Angelique Howell

• Doctor of Philosophy
• Postdoctoral Reaearch Fellow at Queensland University of Technology

Curricular justice, achieved through a counter-hegemonic curriculum that serves the needs of the least rather than most advantaged members of society, plays a central role in providing more equitable access to meaningful education for all young people. We contend that the defining features of the contemporary schooling context in many parts of the...

This paper draws together data from two separate projects on schooling dis/engagement in Queensland, Australia. One project had a focus on mainstream schools and the strategies employed to retain and engage young people in learning, whereas the other looked to the growing sector of alternative and flexible education for similar solutions. While the...

The benefits of drawing upon evidence‐based practices in teaching and learning—such as self‐regulated learning (SRL)—are well documented. However, effectively translating and implementing this evidence into diverse higher education (HE) teaching and learning contexts is challenging and complex, and as yet not well understood. Translational approach...

This paper shares findings from a project that examined how schools serving marginalised communities facilitated students’ substantive engagement. Through interviews with students, parents, teachers and school leaders, we determined that substantive engagement was supported by formal and informal strategies that enabled access to rich learning oppo...

This chapter presents some innovative educational leadership initiatives and programs designed to support and engage young people in secondary schooling in complex settings. Data from various case studies are shared to demonstrate school-level strategies that help keep students who are in danger of disengaging from education, not only in school but...

School-aged mothers face unique challenges in completing their formal schooling. This paper privileges the voices of young mothers in a qualitative study which explored a school-based young mothers’ program in Queensland, Australia. While they perceived the program as supportive, some expressed the wish for more advanced learning options. This alig...

School absenteeism has been concerning educators in the Global North (including Australia) as research suggests a relationship between school attendance, academic achievement and subsequent life chances. This paper focuses on the perspectives of 50 school leaders in Queensland, Australia about approaches to improving attendance. Strategies reflecte...

Standardised testing regimes, including the National Assessment Program Literacy and Numeracy (NAPLAN) in Australia, have impacted on relationships between and within schools, and on teachers’ work and on pedagogies. Previous analyses of the effects of NAPLAN have been generated outside of the test situation: frequently through attitudinal surveys...

This project was commissioned by the Queensland Department of Education and Training (DET) to determine what strategies are being used within Queensland government (state) schools to improve student attendance. In 2008, the Department’s Every Day Counts initiative sought to improve student attendance at school through a shared commitment by student...

In the midst of the debate surrounding the question of whether Australia’s National Assessment Program: Literacy and Numeracy (NAPLAN) test is high-stakes, it is evident that children’s own accounts of their experiences remain sparse. This paper describes the findings of a case study which documented the experiences of 105 children across two Catho...

This study explored primary school-aged children’s experiences of NAPLAN, with a particular focus on the children’s own reports of their experiences. The methodology of case study was utilised to document the experiences of 105 children in two Queensland Catholic primary schools serving different SES communities. Data analysis suggested that childr...