Browse By Person: Pink, Elizabeth
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Group by: Date | Item Type
Number of items: 8.
2022
Walsh, Kerryann, Pink, Elizabeth, Ayling, Natasha, Sondergeld, Annette, Dallaston, Elizabeth, Tournas, Paul, Serry, Ella, Trotter, Sharon, Spanos, Tia, & Rogic, Nada
(2022)
Best Practice Framework for Online Safety Education: Results from a rapid review of the international literature, expert review, and stakeholder consultation.
International Journal of Child-Computer Interaction, 33, Article number: 100474.
301
32
301
32
Walsh, Kerryann, Eggins, Elizabeth, Hine, Lorelei, Mathews, Ben, Kenny, Maureen C., Howard, Sarah, Ayling, Natasha, Dallaston, Elizabeth, Pink, Elizabeth, & Vagenas, Dimitrios
(2022)
Child protection training for professionals to improve reporting of child abuse and neglect.
Cochrane Database of Systematic Reviews, 2022(7), Article number: CD011775 CD011775.
384
22
41
384
22
41
Scholes, Laura, Pink, Elizabeth, Walker, Susan, Lunn, Joanne, & Lawson, Veronica
(2022)
Children's epistemic reasoning about social inclusion of aggressive peers in a culturally diverse school.
British Educational Research Journal, 48(2), pp. 272-291.
205
6
5
205
6
5
Scholes, Laura, Mills, Kathy, & Wallace, Liz
(2022)
Boys’ gaming identities and opportunities for learning.
Learning, Media and Technology, 47(2), pp. 163-178.
121
25
17
121
25
17
Pink, Elizabeth I.
(2022)
Pre-service teachers' beliefs and intended practices around the promotion of reading for pleasure among primary children.
Master of Philosophy
thesis,
Queensland University of Technology.
550
550
2021
Walsh, Kerryann & Pink, Elizabeth
(2021)
Best practice framework for online safety education (Stage 2): Expert review and stakeholder consultation report.
eSafety Commissioner, Australia.
2020
Walsh, Kerryann, Wallace, Liz, Ayling, Natasha, & Sondergeld, Annette
(2020)
Best practice framework for online safety education (Stage 1).
eSafety Commissioner, Australia.
2019
Lunn, Joanne, Walker, Susan, Wallace, Liz, Johansson, Eva, & Scholes, Laura
(2019)
Doing the right thing in the early years of primary school: a longitudinal study of children's reasoning about right and wrong.
Australian Educational Researcher, 46(5), pp. 863-878.
321
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4
321
2
4