By Scientia Professor Andrew James Martin

Other

Martin A, 2023, Does age matter in student motivation and engagement? In ‘EducationHQ’, July

Kennett R; Burns E; Martin A; Pearson J, 2023, Educational neuroscience in practice: An investigator’s guide for including neuro and physio data alongside traditional educational and psychological measures, UNSW, Sydney, http://dx.doi.org/10.13140/RG.2.2.24441.85602

Martin A, 2023, Educational psychology meets generative AI: A look at the impact of ChatGPT, Bard, and others on education and beyond. In ‘Psychology Today’, May, Sussex Publishers Inc, https://www.psychologytoday.com/us/blog/psyched/202305/educational-psychology-meets-generative-ai

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

Martin A, 2023, It’s a no-brainer: Beginning teachers should learn about the brain. In ‘EduResearch Matters’, July, Australian Association for Research in Education, https://www.aare.edu.au/blog/?p=17357

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

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

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