By Scientia Professor Andrew James Martin

Other

Martin A, 2023, Teacher-student relationships: A key starting point for helping disengaged kids. In ‘The Educator’, February, https://www.theeducatoronline.com/k12/news/teacherstudent-relationships-a-key-starting-point-for-helping-disengaged-kids/281996

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

Martin A, 2023, What specific COVID-19 disruptions have impacted university students’ motivation and engagement? In ‘The Times Higher Education Campus Magazine’, July, The Times Higher Education, https://www.timeshighereducation.com/campus/which-specific-covid-disruptions-impacted-motivation-and-engagement

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, 2022, Academic self-sabotage: 5 strategies to reduce students' deliberate underachievement. In ‘EducationHQ’, July, https://educationhq.com/news/academic-self-sabotage-5-strategies-to-reduce-students-deliberate-underachievement-123065/#

Martin A, 2022, Boarding and day school students: How do they compare on motivation, engagement, and learning? Podcast for ‘Faculti’, January, https://faculti.net/boarding-and-day-school-students/

Martin A, 2022, Bouncing back: The 5Cs formula. In ‘Brisbane Catholic Education Partners in Learning’, June, http://www.myamazingschool.bne.catholic.edu.au/Parent-resources/Documents/Bouncing%20Back%20The%205Cs%20formula.pdf

Martin A, 2022, Dennis McInerney: A reflection. In ‘Times Magazine: A Publication of AERA’s Self-Regulated Learning SIG’, Vol 5

Martin A, 2022, Four ways teachers make a difference to students’ motivation and engagement. In ‘Teacher Magazine’, April, https://www.teachermagazine.com/au_en/articles/four-ways-teachers-make-a-difference-to-students-motivation-and-engagement

Martin A, 2022, How to help students value school and schoolwork. In ‘Education Review’, February, https://www.educationreview.com.au/2022/02/how-to-help-students-value-school-and-schoolwork-this-year-opinion/

Martin A, 2022, How to use the Motivation and Engagement Wheel to keep students on board. In ‘The Times Higher Education Campus Magazine’, May, https://www.timeshighereducation.com/campus/how-use-motivation-and-engagement-wheel-keep-students-board

Martin A, 2022, What switches students on and off? A guide to the good, the bad, and the ugly of student motivation. Vodcast for ‘The Education Hub’, June, https://youtu.be/03VVEiwkgn8

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; Granziera H; Collie R; Burns E; Holliman A, 2021, Links between teachers' adaptability and self-efficacy. In 'EducationHQ', February, https://educationhq.com/news/new-research-finds-links-between-teachers-adaptability-and-self-efficacy-90081/#

Martin A; Strnadova I; Loblinzk J; Cumming T; Danker J, 2021, Mobile technology and social inclusion of people with intellectual disabilities. Vodcast for 'UNSW Disability Innovation Institute', https://www.youtube.com/watch?v=nAPLvv5ibDU&t=10s

Martin A, 2021, Online learning during COVID-19: The role of adaptability. Podcast in 'UNSW's Ask a Social Scientist Series’, September, https://soundcloud.com/unswada/ask-a-social-scientist-adapting-to-online-learning-during-covid?in=unswada/sets/ask-a-social-scientist-podcast

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

Martin A, 2021, The adaptability advantage: We need more than just resilience. Podcast in 'Character Lab', November, https://characterlab.org/tips-of-the-week/the-adaptability-advantage

Martin A, 2020, “So you’re thinking of editing a Handbook?” In American Psychological Association's 'Tips from an Editor', August, American Psychological Association Division 15 (Educational Psychology), https://apadiv15.org/publications/one-tip/

Martin A, 2020, Adapting to change. Podcast in 'Potential Psychology', June, https://drive.google.com/drive/folders/1D1PXPLAvbTiTJ69WzyShOIoK4PmZGpCe?usp=sharing

Collie R; Martin A, 2020, Autonomy-supportive leadership practices for equity and excellence. In 'Australian Educational Leader', Vol 42, Australian Council for Educational Leadership, http://www.acel.org.au/ACEL/ACELWEB/Publications/AEL/About.aspx

Martin A, 2020, Best-practice approaches to online learning. Podcast in 'Campus Review', July, https://www.campusreview.com.au/2020/07/best-practice-approaches-to-online-learning-professor-andrew-martin-podcast/?utm_medium=email&utm_campaign=CR+BN+Email+-+03+Aug+2020%2A%27TechSmith%2A517502%2A%2CTechSmith%2A517502&utm_content=Best-practice+approaches+to+online+learning%3A+Professor+Andrew+Martin+%E2%80%93+Podcast%2A1%2APD%2AWZ&utm_source=apneducationalmedia.writemsg.com

Sweller J; Martin A; Evans P, 2020, Cognitive load theory, load reduction instruction, and problem solving. In 'NSW Department of Education Expert Panel',, NSW Department of Education, https://drive.google.com/drive/folders/1p4yUEQxTcjNeMoYmT-XX3vGgWWPfqhS-

Martin A, 2020, How to optimize online learning in the age of coronavirus (COVID-19): A 5-point guide for educators. In ‘UNSW Newsroom’, March, https://newsroom.unsw.edu.au/news/social-affairs/how-optimise-online-learning-age-coronavirus

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/

Martin A, 2020, Kids learn best when you add a problem-solving boost to ‘back-to-basics’ instruction. In ‘The Conversation’, January, https://theconversation.com/kids-learn-best-when-you-add-a-problem-solving-boost-to-back-to-basics-instruction-129008

Martin A; Barker K, 2020, Motivation for students in a time of uncertainty. Vodcast on ‘MCERA YouTube’, April, https://www.youtube.com/watch?v=iFpXPgzONHs&fbclid=IwAR3ahIv7UMGGpvf095if7jkNL50bOBodAyTDOmrBbSiG61yDpjJ6RiHLqn0

Martin A; Barker K, 2020, Motivation for students. In ‘MCERA Briefing Paper #001: Education and COVID-19’, May, MCERA, https://www.mcera.org.au/about-mcera/reports

Martin A, 2020, NSW ‘staggered’ return to school: Some students may need in-class time more than others. In ‘The Conversation’, April, https://theconversation.com/nsw-staggered-return-to-school-some-students-may-need-in-class-time-more-than-others-136837

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/

Martin A; Bostwick K, 2020, Researchers should try to keep researching during the pandemic and while research funds may be limited. Here’s 5 tips to help you do it. In ‘EduMatters’, April, https://www.aare.edu.au/blog/?p=5435

Martin A; Marsh H, 2020, Student resilience and boosting academic buoyancy. In ‘Teacher’, March, ACER, https://www.teachermagazine.com.au/articles/student-resilience-and-boosting-academic-buoyancy

Martin A; Strnadova I, 2020, Teacher assistants working with students with disability. Podcast on ‘Faculti’, March, https://faculti.net/teacher-assistants-working-with-students-with-disability/

Collie R; Martin A, 2020, Teacher wellbeing during COVID-19. In 'Teacher Magazine', April, ACER, https://www.teachermagazine.com.au/articles/teacher-wellbeing-during-covid-19

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/

Kennett R; Martin A; Pearson J; Burns E, 2019, On a brainwave: Real-time capture of student engagement using biometrics. In 'The Journal of The Future Project', Vol 6

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

Martin A, 2019, The benefits of homework may not be immediately apparent. In ‘The Sydney Morning Herald’, March, https://www.smh.com.au/education/the-benefits-of-homework-may-not-be-immediately-apparent-20190222-p50zj6.html

Martin A; Malmberg L-E, 2019, The positives and negatives of teacher expectations. In ‘The Conversation’, August, https://theconversation.com/teachers-expectations-help-students-to-work-harder-but-can-also-reduce-enjoyment-and-confidence-new-research-119761

Martin A, 2019, The psychology of student motivation. Podcast for 'Atomi Brainwaves', April, https://www.youtube.com/watch?v=FRGCQVQ-nXI

Martin A; Guay F; Hau K-T, 2019, The role of motivation and engagement in promoting literacy and numeracy. In 'IAAP United Nations White Paper Series', International Association of Applied Psychology, New York

Martin A, 2018, Two myths fuel the pressure to excel in the ATAR. In ‘The Sydney Morning Herald’, December 10th, Fairfax Press, https://www.smh.com.au/national/two-myths-fuel-the-pressure-to-excel-in-the-atar-20181210-p50lbc.html

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/

Martin A, 2018, Children’s resilience. Podcast In ‘Education Review’, June, https://soundcloud.com/educationreview/andrew-martin

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