and/or attentional difficulties.
Learning Environments Research.
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Tancredi, Haley, Killingly, Callula, & Graham, Linda
(2024)
'My brain leaves the room': what happens when teachers talk too much?
The Conversation,
17 July 2024.
[Featured article]
Killingly, Callula, Graham, Linda, Tancredi, Haley, & Snow, Pamela
(2024)
Reciprocal relationships among reading and vocabulary over time: a longitudinal study from grade 1 to 5.
Reading and Writing.
Graham, Linda, Killingly, Callula, Tancredi, Haley, & Bourke, Terri
(2024)
Leading inclusive education reform.
In
Graham, Linda (Ed.) Inclusive Education for the 21st Century: Theory, Policy and Practice. [2nd ed.].
Routledge, Abingdon, Oxon, pp. 133-156.
de Bruin, Kate, Killingly, Callula, & Graham, Linda
(2024)
Multi-Tiered Systems of Support: What are they, where did they come from, and what are the lessons for Australian Schools?
In
Graham, Linda (Ed.) Inclusive Education for the 21st Century: Theory, Policy and Practice. [2nd ed.].
Routledge, Abingdon, Oxon, pp. 157-175.
Serry, Tanya, Snow, Pamela, Buckingham, Jennifer, Hammond, Lorraine, Killingly, Callula, & Graham, Linda
(2024)
A Response to Legislating Phonics: Settled Science or Political Polemics? by Reinking, Hruby, & Risko (2023): In Defence of the Scientific Method Related to Reading Instruction.
The Reading League Journal, 5(1), pp. 34-43.
Graham, Linda J., Killingly, Callula, Alexander, Matilda, & Wiggans, Sophie
(2024)
Suspensions in QLD state schools, 2016-2020: overrepresentation, intersectionality and disproportionate risk.
Australian Educational Researcher, 51(4), pp. 1527-1558.
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Close, Melissa, Killingly, Callula, Gaumer-Erickson, Amy, & Noonan, Patricia
(2024)
What is Social and Emotional Learning (SEL) and why is it important?
In
Graham, Linda (Ed.) Inclusive Education for the 21st Century: Theory, Policy and Practice. [2nd ed.].
Routledge, Abingdon, Oxon, pp. 275-301.
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1
2023
Killingly, Callula & Lacherez, Philippe
(2023)
The Song that Never Ends: The Effect of Repeated Exposure on the Development of an Earworm.
Quarterly Journal of Experimental Psychology, 76(11), pp. 2535-2545.
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Graham, Linda & Killingly, Callula
(2023)
School suspensions entrench disadvantage. What are the alternatives and how have they worked overseas?
The Conversation,
16 October 2023.
[Article]
Graham, Linda J., Killingly, Callula, Laurens, Kristin R., & Sweller, Naomi
(2023)
Correction to: Overrepresentation of Indigenous students in school suspension, exclusion, and enrolment cancellation in Queensland: is there a case for systemic inclusive school reform? (The Australian Educational Researcher, (2023), 50, 2, (167-201), 10.1007/s13384-021-00504-1).
Australian Educational Researcher, 50(4), p. 1271.
Graham, Linda J., Killingly, Callula, Laurens, Kristin R., & Sweller, Naomi
(2023)
Overrepresentation of Indigenous students in school suspension, exclusion, and enrolment cancellation in Queensland: is there a case for systemic inclusive school reform?
Australian Educational Researcher, 50(2), pp. 167-201.
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Kelly, Adrian, Munnings, Andrew, Zhao, Xiang, Roland, Bosco, Laurens, Kristin R., Campbell, Marilyn, Williams, Joanna, Bailey, Jennifer A., Killingly, Callula, Abimanyi-Ochom, Julie, Kremer, Peter, & Toumbourou, John Winston
(2023)
Polydrug use in Australian 12-14 year olds from 2006 to 2017: An examination of drug use profiles, emotional control problems, and family relationship characteristics.
Australian Journal of Psychology, 75(1), Article number: 2174705.
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Graham, Linda, Killingly, Callula, Tancredi, Haley, & Bourke, Terri
(2023)
Central Queensland Region Leading Inclusive Education Reform Research Project - Final Report.
The Centre for Inclusive Education, QUT, Brisbane, Qld.
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Killingly, Callula, Matheson, Sandra, & Swanson, Elizabeth
(2023)
Interventions for students with reading difficulties in Grades 4-12: A systematic review and meta-analysis protocol.
International Database of Education Systematic Reviews.
Tancredi, Haley, Graham, Linda, Killingly, Callula, & Sweller, Naomi
(2023)
Investigating the impact of impairment and barriers experienced by students with language and/or attentional difficulties.
Australian Journal of Learning Difficulties, 28(2), pp. 173-194.
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2022
Wood, Joanne M., Killingly, Callula, Elliott, David B., Anstey, Kaarin J., & Black, Alex A.
(2022)
Visual Predictors of Postural Sway in Older Adults.
Translational Vision Science and Technology, 11(8), Article number: 24.
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Graham, Linda, Killingly, Callula, Gillett-Swan, Jenna, & Van Bergen, Penny
(2022)
What do kids like and dislike about school? This is why it matters - and we can do something about it.
The Conversation,
30 May 2022.
[Article]
Graham, Linda & Killingly, Callula
(2022)
Do we really have a frightening school to prison pipeline in this country? Only one way to find out.
EduResearch Matters,
14 March 2022.
[Article]
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Graham, Linda, Gillett-Swan, Jenna, Killingly, Callula, & Van Bergen, Penny
(2022)
Does it matter if students (dis)like school? Associations between school liking, teacher and school connectedness, and exclusionary discipline.
Frontiers in Psychology, 13, Article number: 825036.
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2021
Graham, Linda, Killingly, Callula, Laurens, Kristin R., & Sweller, Naomi
(2021)
Suspensions and expulsions could set our most vulnerable kids on a path to school drop-out, drug use and crime.
The Conversation,
15 September 2021.
[Article]
Killingly, Callula, Lacherez, Philippe, & Meuter, Renata
(2021)
Singing in the brain: Investigating the cognitive basis of earworms.
Music Perception, 38(5), 456–472.
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Saggers, Beth, Campbell, Marilyn A, Kelly, Adrian B, & Killingly, Callula
(2021)
Are Schools' Lockdown Drills Really Beneficial? - A Commentary.
Journal of School Health, 91(6), pp. 451-453.
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2020
Graham, Linda, McCarthy, Tony, Killingly, Callula, Tancredi, Haley, & Poed, Shiralee
(2020)
Inquiry into Suspension, Exclusion and Expulsion Processes in South Australian Government Schools.
The Centre for Inclusive Education, QUT, Australia.
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Killingly, Callula
(2020)
Exploring the cognitive basis of music that gets stuck in the head.
PhD
thesis,
Queensland University of Technology.
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