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Australian Educational Researcher|June 26, 2023
Correction to: Was COVID-19 an unexpected catalyst for more equitable learning outcomes? A comparative analysis after two years of disrupted schooling in Australian primary schoolsAndrew Miller, Leanne Fray, Jennifer GoreAustralian Educational Researcher|July 25, 2022
A crisis in search of a narrative: Australia, COVID-19 and the subjectification of teachers and students in the national interestJennifer CromeAustralian Educational Researcher|October 17, 2015
"I don't hide my feelings, even though I try to": insight into teacher educator emotion displayGerda Hagenauer, Simone E VoletAustralian Educational Researcher|November 25, 2020
Research is…making the emotional dimensions of academics' research visibleMark Selkrig, Catherine Manathunga, Ron KeamyAustralian Educational Researcher|May 23, 2022
Does socioeconomic status impact the relationship between school absence and outcomes?Anna Mooney, Gerry Redmond, Billingsley KaambwaAustralian Educational Researcher|December 2, 2020
Vulnerable learners in the age of COVID-19: A scoping reviewCatherine F Drane, Lynette Vernon, Sarah O'SheaAustralian Educational Researcher|March 17, 2021
The impact of COVID-19 on student learning in New South Wales primary schools: an empirical studyJennifer Gore, Leanne Fray, Andrew Miller, et al.Australian Educational Researcher|February 2, 2021
Artefacts, practices and pedagogies: teaching writing in English in the NAPLAN eraSusanne Gannon, Jennifer DoveAustralian Educational Researcher|December 22, 2021
Making friends in Australia: expectations and experiences of Chinese international students in Australian secondary schoolsKaren Lindner, Kay MargettsAustralian Educational Researcher|October 31, 2022
Gender differences in reading and numeracy achievement across the school yearsDamon P Thomas, Belinda Hopwood, Vesife Hatisaru, et al.Pageof 7