Curriculum, pedagogy and assessment

Adams, M. (2023). Education to Prepare Health Professionals for Rural Practice: A Scoping Review. Australian and International Journal of Rural Education, 33(1), 17-40. https://doi.org/10.47381/aijre.v33i1.349

Birnie, I. (2022). Blended Learning to Support Minority Language Acquisition in Primary School Pupils: Lessons From the 'Taking Gaelic Home Study'. Australian and International Journal of Rural Education, 32(2), 126-141. https://doi.org/10.47381/aijre.v32i2.329

Devlin, M., & McKay, J. (2019). Teaching Regional Students from low Socioeconomic Backgrounds: Key Success Factors in Australian Higher Eeducation. Australian and International Journal of Rural Education, 29(3), 7-23. https://doi.org/10.47381/aijre.v29i3.244

Ebejer, S., Facchin, J., & Gowen, A. (2022). Community Book Projects: A Case Study of Place-based Collaborations. Australian and International Journal of Rural Education, 32(2), 142-150. https://doi.org/10.47381/aijre.v32i2.324

Fuqua, M., & Lasselle, L. (2023). Rural Knowledges and Curriculum: International Perspectives. Australian and International Journal of Rural Education, 33(2), i-iii. https://doi.org/10.47381/aijre.v33i2.700

Fyhn, A. B., & Jannok Nutti, Y. (2023). Intangible Cultural Heritage as a Resource for a Sámi Mathematics Curriculum. Australian and International Journal of Rural Education, 33(2), 16-31. https://doi.org/10.47381/aijre.v33i2.455

Hlalele, D. J. (2019). Indigenous Knowledge Systems and Sustainable Learning in Rural South Africa. Australian and International Journal of Rural Education, 29(1), 88-100. https://doi.org/10.47381/aijre.v29i1.187

Hlalele, D. J. (2024). Book Review: Cornish, L., & Taole, J.M. (2021). Perspectives on Multigrade Teaching: Research and Practice in South Africa and Australia. Springer. Australian and International Journal of Rural Education, 34(1), 157-159. https://doi.org/10.47381/aijre.v34i1.731

Kaka, K., Rizk, N., & Miller, J. (2022). Assessing Educating for Gross National Happiness: Applying the Theory of Practice Architectures. Australian and International Journal of Rural Education, 32(2), 36-58. https://doi.org/10.47381/aijre.v32i2.327

Lo, P. V., & Welch, N. (2019). The Path from the Village: The Education of Thai Ethnic Students in Vietnam. Australian and International Journal of Rural Education, 29(1), 72-87. https://doi.org/10.47381/aijre.v29i1.178

Moore, S., Weikert, A., Downey, J., & Carroll, S. (2023). Elevating Local Knowledge in Curriculum, Conversation and Community: Creating Connections Across Rural Montana. Australian and International Journal of Rural Education, 33(2), 67-83. https://doi.org/10.47381/aijre.v33i2.466

Morphett, A., O’Keeffe, L., & Paige, K. (2024). A Blueprint for Rural Mathematics: Connecting Social Space, Identity and Teacher Pedagogy. Australian and International Journal of Rural Education, 34(1), 76-92. https://doi.org/10.47381/aijre.v34i1.639

Wallin, D., & Scribe, C. (2022). Wāhkōhtowin: Decolonising Teacher Preparation for Rural, Urban and First Nations Schools. Australian and International Journal of Rural Education, 32(2), 59-74. https://doi.org/10.47381/aijre.v32i2.318

Wallin, D., & Tunison, S. (2022). Following Their Voices: Supporting Indigenous Students' Learning by Fostering Culturally Sustaining Relational Pedagogies to Reshape the School and Classroom Environment. Australian and International Journal of Rural Education, 32(2), 75-90. https://doi.org/10.47381/aijre.v32i2.317