Publication Type

Authors

Journal

Larsen, E., Curtis, E., Nguyen, H. T. M., & Loughland, T. (2023). Perspectives on teacher standards in the mentoring process: Insights from mentors and early career teachers in an Australian context. Educational Review. http://doi.org/10.1080/00131911.2023.2243393

Journal

Larsen, E., Nguyen, H. T. M., Curtis, E., & Loughland, T. (2023). It's a question of balance: Reconsidering learning partnerships through genuine teacher mentoring conversations. Teaching and Teacher Education, 133. https://doi.org/10.1016/j.tate.2023.104280

Journal

Larsen, E., Fanshawe, M., & Salton, Y. (2023). “I want to contribute, but...”: Exploring the perceived valuing of doctoral qualifications held by teachers in schools. The Educational Forum. https://doi.org/10.1080/00131725.2023.2229389

Journal

Larsen, E., Jensen-Clayton, C., Curtis, E., Loughland, T., Nguyen, H. (2023). Re-imagining teacher mentoring for the future. Professional Development in Education. https://doi.org/10.1080/19415257.2023.2178480

Journal

Larsen, E, Salton, Y., Fanshawe, M., Ryan, L., Gaunt, L., Findlay, Y. (2023). Early career researchers’ collective advocacy work within an Australian university context. The Australian Educational Researcher. https://doi.org/10.1007/s13384-022-00604-6

Journal

Deans, C., & Larsen, E. (2022). Brain-based learning: Beliefs and practice in one Australian primary school implementing a neuroscience pedagogical framework. Australian Journal of Teacher Education, 47(10). https://ro.ecu.edu.au/ajte/vol47/iss10/2

Journal

Larsen, E., & Brandenburg, R. (2022). Navigating the neo-academy: Experiences of liminality and identity construction among early career researchers at one Australian regional university. The Australian Educational Researcher. http://doi.org/10.1007/s13384-022-00544-1

Journal

Barton, G., Brömdal, A., Burke, K., Fanshawe, M., Farwell, V., Larsen, E., & Pillay, Y. (2022). Publishing in the academy: An arts-based, metaphorical reflection towards self-care. The Australian Educational Researcher. http://doi.org/10.1007/s13384-022-00547-y

Journal

Larsen, E. & Mockler, N. (2021). Australian teacher educators responding to policy discourses of quality. Educational Review. pp. 1-21. https://doi.org/10.1080/00131911.2021.2007056

Journal

Larsen, E. & Allen, J. M. (2021). Circumventing erosion of professional learner identity development among beginning teachers. Teaching Education. pp. 1-17. http://dx.doi.org/10.1080/10476210.2021.2011193

Journal

Fanshawe, M., Saltmarsh, S., & Larsen, E.  (2021). Learning and exploring teacher identity: Preparing for teaching in the Partners in Literacy and Numeracy (PLaN) programme. Asia Pacific Journal of Education. pp. 1-15. https://doi.org/10.1080/02188791.2020.1866492

Book

Larsen, E., & Allen, J. (2021). Teachers as Professional Learners: Contextualising Identity across Policy and Practice. Palgrave Macmillan. http://doi.org/10.1007/978-3-030-65931-8

Book chapter

Larsen, E. (2017). Developing professional learner identities: A critical piece in the classroom readiness puzzle. In: Teacher education policy and practice: Evidence of impact, impact of evidence. Springer, pp. 17-35. ISBN 978-981-10-4132-7

Book chapter

Larsen, E. & Allen, J. M. (2016) Building professional learning identities: beginning teachers’ perceptions of causality for professional highs and lows. In: Teacher education: innovation, intervention and impact. Springer, pp. 231-251. ISBN 978-981-10-0784-2

Conference paper

Larsen, E., & Allen, J. (2014). The novice literacy coach: Exploring motivation and persistence in the face of challenge. In: Annual International Australian Association for Research in Education National Conference 2014 (AARE 2014), 1-5 Nov 2014, Brisbane, Australia.