K Te Riele
Biographic Data
| ID | 49640 |
|---|---|
| NAME | K Te Riele |
| GIVEN NAMES | K Te |
| FAMILY NAME | Riele |
| SIGNATURE | RIELE K T |
| AFFILIATIONS | University of Tasmania |
| ORCID | 0000-0002-8826-1701 |
| VERIFIED | Yes |
| TOTAL WORKS | 33 |
| TOTAL CITATIONS | 158 |
| AUTHOR COUNT | 32 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 7 |
Partnerships Supporting Young People to Negotiate Complex Pathways From School
INTRODUCTION: The school-to-work transition (SWT) is complex for young people. The postpandemic era, characterized by rapidly evolving economies and technologies, has augmented the complexity of negotiating such pathways. Despite this, young people-understood here through the lens of emergent adulthood-are often positioned as wholly responsible for navigating their own pathways beyond school. METHODS: A pragmatic case study approach was used to a…
Overcoming hesitancy in delivering Aboriginal and Torres Strait Islander histories and cultures in Australian schools
Over the past decade, Australian schools have been directed to positively engage with Aboriginal and Torres Strait Islander histories and cultures and put in place strategies to enhance the success of Aboriginal and Torres Strait Islander students. These directives have come from both the Australian Curriculum Cross-curriculum priorities and the Australian Professional Standards for Teachers and School Leaders. Since these changes have been intro…
Moving from past selves shaped by adversity to hoped-for possible selves
Flexible learning options (FLOs) that provide access to secondary education for marginalised students tend to sit on the margins of education systems, resulting in pressure to account for their outcomes. This paper employs a conceptual framework based on possible selves theory applied to interview data with students and staff from eight Australian FLOs. Students’ past selves were strongly shaped by adversity in their social environments and in th…
Connection, connectivity and choice
The COVID‐19 pandemic and associated school closures may have constrained educational participation particularly for students in disadvantaged circumstances. We explore how 30 disadvantaged students in secondary school (14 mainstream/16 Flexible Learning Programme) from Queensland, New South Wales and Tasmania experienced home learning during the first wave of COVID‐19, teasing out nuances across two educational models. Drawing on semi‐structured…
Uneven impacts of Covid ‐19 on the attendance rates of secondary school students from different socioeconomic backgrounds in Australia
This paper contributes to the growing body of research that demonstrates uneven impacts of the COVID‐19 pandemic on educational outcomes of students from different socioeconomic status (SES) backgrounds. We evaluate the early impacts of COVID‐19 on student attendance in secondary school and show how these impacts depend on students' SES. We employ a quasi‐experimental design, using difference‐in‐differences (DiD) estimation extended to incorporat…
Whole school change for literacy teaching and learning
School improvement has become a goal in many education systems globally, with the mantra of ‘whole school change’ adopted as key to achieving that goal. However, whole school change is complex and interpreted variously. In Australia, a case in point is the drive to lift literacy outcomes. Drawing on qualitative data from a study of literacy teaching practice in one Australian state, this article aims to unravel the multiple meanings and enactment…
School data walls
Educators, parents, and policymakers agree on the need to assess children’s learning to inform literacy teaching practices but are often divided about how best to gauge literacy development. In ensuing debates, school data walls have become pedagogically and spatially contested sites. We think of data walls as -scapes and scopic regimes that have sociomaterial force and that coalesce as complex assemblages worth interrogating. On that basis, our …
A trialectical approach to understanding ‘classroom readiness’ for teaching literacy
Initial teacher education is subject to substantial scrutiny and, fuelled by concerns about teacher ‘quality,’ its ‘effectiveness’ is frequently called into question, not least in relation to ideas about ‘classroom readiness.’ Mandated by policymakers, assessed by teacher educators, and struggled with by novice teachers, classroom readiness is experienced and understood in different ways. Our three-year qualitative research project on literacy te…
Vulnerability as a Precondition for Resistance and Agency
Any terms that designate certain groups of young people as more in need of support or intervention are likely to be contested. Identification of some young people as vulnerable can lead to tensions between rights and blame and between support and stigma. This paper draws on scholarship that posits vulnerability as emerging as part of specific social and historical conditions, and as a precondition for resistance and agency. We use publicly availa…
Making sense of school learning environments as infrastructures of care and spatial typologies
The Australian Institute for Teaching and School Leadership was established in 2010 to support teaching quality and leadership in schools and initial teacher education programs. Early on it produced seven Australian Professional Standards for Teachers affecting professional knowledge, professional practice, and professional engagement. Standard 4 is part of professional practice and requires teachers to create and maintain supportive and safe sch…
It takes a special type of teacher. An investigation into the capabilities of staff working with disengaged students
The primary purpose of Flexi schools in Australia is to serve students for whom traditional school has not been a good fit and are largely comprised of students who have disengaged and disconnected from traditional education. The reasons behind disengagement are diverse, but young people in Flexis typically have in common a negative prior experience of school, are more likely to have been affected by poverty, marginalisation, trauma, and to exper…
Elaborating a framework for communicating assessment aims in higher education
Assessment is a central feature of student learning in higher education and has a strong influence on the student experience. Accordingly, the appropriate communication of assessment aims is a priority for all higher education institutions. This study proposes an analytical framework for the interpretation and creation of assessments across higher education disciplines. The framework suggests that assessments can be categorised according to rheto…
Psychosocial justice for students in custody
Availability to quality education is significantly beneficial to the life prospects of young people. In particular, for young people caught up in the justice system, it is argued that involvement in education reduces risk of further criminality and improves a person’s prospects for future community engagement. This paper overviews a recent study undertaken in the Australian state of Victoria. The study worked with project partner, Parkville Colle…
Valued outcomes in the counter-spaces of alternative education programs
For marginalised young people, alternative education settings-referred to here as flexible learning programs (FLPs)-are thought to provide a powerful 'counter-space' to damaging experiences of mainstream schooling. Such programs are inherently contradictory, with potential to also reproduce stigma and disadvantage. The provision of secondary schooling via FLPs is significant. In Australia, for example, the sector serves over 70,000 students. A be…
Outcomes from Flexible Learning Options for disenfranchised youth
Flexible Learning Options (FLOs) are common across many countries to enable secondary school completion by young people for whom mainstream schooling has not worked well. Access to high-quality education through FLOs is a social justice issue. In the context of an inclination among governments for accountability and evidence-based policy, as well as of financial austerity, there is pressure on FLOs to demonstrate and publicise their outcomes. Thi…
Student voice and the community forum
Opportunities for students to speak and to be heard are important elements of democratic schooling processes but research into student voice has shown that a culture of silence is a more common feature of schooling. Efforts to re‐engage young people in learning often recognise the importance of schooling processes that provide them with opportunities to participate meaningfully in schooling dialogues. This paper describes attempts to provide such…
Interrogating Conceptions of “Vulnerable Youth” in Theory, Policy and Practice
Young people who are considered â vulnerableâ or â at riskâ are a particular target of various policies, schemes and interventions. But what does vulnerability mean? Interrogating Conceptions of â Vulnerable Youthâ explores this question in relation to various policy fields that are relevant to young people, as well for how this plays out in practice and how it is experienced by young people themselves. What makes this book unique is that most au…
Alternative education and social justice
This article considers the ways in which three alternative education sites in Australia support socially just education for their students and how injustice is addressed within these schools. The article begins with recognition of the importance of Nancy Fraser’s work to understandings of social justice. It then goes on to argue that her framework is insufficient for understanding the particularly complex set of injustices that are faced by many …
Ethics and Education Research
Drawn from the authors' experiences in the UK, Australia and mainland Europe and with contributions from across the globe, this clear and accessible book includes a wide range of examples. The authors show the reader how to: identify ethical issues which may arise with any research project, gain informed consent, provide information in the right way to participants, and present and disseminate findings in line with ethical guidelines
Excluded from school
In this paper, we draw upon the experiences of a group of young people who have been excluded from mainstream schools in two Australian states to provide an account of the ways in which they have found their way to education in educational sites that are variously referred to as ‘flexible learning centres', ‘second chance schools' and ‘alternative schools'. Whilst often clashing with school authorities in their original schools, these young peopl…
Exploring Ethical Issues in Youth Research
This special issue is devoted to exploring some of the ethical dilemmas that confront youth researchers. Although scholars who conduct research with other social groups obviously have to engage with important ethical issues in their own work, there are a number of ethical issues that are often seen as specific to young people. As Heath et al . (2009) have argued, in general these relate to the contextual factors which differentiate youth research…
Children of Rogernomics. A neoliberal generation leaves school
Children of Rogernomics. A neoliberal generation leaves school." Journal of Education Policy, 28(6), pp. 864–865
Challenging the logic behind government policies for school completion
This paper investigates a suite of policies that comprise the National Partnership Agreement between federal, state and territory governments in Australia that are ostensibly aimed at improving the educational attainment levels of young Australians. It specifically explores the policy terrain of educational targets that have been arrived at by Australian governments and associated policies, using a critical policy ethnography approach. It first t…
Raising educational attainment
In the context of international consensus that the knowledge economy requires more highly educated people, the Australian federal, state and territory governments agreed on a set of policies and targets for lifting the minimum level of educational attainment of young people, which are analysed in Part 1 of this paper. This Compact with young Australians will have the most impact on the quarter of young people who in the past would have left schoo…
‘Schools are for us’
This chapter is concerned with how schools may become more socially just and inclusive of all young people. The relationship that exists between social justice and schooling has long been an interest of educational researchers (see, for example, Ayers, Quinn & Stovall 2009; Connell 1993; Gale & Densmore 2000; Gilbert et al. 2013; Sturman 1997; Vincent 2003). This interest has usually focussed on critiquing traditionally accepted structures and pr…
Youth 'at risk
Youth 'at risk' is the currently favoured label used in Australian policy for youth whose educational outcomes are considered too low, with an emphasis on the risk of not completing senior secondary education. Although some research has identified factors contributing to this risk as stemming from complex interactions between individual and family circumstances as well as characteristics of schools and society, policy identification of youth 'at …
Youth transition in Australia
Youth educational transitions have transformed since the 1970s, in response to dramatic changes in the labour market and associated policy shifts in relation to post‐compulsory education. Assumptions in current youth and education policy of linearity and choice in educational transition, however, do not match the practice of this transformation. This article challenges both these policy assumptions by drawing on the experiences of students at two…
Excluded from school
In this paper, we draw upon the experiences of a group of young people who have been excluded from mainstream schools in two Australian states to provide an account of the ways in which they have found their way to education in educational sites that are variously referred to as ‘flexible learning centres', ‘second chance schools' and ‘alternative schools'. Whilst often clashing with school authorities in their original schools, these young peopl…
Alternative education and social justice
This article considers the ways in which three alternative education sites in Australia support socially just education for their students and how injustice is addressed within these schools. The article begins with recognition of the importance of Nancy Fraser’s work to understandings of social justice. It then goes on to argue that her framework is insufficient for understanding the particularly complex set of injustices that are faced by many …
Philosophy of hope
This article explores the contribution that can be made by philosophy of hope as a theoretical tool for youth studies. The language of hope is powerful – not only in people's everyday discourses but also in education, counselling and youth work. When working with youth who are marginalized or disadvantaged, hope can be a crucial resource. For example, teaching is sometimes seen as a ‘discipline of hope’. At first this sounds uplifting, even inspi…
Exploring Ethical Issues in Youth Research
This special issue is devoted to exploring some of the ethical dilemmas that confront youth researchers. Although scholars who conduct research with other social groups obviously have to engage with important ethical issues in their own work, there are a number of ethical issues that are often seen as specific to young people. As Heath et al . (2009) have argued, in general these relate to the contextual factors which differentiate youth research…
Schooling practices for marginalized students — practice‐with‐hope
Efforts to increase senior secondary retention rates and improve schooling for marginalized students have been influenced by the school effectiveness perspective. This paper outlines several problematic aspects of this perspective and proposes an alternative orientation centred around care. Drawing on research with students and teachers at two alternative schools, this paper argues that successful teaching and learning in these settings relied on…
Young people, education and hope
Vocational Education and Training (VET) plays an important role in the reshaping of upper secondary school curriculum. Retention to the end of secondary education in Australia went from 35% in 1980 to 72% in 2000. This increase caused major problems for the senior school curriculum which historically prepared students for university entrance but now has to serve multiple purposes. While the purposes of VET suit different groups, our interest is t…
Student voice and the community forum
Opportunities for students to speak and to be heard are important elements of democratic schooling processes but research into student voice has shown that a culture of silence is a more common feature of schooling. Efforts to re‐engage young people in learning often recognise the importance of schooling processes that provide them with opportunities to participate meaningfully in schooling dialogues. This paper describes attempts to provide such…
Raising educational attainment
In the context of international consensus that the knowledge economy requires more highly educated people, the Australian federal, state and territory governments agreed on a set of policies and targets for lifting the minimum level of educational attainment of young people, which are analysed in Part 1 of this paper. This Compact with young Australians will have the most impact on the quarter of young people who in the past would have left schoo…
Uneven impacts of Covid ‐19 on the attendance rates of secondary school students from different socioeconomic backgrounds in Australia
This paper contributes to the growing body of research that demonstrates uneven impacts of the COVID‐19 pandemic on educational outcomes of students from different socioeconomic status (SES) backgrounds. We evaluate the early impacts of COVID‐19 on student attendance in secondary school and show how these impacts depend on students' SES. We employ a quasi‐experimental design, using difference‐in‐differences (DiD) estimation extended to incorporat…
Ongoing inequality in a 'knowledge economy
The concept of the 'knowledge economy' is increasingly used to underpin education policy in developed countries. In Australia, it has been applied to post-compulsory education policy, with efforts to increase retention in senior secondary education and reform of vocational education in the senior years. The article draws on two research projects with senior secondary schools. Many students (and their teachers and parents) perceived qualifications…
Connection, connectivity and choice
The COVID‐19 pandemic and associated school closures may have constrained educational participation particularly for students in disadvantaged circumstances. We explore how 30 disadvantaged students in secondary school (14 mainstream/16 Flexible Learning Programme) from Queensland, New South Wales and Tasmania experienced home learning during the first wave of COVID‐19, teasing out nuances across two educational models. Drawing on semi‐structured…
It takes a special type of teacher. An investigation into the capabilities of staff working with disengaged students
The primary purpose of Flexi schools in Australia is to serve students for whom traditional school has not been a good fit and are largely comprised of students who have disengaged and disconnected from traditional education. The reasons behind disengagement are diverse, but young people in Flexis typically have in common a negative prior experience of school, are more likely to have been affected by poverty, marginalisation, trauma, and to exper…
School data walls
Educators, parents, and policymakers agree on the need to assess children’s learning to inform literacy teaching practices but are often divided about how best to gauge literacy development. In ensuing debates, school data walls have become pedagogically and spatially contested sites. We think of data walls as -scapes and scopic regimes that have sociomaterial force and that coalesce as complex assemblages worth interrogating. On that basis, our …
Outcomes from Flexible Learning Options for disenfranchised youth
Flexible Learning Options (FLOs) are common across many countries to enable secondary school completion by young people for whom mainstream schooling has not worked well. Access to high-quality education through FLOs is a social justice issue. In the context of an inclination among governments for accountability and evidence-based policy, as well as of financial austerity, there is pressure on FLOs to demonstrate and publicise their outcomes. Thi…
Challenging the logic behind government policies for school completion
This paper investigates a suite of policies that comprise the National Partnership Agreement between federal, state and territory governments in Australia that are ostensibly aimed at improving the educational attainment levels of young Australians. It specifically explores the policy terrain of educational targets that have been arrived at by Australian governments and associated policies, using a critical policy ethnography approach. It first t…
Making Schools Different
What can we do with students who don't succeed in the typical classroom, and what are the alternatives to full-time schooling? With contributions from leading academics from Canada, America, the UK, The Netherlands and Australia, this internationally-minded book helps the reader to reflect on the ways young people are taught, and presents possible alternative approaches. Global social and economic changes and technological developments are drivin…
Young people, education and hope
Vocational Education and Training (VET) plays an important role in the reshaping of upper secondary school curriculum. Retention to the end of secondary education in Australia went from 35% in 1980 to 72% in 2000. This increase caused major problems for the senior school curriculum which historically prepared students for university entrance but now has to serve multiple purposes. While the purposes of VET suit different groups, our interest is t…
Ongoing inequality in a 'knowledge economy
The concept of the 'knowledge economy' is increasingly used to underpin education policy in developed countries. In Australia, it has been applied to post-compulsory education policy, with efforts to increase retention in senior secondary education and reform of vocational education in the senior years. The article draws on two research projects with senior secondary schools. Many students (and their teachers and parents) perceived qualifications…
Youth transition in Australia
Youth educational transitions have transformed since the 1970s, in response to dramatic changes in the labour market and associated policy shifts in relation to post‐compulsory education. Assumptions in current youth and education policy of linearity and choice in educational transition, however, do not match the practice of this transformation. This article challenges both these policy assumptions by drawing on the experiences of students at two…
From Controlling to Constructive
Youth unemployment is an issue that has increasingly troubled western countries since the 1970s. This paper provides data on youth unemployment in Australia and the Netherlands, and discusses government policy in both countries. The rate of youth unemployment was similar in both countries in the mid 1980s, but since then it has declined dramatically in the Netherlands, while changing little in Australia. Youth unemployment policy in Australia has…
Schooling practices for marginalized students — practice‐with‐hope
Efforts to increase senior secondary retention rates and improve schooling for marginalized students have been influenced by the school effectiveness perspective. This paper outlines several problematic aspects of this perspective and proposes an alternative orientation centred around care. Drawing on research with students and teachers at two alternative schools, this paper argues that successful teaching and learning in these settings relied on…
Youth 'at risk
Youth 'at risk' is the currently favoured label used in Australian policy for youth whose educational outcomes are considered too low, with an emphasis on the risk of not completing senior secondary education. Although some research has identified factors contributing to this risk as stemming from complex interactions between individual and family circumstances as well as characteristics of schools and society, policy identification of youth 'at …
Making Schools Different
What can we do with students who don't succeed in the typical classroom, and what are the alternatives to full-time schooling? With contributions from leading academics from Canada, America, the UK, The Netherlands and Australia, this internationally-minded book helps the reader to reflect on the ways young people are taught, and presents possible alternative approaches. Global social and economic changes and technological developments are drivin…
Philosophy of hope
This article explores the contribution that can be made by philosophy of hope as a theoretical tool for youth studies. The language of hope is powerful – not only in people's everyday discourses but also in education, counselling and youth work. When working with youth who are marginalized or disadvantaged, hope can be a crucial resource. For example, teaching is sometimes seen as a ‘discipline of hope’. At first this sounds uplifting, even inspi…
Raising educational attainment
In the context of international consensus that the knowledge economy requires more highly educated people, the Australian federal, state and territory governments agreed on a set of policies and targets for lifting the minimum level of educational attainment of young people, which are analysed in Part 1 of this paper. This Compact with young Australians will have the most impact on the quarter of young people who in the past would have left schoo…
Challenging the logic behind government policies for school completion
This paper investigates a suite of policies that comprise the National Partnership Agreement between federal, state and territory governments in Australia that are ostensibly aimed at improving the educational attainment levels of young Australians. It specifically explores the policy terrain of educational targets that have been arrived at by Australian governments and associated policies, using a critical policy ethnography approach. It first t…
Exploring Ethical Issues in Youth Research
This special issue is devoted to exploring some of the ethical dilemmas that confront youth researchers. Although scholars who conduct research with other social groups obviously have to engage with important ethical issues in their own work, there are a number of ethical issues that are often seen as specific to young people. As Heath et al . (2009) have argued, in general these relate to the contextual factors which differentiate youth research…
Children of Rogernomics. A neoliberal generation leaves school
Children of Rogernomics. A neoliberal generation leaves school." Journal of Education Policy, 28(6), pp. 864–865
Ethics and Education Research
Drawn from the authors' experiences in the UK, Australia and mainland Europe and with contributions from across the globe, this clear and accessible book includes a wide range of examples. The authors show the reader how to: identify ethical issues which may arise with any research project, gain informed consent, provide information in the right way to participants, and present and disseminate findings in line with ethical guidelines
Excluded from school
In this paper, we draw upon the experiences of a group of young people who have been excluded from mainstream schools in two Australian states to provide an account of the ways in which they have found their way to education in educational sites that are variously referred to as ‘flexible learning centres', ‘second chance schools' and ‘alternative schools'. Whilst often clashing with school authorities in their original schools, these young peopl…
Interrogating Conceptions of “Vulnerable Youth” in Theory, Policy and Practice
Young people who are considered â vulnerableâ or â at riskâ are a particular target of various policies, schemes and interventions. But what does vulnerability mean? Interrogating Conceptions of â Vulnerable Youthâ explores this question in relation to various policy fields that are relevant to young people, as well for how this plays out in practice and how it is experienced by young people themselves. What makes this book unique is that most au…
Alternative education and social justice
This article considers the ways in which three alternative education sites in Australia support socially just education for their students and how injustice is addressed within these schools. The article begins with recognition of the importance of Nancy Fraser’s work to understandings of social justice. It then goes on to argue that her framework is insufficient for understanding the particularly complex set of injustices that are faced by many …
Outcomes from Flexible Learning Options for disenfranchised youth
Flexible Learning Options (FLOs) are common across many countries to enable secondary school completion by young people for whom mainstream schooling has not worked well. Access to high-quality education through FLOs is a social justice issue. In the context of an inclination among governments for accountability and evidence-based policy, as well as of financial austerity, there is pressure on FLOs to demonstrate and publicise their outcomes. Thi…
Student voice and the community forum
Opportunities for students to speak and to be heard are important elements of democratic schooling processes but research into student voice has shown that a culture of silence is a more common feature of schooling. Efforts to re‐engage young people in learning often recognise the importance of schooling processes that provide them with opportunities to participate meaningfully in schooling dialogues. This paper describes attempts to provide such…
Valued outcomes in the counter-spaces of alternative education programs
For marginalised young people, alternative education settings-referred to here as flexible learning programs (FLPs)-are thought to provide a powerful 'counter-space' to damaging experiences of mainstream schooling. Such programs are inherently contradictory, with potential to also reproduce stigma and disadvantage. The provision of secondary schooling via FLPs is significant. In Australia, for example, the sector serves over 70,000 students. A be…
Elaborating a framework for communicating assessment aims in higher education
Assessment is a central feature of student learning in higher education and has a strong influence on the student experience. Accordingly, the appropriate communication of assessment aims is a priority for all higher education institutions. This study proposes an analytical framework for the interpretation and creation of assessments across higher education disciplines. The framework suggests that assessments can be categorised according to rheto…
Psychosocial justice for students in custody
Availability to quality education is significantly beneficial to the life prospects of young people. In particular, for young people caught up in the justice system, it is argued that involvement in education reduces risk of further criminality and improves a person’s prospects for future community engagement. This paper overviews a recent study undertaken in the Australian state of Victoria. The study worked with project partner, Parkville Colle…
It takes a special type of teacher. An investigation into the capabilities of staff working with disengaged students
The primary purpose of Flexi schools in Australia is to serve students for whom traditional school has not been a good fit and are largely comprised of students who have disengaged and disconnected from traditional education. The reasons behind disengagement are diverse, but young people in Flexis typically have in common a negative prior experience of school, are more likely to have been affected by poverty, marginalisation, trauma, and to exper…
A trialectical approach to understanding ‘classroom readiness’ for teaching literacy
Initial teacher education is subject to substantial scrutiny and, fuelled by concerns about teacher ‘quality,’ its ‘effectiveness’ is frequently called into question, not least in relation to ideas about ‘classroom readiness.’ Mandated by policymakers, assessed by teacher educators, and struggled with by novice teachers, classroom readiness is experienced and understood in different ways. Our three-year qualitative research project on literacy te…
Vulnerability as a Precondition for Resistance and Agency
Any terms that designate certain groups of young people as more in need of support or intervention are likely to be contested. Identification of some young people as vulnerable can lead to tensions between rights and blame and between support and stigma. This paper draws on scholarship that posits vulnerability as emerging as part of specific social and historical conditions, and as a precondition for resistance and agency. We use publicly availa…
Making sense of school learning environments as infrastructures of care and spatial typologies
The Australian Institute for Teaching and School Leadership was established in 2010 to support teaching quality and leadership in schools and initial teacher education programs. Early on it produced seven Australian Professional Standards for Teachers affecting professional knowledge, professional practice, and professional engagement. Standard 4 is part of professional practice and requires teachers to create and maintain supportive and safe sch…
Sociology (26 works) · Political science (24 works) · Pedagogy (18 works) · Psychology (18 works) · Youth Education and Societal Dynamics (15 works) · Education Systems and Policy (11 works) · Public relations (10 works) · Law (9 works) · Mainstream (9 works) · Mathematics education (9 works)