By Associate Professor Rebecca Collie

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Collie R, 2024, Research news: Teacher motivation linked with greater wellbeing and lower quitting intentions, Teacher Magazine, https://www.teachermagazine.com/au_en/articles/research-news-teacher-motivation-linked-with-greater-wellbeing-and-lower-quitting-intentions

Collie R; Martin A, 2024, How do we help students from disadvantaged backgrounds feel confident about school? In ‘The Conversation’, April, https://theconversation.com/how-do-we-help-students-from-disadvantaged-backgrounds-feel-confident-about-school-222895

Martin A; Collie R; Malmberg L-E, 2024, How to predict if an immigrant student will succeed – and what you can do to help. In ‘EduResearch Matters’, April, AARE, https://blog.aare.edu.au/immigrant-students/

Flesken A; McCourt B; Collie R; Martin A, 2024, Supporting students from low socioeconomic backgrounds to flourish. In NSW Department of Education ‘What Works Best’ Series, March, NSW Department of Education, https://education.nsw.gov.au/about-us/education-data-and-research/cese/publications/practical-guides-for-educators/supporting-students-from-low-ses-backgrounds-to-flourish

Martin A; Collie R, 2024, Teenagers’ motivation dips in high school—but research shows supportive teachers can really help. In ‘The Conversation’, August, https://theconversation.com/teenagers-motivation-dips-in-high-school-but-research-shows-supportive-teachers-can-really-help-236585

Flesken A; Fiona H; Stephan M; Martin A; Collie R, 2024, Transition to high school: What works best in practice? In NSW Department of Education 'What Works Best' Series, July, NSW Department of Education, https://education.nsw.gov.au/about-us/education-data-and-research/cese/publications/practical-guides-for-educators/transition-to-high-school

Collie R; Martin A, 2024, Valuing and integrating generative AI in teaching. In ‘Teacher Magazine’, May, ACER, https://www.teachermagazine.com/au_en/articles/research-news-valuing-and-integrating-generative-ai-in-teaching

Collie R; Martin A; Renshaw L; Caldecott-Davis K, 2024, Why should teachers support students’ social-emotional confidence? There's a few good reasons. In ‘Education HQ’, March, https://educationhq.com/news/why-should-teachers-support-students-social-emotional-confidence-theres-a-few-good-reasons-167288/#

Martin A; Ginns P; Collie R, 2023, Adaptability is different from resilience – and here’s how to nurture it. In ‘The Times Higher Education Campus Magazine’, January, Times Higher Education, London, https://www.timeshighereducation.com/campus/adaptability-different-resilience-and-heres-how-nurture-it

Martin A; Ginns P; Nagy R; Collie R; Bostwick K, 2023, It would be so much better if we taught two ways—balancing explicit and independent approaches. Here’s why. In ‘EduResearch Matters’, January, AARE, https://www.aare.edu.au/blog/?p=15792

Nagy R; Martin A; Collie R, 2023, It’s time to measure students’ effort at school. In ‘Education Review’, January, https://www.educationreview.com.au/2023/01/its-time-to-measure-students-effort-at-school-opinion/

Bostwick K; Collie R; Martin A; Durksen T, 2023, Students’ growth mindsets, goals, and academic outcomes in mathematics. In ‘Maths for Humans’, November

Collie R; Martin A, 2023, The link between teacher wellbeing and teacher-student relationships. In ‘Teacher’, September, https://www.teachermagazine.com/au_en/articles/the-link-between-teacher-wellbeing-and-teacher-student-relationships

Bostwick K; Martin A; Burns E; Collie R, 2023, What helps students cope with academic setbacks? In ‘The Conversation’, September, https://theconversation.com/what-helps-students-cope-with-academic-setbacks-our-research-shows-a-sense-of-belonging-at-school-is-key-213362

Flesken A; Cox S; Bostwick K; Martin A; Collie R; Burns E, 2022, Everyday resilience. In NSW Department of Education 'What Works Best' Series, June, NSW Department of Education, Sydney, https://education.nsw.gov.au/about-us/educational-data/cese/publications/practical-guides-for-educators-/everyday-resilience

Martin A; Collie R, 2021, Dealing with academic setback and adversity in effective ways: The role of academic buoyancy. In ‘Alliance — The Official Magazine of the Alliance of Girls’ Schools Australasia’, https://www.agsa.org.au/magazine/

Martin A; Burns E; Bostwick K; Collie R, 2021, Setting goals to beat previous efforts improves educational outcomes – and the gains are bigger for disadvantaged students. In 'The Conversation', July, https://theconversation.com/setting-goals-to-beat-previous-efforts-improves-educational-outcomes-and-the-gains-are-bigger-for-disadvantaged-students-163073

Martin A; Collie R; Nagy R, 2021, Students who are more adaptable do best in remote learning – and it’s a skill we can teach. In ‘The Conversation’, August, https://theconversation.com/students-who-are-more-adaptable-do-best-in-remote-learning-and-its-a-skill-we-can-teach-165003

Collie R; Martin A, 2020, Impact of positive teacher-student relationships. Podcast on ‘Teachers’ Education Review’, February, https://terpodcast.wordpress.com/2020/02/02/ter-145-impact-of-positive-teacher-student-relationships-with-andrew-martin-and-rebecca-collie-02-feb-2020/

Collie R; Helena G; Martin A, 2020, Research reveals key factors that influence principals' workplace wellbeing. In 'EducationHQ', August, https://educationhq.com/news/research-reveals-key-factors-that-influence-principals-workplace-wellbeing-80876/

Collie R; Helena G; Martin A, 2020, Workplace wellbeing among school principals. In 'EducationHQ', August, https://educationhq.com/news/research-reveals-key-factors-that-influence-principals-workplace-wellbeing-80876/

Collie R; Granziera H; Martin A, 2019, Student disengagement and self-sabotage. In ‘Teacher’, December, ACER, https://www.teachermagazine.com.au/articles/student-disengagement-and-self-sabotage

Burns E; Bostwick K; Collie R; Martin A, 2019, Teacher support reduces girls’ disengagement in high school. In ‘Teacher’, April, ACER, https://www.teachermagazine.com.au/articles/teacher-support-reduces-girls-disengagement-in-high-school

Cutmore M; MacLeod S; Donlevy V; Spence C; Martin A; Collie R, 2018, Against the Odds – Academically resilient students with a migrant background and how they succeed, European Commission, Brussels, Belguim, http://dx.doi.org/10.2766/642712

Collie R; Martin AJ; Nassar N; Roberts CL, 2018, Understanding social and emotional behaviours in early education? In 'EducationHQ Australia' May, EducationHQ, Australia, https://au.educationhq.com/news/48578/understanding-social-and-emotional-behaviours-in-early-education/

Collie R; Martin AJ; Granziera H, 2018, Being able to adapt in the classroom improves teachers’ well-being. In 'The Conversation', May, The Conversation, https://theconversation.com/being-able-to-adapt-in-the-classroom-improves-teachers-well-being-95788

Burns EC; Martin AJ; Collie RJ, 2018, Using personal best goal setting to promote students’ academic improvement. In ‘EducationHQ Australia’., https://au.educationhq.com/news/47631/using-personal-best-goal-setting-to-promote-students-academic-improvement/

Granziera H; Martin A; Collie R, 2018, Job crafting: Helping teachers deal with job demands by drawing on the important resources available to them. In ‘Education HQ Australia’, July, EducationHQ, Australia

Burns E; Martin AJ; Collie R, 2018, Personal best goal setting can buffer student disengagement: opinion. In ‘Education Review’, August

Collie R; Martin AJ; Frydenberg E, 2017, Teachers’ adaptability and its importance for teachers’ and students’ outcomes. In ‘The Link’ (The Association of Independent Schools of New South Wales). Term 1, 1-2., Australian Association for Research in Education, http://www.aare.edu.au/blog/?p=2604

Collie R; Martin AJ, 2017, Teacher motivation profiles and how they impact teachers’ wellbeing. In ‘Teacher’., Australian Council for Educational Research, https://www.teachermagazine.com.au/articles/teacher-motivation-profiles-and-how-they-impact-wellbeing

Collie R; Martin AJ, 2017, Does being adaptable help students in their learning? In ‘Education HQ Australia’, August., EducationHQ, https://au.educationhq.com/

Martin AJ; Collie RJ, 2017, Importance of social and emotional competence for teachers, for very young children and for at-risk students: latest research. In ‘EduResearch Matters’ (Australian Associate for Research in Education blog), November, http://www.aare.edu.au/blog/?p=2604

Collie R; Shapka JD; Perry NE; Martin AJ, 2016, Social and emotional learning in schools. In ‘Teacher’., Australian Council for Educational Research, https://www.teachermagazine.com.au/article/social-and-emotional-learning-in-schools

Martin AJ; Collie RJ; Scott Curwood J, 2016, Students’ motivation and engagement in writing: Do they have the ‘write’ stuff? In ‘Education Matters’., http://educationmattersmag.com.au/students-motivation-and-engagement-in-writing-do-they-have-the-write-stuff/

Collie RJ; Martin AJ, 2016, Teachers’ adaptability and its importance for teachers’ and students’ outcomes. In ‘The Link’ (The Association of Independent Schools of New South Wales). Term 1, 1-2., Association of Independent Schools of NSW, https://www.aisnsw.edu.au/pages/article.aspx?ArticleId=46376f6f-9108-4036-b67c-1f9420af6933

Martin AJ; Collie R; Papworth B; Ginns P; Calvo R; Malmberg L, 2015, Academic motivation and engagement: Every moment of every day for every student matters. In ‘Teacher’, October., https://www.teachermagazine.com.au/article/motivation-and-engagement-every-minute-of-every-day-matters

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