REFERENCES
Ajuwon, P. M., Huda, S., Griffin-Shirley, N., Lechtenburger, D., & Zhou, L. (2015). Including students who are visually impaired in the
classroom: attitudes of preservice teachers. Journal of Visual Impairment and Blindness, 109(2), 131-140.
Australian Institute for Teaching and School Leadership. (2011). Australian professional standards for teachers. Retrieved from
Barrett, D. E., Casey, J. E., Visser, R. D., & Headley, K. N. (2012). How do teachers make judgments about ethical and unethical
behaviours? Towards the development of a code of conduct for teachers. Teaching and Teacher Education, 28, 890-898.
Brown, J. E., and Beamish, W. (2012). The changing role and practice of teachers of students with visual impairments: practitioners’
views from Australia. Journal of Visual Impairment and Blindness, 106(2), 81-92.
Bryant, D. P. (2005). Commentary on early identification and intervention for students with mathematics difficulties. Journal of Learning
Disabilities, 38(4), 340-345.
Crichton, H., and Mcdaid, A. (2016). Learning intentions and success criteria: learners’ and teachers’ views. Curriculum Journal, 27(2),
190-203.
Department of Education. (2019). Alice Springs education declaration. Retrieved from
Hogan, J. (2012). Mathematics and numeracy: has anything changed? Are we any clearer? Are we on track? The Australian
Mathematics Teacher, 68(4), 4-7.
Jenkins, O. F. (2010). Developing teachers’ knowledge of students as learners of mathematics through structured interviews. Journal of
Mathematics Teacher Education, 13, 141-154.
Lyons, G., Ford, M., & Slee, J. (2014). Classroom Management: Creating Positive Learning Environments. South Melbourne, VIC:
Cengage Learning Australia.
Mitchell, M. M., and Bradshaw, C. P. (2013). Examining classroom influences on student perceptions of school climate: the role of
classroom management and exclusionary discipline strategies. Journal of School Psychology, 51, 599-610.
Naderi, H., Baezzat, F., & Motaghedifard, M. (2015). Effectiveness of quality education based on Glasser’s choice theory on the
student’s academic self-efficacy. European Journal of Psychology and Educational Studies, 2, 43-47.
Nobile, J. D., Lyons, G., & Arthur-Kelly, M. (2017). Positive Learning Environments: Creating and Maintaining Productive Classrooms.
South Melbourne, VIC: Cengage Learning Australia.
Perry, B. (2007). Australian teachers’ views of effective mathematics teaching and learning. Mathematics Education, 39, 271-286.
Ratminingsih, N. M., Artini, L. P. & Padmadewi, N. N. (2017). Incorporating self and peer assessment in reflective teaching practices.
International Journal of Instruction, 10(4), 165-184.
Smith, T. (2016). Thinking science Australia: a short history of how thirty science lessons transform learning and teaching. Teaching
Science, 62(3), 16-21.
