Browse By Person: Walker, Susan

Lunn Brownlee, Jo, Scholes, Laura, Walker, Sue, & Pink, Elizabeth (2026) Primary school teachers' epistemic cognition for moral education in the context of promoting social inclusion. The Australian Educational Researcher, 53(2), Article number: 42.

Lunn, Joanne, Bourke, Terri, Ryan, Mary, Rowan, Leonie, Walker, Susan, & L'Estrange, Lyra (2026) Aims as anchors: Exploring teacher educators' epistemic aims for teaching about/to/for diversity in Initial Teacher Education (ITE). Teachers and Teaching: Theory and Practice, 32(3), pp. 481-501.

Bourke, Terri, Lunn, Joanne, Walker, Susan, Ryan, Mary, Rowan, Leonie, & L'Estrange, Lyra (2025) Teaching for Diversity in the Early Years: Promoting Educators' Epistemic Reflexivities for Social Justice Using Social Lab Methodology. Australasian Journal of Early Childhood, 50(4), pp. 375-388.

Nepal, Smita, Walker, Susan, & Dillon-Wallace, Julie (2024) How do Australian pre-service teachers understand differentiated instruction and associated concepts of inclusion and diversity? International Journal of Inclusive Education, 28(2), pp. 109-123.

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Nucifora, Alice, Walker, Susan, & Eivers, Areana (2024) Parents perception and experience of transitioning to adulthood for their child diagnosed with an intellectual disability. International Journal of Developmental Disabilities, 70(4), pp. 719-729.

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L'Estrange, Lyra, Walker, Susan, Lunn, Joanne, Ryan, Mary, Bourke, Terri, Rowan, Leonie, & Johansson, Eva (2023) Capturing epistemic reflexivity for teacher educators teaching about/to/for diversity in teacher education. Heliyon, 9(2), Article number: e13754.

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Bourke, Terri, Ryan, Mary, Rowan, Leonie, Lunn, Joanne, Walker, Susan, & L'Estrange, Lyra (2023) Teacher educators' knowledge about diversity: what enables and constrains their teaching decisions? Asia-Pacific Journal of Teacher Education, 51(1), pp. 28-44.

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Lunn, Joanne, Bourke, Terri, Rowan, Leonie, Ryan, Mary, Churchward, Peter, Walker, Susan, L'Estrange, Lyra, Berge, Anita, & Johansson, Eva (2022) How epistemic reflexivity enables teacher educators' teaching for diversity: exploring a pedagogical framework for critical thinking. British Educational Research Journal, 48(4), pp. 684-703.

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Walker, Susan, Lunn, Joanne, Scholes, Laura, & Harris, Clare (2022) Understanding relationships between epistemic cognition and executive functioning: Implications for measurement and practice in early childhood. Australasian Journal of Early Childhood, 47(2), pp. 135-147.

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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.

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Lunn, Joanne, Bourke, Terri, Walker, Susan, & Ryan, Mary (2022) What influences teachers' support for children's reasoning about social inclusion in primary school education classrooms? Australian Educational Researcher, 49(1), pp. 155-173.

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Lunn, Joanne, Walker, Susan, L'Estrange, Lyra, Ryan, Mary, Bourke, Terri, Rowan, Leonie, & Johansson, Eva (2022) Developing a Pedagogy of Teacher Education for Teaching for Diversity: Exploring Teacher Educators' Epistemic Cognition for Epistemic Agency. In Bourke, Theresa, Henderson, Deborah, Spooner-Lane, Rebecca, & White, Simone (Eds.) Reconstructing the Work of Teacher Educators: Finding Spaces in Policy Through Agentic Approaches - Insights from a Research Collective. Springer, Singapore, pp. 263-285.

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Fleer, Marilyn, Walker, Susan, White, Antoinette, Veresov, Nikolai, & Duhn, Iris (2022) Playworlds as an evidenced-based model of practice for the intentional teaching of executive functions. Early Years, 42(4-5), pp. 572-586.

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Ryan, Mary, Rowan, Leonie, Lunn, Joanne, Bourke, Terri, L'Estrange, Lyra, Walker, Susan, & Churchward, Peter (2022) Teacher education and teaching for diversity: a call to action. Teaching Education, 33(2), pp. 194-213.

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Walker, Sue, Lunn, Joanne, Scholes, Laura, & Johansson, Eva (2022) Young children's moral evaluations of inclusion and exclusion in play in ethnic and aggressive stereotypic peer contexts. International Journal of Inclusive Education, 26(5), pp. 429-447.

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Taylor, Annalise, Beamish, Wendi, Tucker, Madonna, Paynter, Jessica, & Walker, Susan (2021) Designing a Model of Practice for Australian Teachers of Young School-age Children on the Autism Spectrum. Journal of International Special Needs Education, 24(1), pp. 1-13.

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Rowan, Leonie, Bourke, Terri, L'Estrange, Lyra, Lunn, Joanne, Ryan, Mary, Walker, Susan, & Churchward, Peter (2021) How does Initial Teacher Education Research frame the challenge of preparing future teachers for student diversity in schools?: A systematic review of literature. Review of Educational Research, 91(1), pp. 112-158.

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Mascadri, Julia, Lunn, Joanne, Johansson, Eva Marianne, Scholes, Laura, Walker, Susan, & Berthelsen, Donna (2021) Children's perspectives on why and when teachers listen to their ideas: Exploring opportunities for participation in the early years of school. International Journal of Educational Research, 107, Article number: 101747.

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Clendon, Sally, Paynter, Jessica, Walker, Susan, Bowen, Rachael, & Westerveld, Marleen (2021) Emergent Literacy Assessment in Children With Autism Spectrum Disorder Who Have Limited Verbal Communication Skills: A Tutorial. Language, Speech, and Hearing Services in Schools, 52(1), pp. 165-180.

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Nucifora, Alice & Walker, Sue (2021) The importance of self-regulation: A mediator of early socio-emotional difficulties on later socio-emotional and relational outcomes. Journal of Research in Special Educational Needs, 21(1), pp. 3-18.

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Walker, Susan & Graham, Linda (2021) At risk students and teacher-student relationships: student characteristics, attitudes to school and classroom climate. International Journal of Inclusive Education, 25(8), pp. 896-913.

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Walker, Susan, Fleer, Marilyn, Veresov, Nikolai, & Duhn, Iris (2020) Enhancing executive function through imaginary play: A promising new practice principle. Australasian Journal of Early Childhood, 45(2), pp. 114-126.

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Walker, Susan, Lunn, Joanne, Scholes, Laura, & Johansson, Eva (2020) The development of children's epistemic beliefs across the early years of elementary school. British Journal of Educational Psychology, 90(2), pp. 266-281.

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Fleer, Marilyn, Veresov, Nikolai, & Walker, Susan (2020) Playworlds and executive functions in children: Theorising with the cultural-historical analytical lenses. Integrative Psychological and Behavioral Science, 54(1), pp. 124-141.

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Ey, Lesley-Anne, Walker, Susan, & Spears, Barbara (2019) Young children's thinking about bullying: Personal, social-conventional and moral reasoning perspectives. Australasian Journal of Early Childhood, 44(2), pp. 196-210.

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Lunn, Joanne, Rowan, Leonie, Ryan, Mary, Walker, Susan, Bourke, Terri, & Churchward, Peter (2019) Researching teacher educators' preparedness to teach to and about diversity: investigating epistemic reflexivity as a new conceptual framework. Asia-Pacific Journal of Teacher Education, 47(3), pp. 230-250.

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Ryan, Mary, Bourke, Terri, Lunn, Joanne, Rowan, Leonie, Walker, Susan, & Churchward, Peter (2019) Seeking a reflexive space for teaching to and about diversity: Emergent properties of enablement and constraint for teacher educators. Teachers and Teaching: Theory and Practice, 25(2), pp. 259-273.

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Lunn, Joanne, Walker, Susan, Scholes, Laura, & Johansson, Eva (2019) Reasoning about social inclusion over the early years of primary school: a focus on epistemic cognition. European Early Childhood Education Research Journal, 27(5), pp. 616-629.

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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.

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Wang, Cen, Harrison, Linda, McLeod, Sharynne, Walker, Susan, & Spilt, Jantine (2018) Can teacher-child relationships support human rights to freedom of opinion and expression, education and participation? International Journal of Speech-Language Pathology, 20(1), pp. 133-141.

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Walker, Susan, Hatzigianni, Maria, & Danby, Susan (2018) Electronic gaming: Associations with self-regulation, emotional difficulties and academic performance. In Danby, S, Fleer, M, Davidson, C, & Hatzigianni, M (Eds.) Digital childhoods: Technologies and children's everyday lives (International Perspectives on Early Childhood Education and Development, Volume 22). Springer, Singapore, pp. 85-100.

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White, Antoinette & Walker, Susan (2018) Enhancing social emotional development through evidence-based resources. Australasian Journal of Early Childhood, 43(4), pp. 4-12.

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Lunn, Joanne, Walker, Susan, Johansson, Eva, Scholes, Laura, & Ryan, Mary (2018) Epistemic climates for active citizenship: Dialogically organised classrooms and children's internal dialogue. In Emilson, A, Puroila, A M, & Johansson, E (Eds.) Values education in early childhood settings: Concepts, approaches and practices (International Perspectives on Early Childhood Education and Development, Volume 23). Springer, Switzerland, pp. 69-87.

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Hayes, Nicole, Berthelsen, Donna, Nicholson, Jan, & Walker, Susan (2018) Trajectories of parental involvement in home learning activities across the early years: associations with socio-demographic characteristics and children's learning outcomes. Early Child Development and Care, 188(10), pp. 1405-1418.

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Mascadri, Julia, Lunn, Joanne, Walker, Susan, & Alford, Jennifer (2017) Exploring intercultural competence through the lens of self-authorship. Early Years, 37(2), pp. 217-234.

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Scholes, Laura, Lunn, Joanne, Walker, Susan, & Johansson, Eva (2017) Changes in children's reasoning about the social inclusion of aggressive children over the early years of elementary school. International Journal of Inclusive Education, 21(10), pp. 991-1010.

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Walker, Susan & Berthelsen, Donna (2017) Gender differences in early literacy and mathematics achievement and self-regulatory behaviours in the first year of school: An Australian study. Australasian Journal of Early Childhood, 42(1), pp. 70-78.

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Scholes, Laura, Lunn, Joanne, Walker, Susan, Johansson, Eva, Lawson, Veronica, & Mascadri, Julia (2017) Promoting social inclusion in the early years of elementary school: a focus on children's epistemic beliefs for moral reasoning. International Journal of Inclusive Education, 21(5), pp. 507-520.

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Fleer, Marilyn, Veresov, Nikolai, & Walker, Susan (2017) Re-conceptualizing executive functions as social activity in children's playworlds. Learning, Culture and Social Interaction, 14, pp. 1-11.

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Lunn, Joanne, Johansson, Eva, Walker, Susan, & Scholes, Laura (2017) Teaching for Active Citizenship: Moral Values and Personal Epistemology in Early Years Classrooms. Routledge Research in Early Childhood Education. Routledge, Abingdon, Oxon ; New York, NY.

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Mergler, Amanda & Walker, Susan (2017) 'This is possibly the hardest decision a parent has to make.' Deciding when your child is ready to start prep. Australasian Journal of Early Childhood, 42(2), pp. 97-104.

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Fleer, Marilyn, Harrison, Linda, Veresov, Nikolai, & Walker, Susan (2017) Working with teachers' pedagogical strengths: The design of executive function activities for play-based programs. Australasian Journal of Early Childhood, 42(4), pp. 47-55.

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Williams, Kate, Berthelsen, Donna, Walker, Susan, & Nicholson, Jan (2017) A developmental cascade model of behavioral sleep problems and emotional and attentional self-regulation across early childhood. Behavioral Sleep Medicine, 15(1), pp. 1-21.

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Lunn, Joanne, Schraw, Gregg, Walker, Susan, & Ryan, Mary (2016) Changes in preservice teachers' personal epistemologies. In Greene, J A, Braten, I, & Sandoval, W A (Eds.) Handbook of epistemic cognition. Routledge, United States of America, pp. 300-317.

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Lunn, Joanne, Scholes, Laura, Walker, Susan, & Johansson, Eva (2016) Critical values education in the early years: Alignment of teachers' personal epistemologies and practices for active citizenship. Teaching and Teacher Education, 59, pp. 261-273.

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Williams, Kate, Nicholson, Jan, Walker, Susan, & Berthelsen, Donna (2016) Early childhood profiles of sleep problems and self-regulation predict later school adjustment. British Journal of Educational Psychology, 86(2), pp. 331-350.

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McLeod, Sharynne, Harrison, Linda, Whiteford, Chrystal, & Walker, Susan (2016) Multilingualism and speech-language competence in early childhood: Impact on academic and social-emotional outcomes at school. Early Childhood Research Quarterly, 34, pp. 53-66.

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Carrington, Suzanne, Berthelsen, Donna, Nickerson, Julie, Nicholson, Jan, Walker, Susan, & Meldrum, Katrina (2016) Teachers' experiences of inclusion of children with developmental disabilities across the early years of school. Journal of Psychologists and Counsellors in Schools, 26(2), pp. 139-154.

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Boyd, Wendy, Millear, Prudence, Thorpe, Karen, & Walker, Susan (2016) Working it out: Balancing work and care after the birth of a first child. In Gervais, R L & Millear, P M (Eds.) Exploring resources, life-balance and well-being of women who work in a global context. Springer, Switzerland, pp. 145-159.

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White, Sonia, Berthelsen, Donna, Walker, Susan, & Williams, Kate (2015) Early mathematical learning: Number processing skills and executive function at 5 and 8 years of age. Asia-Pacific Journal of Research in Early Childhood Education, 9(3), pp. 45-66.

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Lunn, Joanne, Johansson, Eva, Cobb-Moore, Charlotte, Boulton-Lewis, Gillian, Walker, Susan, & Ailwood, Joanne (2015) Epistemic beliefs and beliefs about teaching practices for moral learning in the early years of school: relationships and complexities. Education 3-13, 43(2), pp. 164-183.

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Lunn, Joanne, Walker, Susan, & Mascadri, Julia (2015) Personal epistemologies and teaching. In Fives, H & Gregoire-Gill, M (Eds.) International Handbook of Research on Teachers' Beliefs. Routledge, New York, pp. 319-335.

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Batiste, Wayne, Walker, Susan, & Smeed, Judy (2015) The relationship between teachers' perceptions of school leadership and their perceptions of the implementation of the national curriculum. Leading and Managing, 21(1), pp. 69-85.

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Teo, Cheryl & Walker, Susan (2014) Child-related factors that influence teacher-child relationships using an Australian national sample. Australasian Journal of Early Childhood, 39(2), pp. 51-59.

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Lunn, Joanne, Walker, Susan, Scholes, Laura, Lawson, Veronica, Berthelsen, Donna, & Johansson, Eva (2014) Children's moral judgements about inclusion and exclusion in play. In International Conference of the Australian Association for Research in Education, 2014-11-30 - 2014-12-04, Australia.

Johansson, Eva, Cobb-Moore, Charlotte, Lunn, Joanne, Walker, Susan, Boulton-Lewis, Gillian, & Ailwood, Joanne (2014) Children's perspectives on values and rules in Australian early education. Australasian Journal of Early Childhood, 39(2), pp. 12-20.

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Exley, Beryl, Woods, Annette, Lunn, Joanne, Walker, Susan, & Whiteford, Chrystal (2014) Reconciling dilemmas of social justice in literacy lessons: A case study of preservice primary teachers. Australian Journal of Teacher Education, 39(1), pp. 159-174.

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Sim, Susan, Berthelsen, Donna, Walker, Susan, Nicholson, Jan, & Fielding-Barnsley, Ruth (2014) A shared reading intervention with parents to enhance young children's early literacy skills. Early Child Development and Care, 184(11), pp. 1531-1549.

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Limbong, Jesani, McKenzie, Kirsten, Scott, Deborah A., & Walker, Sue (2013) Prioritising child product safety initiatives based on frequency, severity and product involvement. In International Conference on Product Safety 2013, 2013-10-09 - 2013-10-10. (Unpublished)

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Whiteford, Chrystal, Walker, Susan, & Berthelsen, Donna (2013) Australian children with special health care needs: Social-emotional and learning competencies in the early years. International Journal of Early Childhood, 45(1), pp. 35-50.

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Boyd, Wendy, Walker, Susan, & Thorpe, Karen (2013) Choosing work and care: four Australian women negotiating return to paid work in the first year of motherhood. Contemporary Issues in Early Childhood, 14(2), pp. 168-178.

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Limbong, Jesani, Vallmuur, Kirsten, & Walker, Sue (2013) Utilising hospital data to inform product safety prioritisation : the application of RAPEX severity rankings in ICD-coded Burn Data. In 11th Australasian Injury Prevention & Safety Promotion Conference, 2013-11-11 - 2013-11-13. (Unpublished)

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Limbong, Jesani, McKenzie, Kirsten, Scott, Deborah A., & Walker, Sue (2012) Prioritising child product safety initiatives based on frequency, severity and product involvement. In 11th World Conference of Injury Prevention & Safety Promotion, 2012-10-01 - 2012-10-04. (Unpublished)

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Walker, Susan, Brownlee, Joanne, Whiteford, Chrystal, Cobb-Moore, Charlotte, Johansson, Eva, Ailwood, Joanne, & Boulton-Lewis, Gillian (2012) Early years teachers' epistemic beliefs and beliefs about children's moral learning. Teachers and Teaching: Theory and Practice, 18(2), pp. 263-275.

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Brownlee, Joanne, Syu, Jia-Jia, Mascadri, Julia, Cobb-Moore, Charlotte, Walker, Susan, Johansson, Eva, Boulton-Lewis, Gillian, & Ailwood, Joanne (2012) Teachers' and children's personal epistemologies for moral education: Case studies in early years elementary education. Teaching and Teacher Education, 28(3), pp. 440-450.

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Walker, Susan, Nicholson, Jan, Carrington, Suzanne, Dunbar, Stephanie, Hand, Kirstine, Whiteford, Chrystal, Meldrum, Katrina, & Berthelsen, Donna (2012) The Transition to school of children with developmental disabilities: view of parents and teachers. Australasian Journal of Early Childhood, 37(3), pp. 22-29.

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Wainman, Briony, Walker, Susan, Brownlee, Joanne, Boulton-Lewis, Gillian, Cobb-Moore, Charlotte, Johansson, Eva, & Whiteford, Chrystal (2012) Young children's beliefs about including others in their play: Social and moral reasoning about inclusion and exclusion. Australasian Journal of Early Childhood, 37(3), pp. 135-144.

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Williams, Kate, Berthelsen, Donna, Nicholson, Jan, Walker, Susan, & Abad, Vicky (2012) The effectiveness of a short-term group music therapy intervention for parents who have a child with a disability. Journal of Music Therapy, 49(1), pp. 23-44.

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Walker, Susan, Brownlee, Joanne, Whiteford, Chrystal, Exley, Beryl, & Woods, Annette (2012) A longitudinal study of change in preservice teachers' personal epistemologies. Australian Journal of Teacher Education, 37(5), pp. 24-35.

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Heirdsfield, Ann, Walker, Susan, Tambyah, Mallihai, & Beutel, Denise (2011) Blackboard as an online learning environment: What do teacher education students and staff think? Australian Journal of Teacher Education, 36(7), pp. 1-16.

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Ailwood, Joanne, Brownlee, Joanne, Johansson, Eva, Cobb-Moore, Charlotte, Walker, Susan, & Boulton-Lewis, Gillian (2011) Educational policy for citizenship in the early years in Australia. Journal of Education Policy, 26(5), pp. 641-653.

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Boulton-Lewis, Gillian M., Brownlee, Joanne M., Walker, Sue, Johansson, Eva, & Cobb-Moore, Charlotte (2011) Moral and social development : teachers’ knowledge of learning and teaching strategies in the early years. Australasian Journal of Early Childhood, 36(4), pp. 6-14.

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Boulton-Lewis, Gillian, Brownlee, Joanne, Walker, Susan, Cobb-Moore, Charlotte, & Johansson, Eva (2011) Moral and social development: Teachers' knowledge of children's learning and teaching strategies in the early years. Australasian Journal of Early Childhood, 36(4), pp. 6-14.

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Walker, Susan, Brownlee, Joanne, Exley, Beryl, Woods, Annette, & Whiteford, Chrystal (2011) Personal epistemology in preservice teachers: Belief changes throughout a teacher education course. In Schraw G, G, Brownlee J, J, & Berthelsen, D (Eds.) Personal Epistemology and Teacher Education. Routledge, United States, pp. 84-99.

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Johansson, Eva, Brownlee, Joanne, Cobb-Moore, Charlotte, Boulton-Lewis, Gillian, Walker, Susan, & Ailwood, Joanne (2011) Practices for teaching moral values in the early years: A call for a pedagogy of participation. Education, Citizenship and Social Justice, 6(2), pp. 109-124.

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McArdle, Felicity, Walker, Susan, & Whitefield, Kathy (2010) Assessment by interview and portfolio in a graduate school program. Journal of Early Childhood Teacher Education, 31(1), pp. 86-96.

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Walker, Susan & Berthelsen, Donna (2010) Social inequalities and parent involvement in children's education in the early years of school. In Green, V & Cherrington, S (Eds.) Delving into Diversity: An International Exploration of issues of Diversity in Education. Nova Science Publishers, New York, pp. 139-149.

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Berthelsen, Donna C. & Walker, Sue (2009) How well are Australian children doing in the first year of school : a demographic analysis. In XIV European Conference on Developmental Psychology, 2009-08-18 - 2009-08-22. (Unpublished)

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Walker, Sue & Berthelsen, Donna C. (2009) Gender differences in children's classroom behaviour and teacher-child relationships in early childhood: An Australian Study. In 14th European Conference for Developmental Psychology, 2009-08-18 - 2009-08-22. (Unpublished)

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Berthelsen, Donna C. & Walker, Sue (2009) How well are Australian children doing in the first year of school? In The 14th European Conference for Developmental Psychology, 2009-08-18 - 2009-08-22. (Unpublished)

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Harrison, Lyndall, McLeod, Sharynne, Berthelsen, Donna, & Walker, Susan (2009) Literacy, numeracy, and learning in school-aged children identified as having speech and language impairment in early childhood. International Journal of Speech-Language Pathology, 11(5), pp. 392-403.

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Walker, Susan (2009) Sociometric stability and behavioural correlates of peer acceptance in early childhood. Journal of Genetic Psychology, 170(4), pp. 339-358.

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Walker, Susan, Brownlee, Joanne, Lennox, Sandra, Exley, Beryl, Howell, Kerry, & Cocker, Fiona (2009) Understanding first year university students: personal epistemology and learning. Teaching Education, 20(3), pp. 243-256.

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Brownlee, Joanne, Walker, Susan, Lennox, Sandra, Exley, Beryl, & Pearce, Sharyn (2009) The first year university experience: Using personal epistemology to understand effective learning and teaching in higher education. Higher Education, 58(5), pp. 599-618.

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Exley, Beryl, Walker, Susan, & Brownlee, Joanne (2008) Characteristics of preservice teachers in multi-campus settings: Using demographics and epistemological beliefs to unpack stereotypes. Australian Journal of Teacher Education, 33(6), pp. 1-11.

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Walker, Susan & Berthelsen, Donna (2008) Children with Autistic Spectrum Disorder in early childhood education programs: A social constructivist perspective on inclusion. International Journal of Early Childhood, 40(1), pp. 33-52.

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Heirdsfield, Ann, Walker, Susan, & Walsh, Kerryann (2008) Enhancing the first year experience- Longitudinal perspectives on a peer mentoring scheme. In Jeffery, P L (Ed.) Proceedings of AARE International education Research Conference. Australian Association for Research in Education, Australia, pp. 1-17.

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Berthelsen, Donna & Walker, Susan (2008) Parent involvement in their children's education: Promoting academic and social development. Family Matters, 79, pp. 34-41.

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Heirdsfield, Ann M., Nelson, Karen J., Tills, Bruce, Cheeseman, Timothy, Derrington, Kate, Walker, Sue, & Walsh, Kerryann (2008) Peer mentoring : models and outcomes at QUT. In AARE 2008 International Education Conference : Changing Climates : Education for Sustainable Futures, 2008-11-30 - 2008-12-04.

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Heirdsfield, Ann, Walker, Susan, Walsh, Kerryann, & Wilss, Lynn (2008) Peer mentoring for first-year teacher education students: The mentors' experience. Mentoring and Tutoring: Partnership in Learning, 16(2), pp. 109-124.

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Walker, Susan & Berthelsen, Donna (2007) Exploring Gender Differences in Literacy and Mathematical Understandings in the Early Years of School: Can Differences Be Explained by Behaviours in the Classroom? In 2007 Longitudinal Study of Australian Children, 2007-12-03 - 2007-12-04.

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Davis, Julie, Lennox, Sandra, Walker, Susan, & Walsh, Kerryann (2007) Exploring Staff Perceptions: Early Childhood Teacher Educators Examine Online Teaching and Learning Challenges and Dilemmas. International Journal for the Scholarship of Teaching and Learning, 1(2), pp. 1-15.

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Heirdsfield, Ann, Walker, Susan, Thomas, Louise, Ailwood, Joanne, & Meehan, Catherine (2007) Living with Uncertainty: Transition from University Student to Early Childhood Professional. In Pacific Early Childhood Education Research Association 8th Annual Conference, 2007-07-04 - 2007-07-07.

Heirdsfield, Ann, Davis, Julie, Lennox, Sandra, & Walker, Susan (2007) Online Learning Environments: The Challenge for Early Childhood Teacher Education Students. In Rethinking early Childhood Education: Pacific Early Childhood Education Research Association 8th Annual Conference, 2007-07-04 - 2007-07-07.

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Heirdsfield, Ann, Davis, Julie, Lennox, Sandra, Walker, Susan, & Zhang, Weihong (2007) Online Learning Environments: What Early Childhood Teacher Education Students Say. Journal of Early Childhood Teacher Education, 28, pp. 115-126.

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Berthelsen, Donna C. & Walker, Sue (2007) Parent involvement and children's early learning competence in literacy and mathematical understanding and approaches to learning. In Longitudinal Study of Australian Children Research Conference, 2007-12-03 - 2007-12-04. (Unpublished)

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Walker, Susan & Berthelsen, Donna (2007) The Social Participation of Young Children with Developmental Disabilities in Inclusive Early Childhood Programs. Electronic journal for Inclusive Education: Promoting Access to Knowledge for All Students, 2(2), pp. 1-28.

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Walker, Susan & Berthelsen, Donna (2006) Social Inclusion of Young Children with Autistic Spectrum Disorder in Australian Early Childhood Programs. In 19th Biennial Meeting Int. Society for Study of Behav. Develop, 2006-07-02 - 2006-07-06.

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Ailwood, Joanne, Black, Alison, Ewing, Bronwyn, Heirdsfield, Ann, Meehan, Catherine, Thomas, Louise, Walker, Susan, & Walsh, Kerryann (2006) Supporting transitions from student to professional: A mentoring case study from early childhood education. In Gonczi, A & Rienstra, G (Eds.) Entry to the teaching profession : preparation, practice, pressure and professionalism. Australian College of Educators, Australia, pp. 48-55.

Heirdsfield, Ann, Walker, Susan, & Walsh, Kerryann (2005) Developing Peer Mentoring Support for TAFE Students Entering 1st-Year University Early Childhood Studies. Journal of Early Childhood Teacher Education, 26(4), pp. 423-436.

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Walker, Susan (2005) Gender Differences in the Relationship Between Young Children's Peer-Related Social Competence and Individual Differences in Theory of Mind. Journal of Genetic Psychology, 166(3), pp. 297-312.

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Walker, Susan, Davis, Julie, Heirdsfield, Ann, Lennox, Sandra, McArdle, Felicity, & Walsh, Kerryann (2005) Supporting Online Teaching and Learning in Early Childhood Courses. In Brown, A (Ed.) OLT-2005 Conference: Beyond Delivery. Queensland University of Technology, Australia, pp. 287-295.

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Walker, Susan (2004) Teacher Reports of Social Behaviour and Peer Acceptance in Early Childhood: Sex and Social Status Differences. Child Study Journal, 34(1), pp. 13-28.

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Walker, Susan, Irving, Kym, & Berthelsen, Donna (2002) Gender Influences on Preschool Children's Social Problem-Solving Strategies. The Journal of Genetic Psychology, 163(2), pp. 197-209.

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Walker, Susan, Berthelsen, Donna, & Irving, Kym (2001) Temperament and Peer Acceptance in Early Childhood: Sex and Social Status Differences. Child Study Journal, pp. 177-192.

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Farrell, M. Ann, Walker, Sue, Bower, Anna, & Gahan, Deborah (2000) Researching early childhood student teachers: Life histories and course experience. The International Journal of Early Childhood, 32(1), pp. 34-40.

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Marschark, M, Green, Vanessa, Hindmarsh, Gabrielle, & Walker, Susan (2000) Understanding Theory of Mind in Children who are Deaf. Journal of Child Psychology & Psychiatry & Allied Disciplines, pp. 1067-1073.

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Walker, Susan & Irving, Kym A. (1998) The effect of perceived social status on preschool children's evaluations of behaviour. Australian Research in Early Childhood Education, 1, pp. 94-103.

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