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2017, How technology affects children’s learning. In ‘Psychlopaedia’, December., https://psychlopaedia.org/learning-and-development/technology-affects-childrens-learning/
,2017, How to motivate and engage students who are gifted. In ‘Australian MENSA Initiative Series’, March, 1-8., MENSA Australia, MENSA Australia, https://www.mensa.org.au/giftedchildren/amii
,2017, How to tell if your child's educational needs are being met at school. In ‘The Conversation’., The Conversation, https://theconversation.com/how-to-tell-if-your-childs-educational-needs-are-being-met-at-school-71265
,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
,2017, Mindful teachers cultivate a growth mindset. In ‘EduResearch Matters’ (Australian Associate for Research in Education blog), October., http://bit.ly/GreenMartinAARE
,2017, Puberty and its effects on students’ motivation and achievement. In ‘Psychlopaedia’, May., APS, https://psychlopaedia.org/learning-and-development/puberty-affects-school-performance/
,2017, Raising girls. On ‘Kinderling Kids Radio Podcast’, November., https://www.kinderling.com.au/kinderling-conversation/imposter-syndrome-girls-education
,2017, Science education - surviving the zombie apocalypse. In ‘Teacher’., ACER, https://www.teachermagazine.com.au/article/science-education-surviving-the-zombie-apocalypse
,2017, Transition planning for elite sportspeople and other elite performers. In ‘The Conversation’,, The Conversation (February), https://theconversation.com/preparing-elite-athletes-for-transition-to-life-after-sport-should-begin-in-childhood-73453
,2017, Turning novices into experts: Helping students develop web-based research skills. In ‘Australian Teacher Magazine’, August.p.38. Republished in EducationHQ., https://au.educationhq.com/news/41454/helping-students-develop-better-web-based-research-skills/#
,2017, Using personal best (PB) goal-setting and values driven action. In ‘Teacher’., ACER, https://www.teachermagazine.com.au/article/using-personal-best-goal-setting-and-values-driven-action
,2016, Creativity: What do motivation and engagement have to do with it? In ‘EducationHQ’, November., http://au.educationhq.com/news/37317/creativity-what-do-motivation-and-engagement-have-to-do-with-it/#
,2016, Effects of boarding school. In ‘The Psychologist’, vol 29, p 414., British Psychological Society
,2016, Problems at school: What is the role of ADHD and other factors? In ‘Psychlopaedia’, November., Australian Psychological Society, https://psychlopaedia.org/learning-and-development/problems-at-schoolwhat-is-the-role-of-adhd-and-other-factors/
,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
,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/
,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
,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
,2015, Engaging students through a conversational writing style. In ‘Teacher’, September., http://www.teachermagazine.com.au/article/engaging-students-through-a-conversational-writing-style
,2015, Student motivation and engagement: Does gender matter? In ‘EducationHQ’, November., http://au.educationhq.com/news/33282/student-motivation-and-engagement-does-gender-matter/
,2015, The benefits for students of arts participation. In ‘Leadership in Focus’, vol 37, pp. 18-19.
,2015, The Personal Proficiency Network: Helping students achieve to their academic potential. In ‘Principal Matters’, Winter, pp. 18-21.
,2015, The role of adaptability in tackling climate and environmental challenges. In ‘Geographical Education’, vol 28, pp. 15-17.
,2015, Undead science ed: Zombies, museum learning, and students’ science aspirations. In ‘Museums Australia Magazine’, vol 23, pp. 30-32.
,2014, Arts make kids smart. In ‘NSW Parents Council Parent News’, Term 1, p. 2.
,2014, The Motivation and Engagement Scale. Sydney: Lifelong Achievement Group., Lifelong Achievement Group, Sydney, http://www.lifelongachievement.com/
,2014, The Motivation and Engagement Workbook. Sydney: Lifelong Achievement Group., Lifelong Achievement Group, Sydney, http://www.lifelongachievement.com/
,2014, What makes a good teacher? Teacher-student relationships. In ‘The Conversation’, August., http://theconversation.com/expert-panel-what-makes-a-good-teacher-25696
,2013, Coping with change: Teaching adaptability will help kids grow. In ‘The Conversation’, November., http://theconversation.com/coping-with-change-teaching-adaptability-will-help-kids-grow-19726
,2013, From will to skill: The psychology of motivation, instruction and learning in today’s classroom. In ‘InPsych – Bulletin of Australian Psychological Society’, December, Lead Article for Special Issue, pp. 10-12., https://www.psychology.org.au/inpsych/2013/december/martin/
,2013, More to learn about ADHD. In ‘Monitor on Psychology’ (Magazine of American Psychological Association), vol 44, p. 4.
,2012, Academic buoyancy, academic resilience, and adaptability: How students deal with difficulty and change. In ‘Lights Out’ (the Newsletter of the Australian Boarding Schools Association), vol 5(3), pp. 4-6.
,2012, Attending boarding school: What’s the difference in academic and non-academic outcomes? In ‘Lights Out’ (the Newsletter of the Australian Boarding Schools Association), vol 5(4), pp. 8-10.
,2012, Enhancing students' approaches to learning. In ‘Lights Out’ (the Newsletter of the Australian Boarding School Association), vol 5(1), pp. 12-13.
,2012, High school motivation and engagement: Gender and age effects. Educational Resources Information Center Document (ED) 532692. U.S. Department of Education.
,2012, Personal best goals may help at-risk students’ achievement. In ‘The College of Educational and Developmental Psychologists Newsletter’, September, p. 3.
,2012, Research into the effects of boarding school: Year 2 (2011) findings. In ‘Lights Out’ (the Newsletter of the Australian Boarding Schools Association), vol 5(2), pp. 6-8.
,2011, Early findings on the effects of boarding school. In ‘Lights Out’ (the Newsletter of the Australian Boarding Schools Association), vol 4(1), pp. 18-19.
,2011, Playing catch up: Should students repeat a grade at school? In ‘The Conversation’, November., http://theconversation.com/playing-catch-up-should-students-repeat-a-grade-at-school-3791
,2011, Residential education: Key findings presented at an international symposium. In ‘Lights Out’ (the Newsletter of the Australian Boarding School Association), vol 4(2), pp. 18-19.
,2010, Effects of age on students’ academic outcomes: Implications for parents’ decision making. In ‘Pediatrics for Parents’, vol 26, pp. 16-18.
,2010, Girls, achievement motivation, and the glass ceiling: Implications for personal potential. In ‘Alliance (Magazine of Alliance of Girls’ Schools)’, vol 45, p. 22.
,2010, Motivating and engaging young people in physical activity. In ‘Active Education Magazine’, vol 25, pp. 42-44.
,2010, Personal Bests (PBs) at school: How self-competition can work for your child. In ‘Parents and Citizens (P&C) Journal’, Term 3, pp. 27-28.
,2010, Personal Bests (PBs): A new approach to realising academic potential. In ‘Education Review’, June, p. 15.
,2010, Powerful answers to important educational questions. In ‘Lights Out’ (the Newsletter of the Australian Boarding Schools Association), vol 3(2), pp. 12-13.
,2010, Preliminary insights and research directions. In ‘Lights Out’ (the Newsletter of the Australian Boarding School Association), vol 3(4), pp. 18-19.
,2010, The Flow Scales: Instrumentation and Test User Manual: Menlo Park, CA, USA: Mind Garden Inc., Mind Garden Inc, Menlo Park, California, http://www.mindgarden.com/
,2010, Understanding approaches to learning. In ‘Lights Out’ (the Newsletter of the Australian Boarding School Association), vol 3(3), pp. 4-5.
,2010, Understanding boarding school from residential and experiential perspectives. In ‘Lights Out’ (the Newsletter of the Australian Boarding Schools Association), vol 3(1), pp. 10-11.
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