Dennis Alonzo
Biographic Data
| ID | 4218009 |
|---|---|
| NAME | Dennis Alonzo |
| GIVEN NAMES | Dennis |
| FAMILY NAME | Alonzo |
| SIGNATURE | ALONZO D |
| AFFILIATIONS | UNSW Sydney |
| ORCID | 0000-0001-8900-497X |
| VERIFIED | Yes |
| TOTAL WORKS | 29 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 29 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Exploring teachers’ views on student assessment literacy
While students’ engagement in assessment to increase their learning outcomes is widely supported by literature; however, there is limited understanding of how teachers conceptualise the knowledge, skills and dispositions students need to engage effectively in assessment. This study explores the perspectives of 10 high school teachers on student assessment literacy. Using semi-structured interviews and thematic analysis, findings are organised aro…
‘Imagine what we could achieve if we were supported to thrive’ Neurodivergent scholars navigating academia
This study explores the experiences of neurodivergent academic staff, focusing on those with ADHD (Attention Deficit/Hyperactivity Disorder), within a higher education institution. Despite increasing support for neurodivergent university students, the experiences of neurodivergent staff remain largely underexplored and their needs unaddressed. Using collaborative autoethnography, the authors, all neurodivergent academics, share our personal narra…
A scoping review of student involvement in curriculum development and reform
This scoping review, covering literature published from 2003 to 2023, maps existing research on student involvement in curriculum development and reform and calls for deeper inquiry into their agency in decision-making. Curriculum development and reform are an important focus of education systems around the world. Yet curriculum making is a complex process, occurring across diverse contexts and involving multiple actors. Within schools, teachers …
Teachers’ job engagement
This study examines the associations of teachers’ personal and job resources (occupational commitment, self-efficacy, collective efficacy, resilience & adaptability) to job engagement. To determine the relationships between constructs, we surveyed 170 Australian teachers during a period of disruption—COVID-19 pandemic. The Job Demands-Resource (JD-R) model provided a theoretical lens for examining teachers’ job-related characteristics (job demand…
What does the international literature say about assessment practice for equitable learning outcomes for educationally disadvantaged high school students
This systematic review examines the intersection of assessment and equity in education, with a particular focus on educationally disadvantaged students. Despite long-standing claims that assessment can enhance teaching and learning, little is known about assessment practices used in schools to increase educational outcomes for this student cohort. Drawing on international literature, following the Preferred Reporting Items for Systematic Reviews …
Teacher Isolation
This article provides a knowledge base on how teacher isolation was investigated, conceptualised and reported in the literature. Using the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses, we extracted 23 relevant articles. Our analysis shows that 53 discrete elements, clustered into six dimensions, contribute to teacher isolation. In addition, two broad categories of strategies are implemented to support isolated teachers: scho…
Integrating indigenous knowledge and skills in mining operations
This review explores the integration of Indigenous Knowledge and Skills (IKS) in mining operations, aimed at developing a comprehensive understanding of how these knowledge systems are embedded throughout the mining life cycle. The study systematically reviewed relevant literature from three electronic databases using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Eighteen articles that met the inclusi…
The use of Artificial Intelligence in English language assessment
Artificial intelligence (AI) is increasingly recognised as a useful tool for assessment, but its specific role in English language assessment remains unexplored. We conducted a scoping review of peer-reviewed studies published between 2011 and 2025, following the framework by Arksey and O’Malley (2005). Results show seven main ways AI is used in English assessment: generating test items, using chatbots for conversation practice, marking and scori…
Teachers' engagement and occupational commitment in a centralised education system
This study examined the relationship between teachers’ personal and collective resources and their occupational commitment and engagement in a centralised system. Guided by the Job Demands-Resources theory, we distributed an online survey through our networks. Structural equation modelling using responses from 779 Filipino teachers revealed that collective efficacy was positively linked to personal resources, while adaptability was associated wit…
A set of effective mentoring standards. A theoretically and empirically-driven framework
While considerable research has explored effective mentoring, limited empirical evidence supports its theoretical underpinnings. Building on our work (Ellis et al., 2020), we employed factor analysis with data from 654 pre-service teachers to develop an empirically-driven framework. A seven-factor model emerged, highlighting key mentor attributes: actively collaborating with the university, establishing an effective relationship with PSTs, provid…
Teachers’ emotional labour
Building a Strong Assessment Culture in Schools
Ensuring effective learning and teaching requires a strong assessment culture in schools where teachers and students are supported to use assessment to increase student outcomes. However, building a strong assessment culture requires a deeper analysis of the personal, social-emotional, conceptual, paradigmatic, practical, contextual, structural, organisational and policy contexts of the school to determine the best strategies to implement to achi…
What would it take? Enhancing outcomes for high-ability students with disability
A troubling misconception exists that high-ability is enough to ensure positive educational, mental health and well-being outcomes for gifted students. Of course, we want all our students to develop their potential in school, so why are so many of our more able children failing in school and enduring the repercussions of reduced well-being? The notion that a student is not highly able if they are receiving poor grades is a common societal misconc…
Perceived autonomy support as a predictor of rural students’ academic buoyancy and academic self-efficacy
Students' academic self-beliefs are associated with their school achievement and enjoyment. However, academic self-beliefs appear to be lower in rural schools. In a sample of students in Australian rural schools (N = 974), this study investigated whether perceived autonomy support (PAS) predicted two important self-belief constructs: academic buoyancy and academic self-efficacy. The results revealed that PAS positively predicted academic buoyancy…
Assessment practices of teachers in Myanmar
Learning-centred assessment validation framework
Classroom-based assessment validation has received considerable critical attention and many conceptualisations have emerged. While these conceptualisations are helpful in advancing our assessment knowledge, there is a need for a more learning-oriented teacher assessment practice validation. This paper builds on previous validation theories and approaches to redefine the validity of classroom-based assessment in terms of practical, useful, and tru…
Learning-centred assessment validation framework
Classroom-based assessment validation has received considerable critical attention and many conceptualisations have emerged. While these conceptualisations are helpful in advancing our assessment knowledge, there is a need for a more learning-oriented teacher assessment practice validation. This paper builds on previous validation theories and approaches to redefine the validity of classroom-based assessment in terms of practical, useful, and tru…
Australian and New Zealand Nurses
The COVID-19 pandemic presented significant job engagement challenges for the nursing workforce with increased pressures and workplace changes. Nursing staff shortages have increased nurse anxiety, burnout, fear, low morale and intentions to leave the profession. Nursing care is inherently stressful and at times complex, with stress often due to work inconsistencies, a lack of role clarity, workloads and time pressures. This study explores nurses…
Development of Online Post-Covid Intervention Program for Students
This study will develop an online intervention program to effectively support students reintegrating into the face-to-face learning space after the COVID-19 pandemic. It will provide an avenue for debriefing, sharing experiences, and listening to students' narratives and experiences. In addition, the online program will also include a self-paced socialemotional assessment to identify students who need more support. Using the conservation of resou…
Bio+Mine Project
The rehabilitation of legacy mines continues to be a big challenge because of the difficulties in returning them to safe and stable conditions and ensuring that the mined-out areas become productive to support the economic activity of the host community. Previous efforts are often focused on purely technical and environmental aspects, leading to resistance from the local community due to their exclusion from the rehabilitation process. To address…
Co-Designing a Farm Safety Gamified Educational Resource With Secondary School Students and Their Teachers
Unintentional injuries are a leading cause of preventable harm among adolescents. Adolescents also experience an increased risk of farm injury, and in Australia, injury-related farm fatalities among adolescents have remained largely unchanged over the past two decades. A third of all incidents involve farm visitors, indicating the need for population-level safety information. This project uses qualitative data to inform a co-design process with a…
Teaching Mathematics Out-of-Field
Adolescence is an opportunity for farm injury prevention
Injury is a leading cause of mortality and injury-related morbidity, which can have lifelong impacts on physical and mental health, as well as on an individual’s and family’s economic livelihood. Transport and unintentional injuries are the leading cause of death for adolescents 10–24 years of age, with more lives lost than communicable or non-communicable diseases, nutritional or maternal health causes or selfharm. Predominantly, in the injury p…
The critical role of sources of efficacy information in a mandatory teacher professional development program
Leading schools for specific purposes
Schools for specific purposes (SSP) are and have been a significant feature of the education ecosystem since the roll out of mass schooling in Australia and elsewhere. SSPs serve some of the most vulnerable and disadvantaged communities. While their social and emotional worth to their communities (students, educators, families) is rarely questioned, the role of SSP in the pursuit of equity and inclusivity remains contested. This has significant i…
Bio+Mine Project
The rehabilitation of legacy mines continues to be a big challenge because of the difficulties in returning them to safe and stable conditions and ensuring that the mined-out areas become productive to support the economic activity of the host community. Previous efforts are often focused on purely technical and environmental aspects, leading to resistance from the local community due to their exclusion from the rehabilitation process. To address…
Teachers’ emotional labour
Perceived autonomy support as a predictor of rural students’ academic buoyancy and academic self-efficacy
Students' academic self-beliefs are associated with their school achievement and enjoyment. However, academic self-beliefs appear to be lower in rural schools. In a sample of students in Australian rural schools (N = 974), this study investigated whether perceived autonomy support (PAS) predicted two important self-belief constructs: academic buoyancy and academic self-efficacy. The results revealed that PAS positively predicted academic buoyancy…
Assessment practices of teachers in Myanmar
The critical role of sources of efficacy information in a mandatory teacher professional development program
The standards for academics’ standards-based assessment practices
The use of standards-based assessment (SBA) has gained prominence in higher education due to a wide range of research evidence that supports its effectiveness in improving learning and teaching. Although the concept is widely used in academic discourse and practice, it has multiple interpretations which have led to diverse assessment practices to the extent that some of these depart from the principles of SBA. To help build a common understanding…
Elements of a quality pre-service teacher mentor
Pre-service Teachers’ Decision-Making and Classroom Assessment Practices
Classroom assessment practices play a pivotal role in ensuring effective learning and teaching. One of the most desired attributes of teachers is the ability to gather and analyze assessment data to make trustworthy decisions leading to supporting student learning. However, this ability is often underdeveloped for a variety of reasons, including reports that teachers are overwhelmed by the complex process of data analysis and decision-making and …
Leading an Assessment Reform
The ability of teachers to use assessment data to inform decisions related to learning and teaching defines teaching effectiveness. However, to maximise the benefits of teacher decision-making, there is a need to ensure that all teachers across the school are supported to engage in a whole-school approach to ensuring that all students across different stages are supported. This paper reports on a case study of a school in building an assessment c…
Teaching Mathematics Out-of-Field
Adolescence is an opportunity for farm injury prevention
Injury is a leading cause of mortality and injury-related morbidity, which can have lifelong impacts on physical and mental health, as well as on an individual’s and family’s economic livelihood. Transport and unintentional injuries are the leading cause of death for adolescents 10–24 years of age, with more lives lost than communicable or non-communicable diseases, nutritional or maternal health causes or selfharm. Predominantly, in the injury p…
The critical role of sources of efficacy information in a mandatory teacher professional development program
Leading schools for specific purposes
Schools for specific purposes (SSP) are and have been a significant feature of the education ecosystem since the roll out of mass schooling in Australia and elsewhere. SSPs serve some of the most vulnerable and disadvantaged communities. While their social and emotional worth to their communities (students, educators, families) is rarely questioned, the role of SSP in the pursuit of equity and inclusivity remains contested. This has significant i…
Learning-centred assessment validation framework
Classroom-based assessment validation has received considerable critical attention and many conceptualisations have emerged. While these conceptualisations are helpful in advancing our assessment knowledge, there is a need for a more learning-oriented teacher assessment practice validation. This paper builds on previous validation theories and approaches to redefine the validity of classroom-based assessment in terms of practical, useful, and tru…
Learning-centred assessment validation framework
Classroom-based assessment validation has received considerable critical attention and many conceptualisations have emerged. While these conceptualisations are helpful in advancing our assessment knowledge, there is a need for a more learning-oriented teacher assessment practice validation. This paper builds on previous validation theories and approaches to redefine the validity of classroom-based assessment in terms of practical, useful, and tru…
Australian and New Zealand Nurses
The COVID-19 pandemic presented significant job engagement challenges for the nursing workforce with increased pressures and workplace changes. Nursing staff shortages have increased nurse anxiety, burnout, fear, low morale and intentions to leave the profession. Nursing care is inherently stressful and at times complex, with stress often due to work inconsistencies, a lack of role clarity, workloads and time pressures. This study explores nurses…
Development of Online Post-Covid Intervention Program for Students
This study will develop an online intervention program to effectively support students reintegrating into the face-to-face learning space after the COVID-19 pandemic. It will provide an avenue for debriefing, sharing experiences, and listening to students' narratives and experiences. In addition, the online program will also include a self-paced socialemotional assessment to identify students who need more support. Using the conservation of resou…
Bio+Mine Project
The rehabilitation of legacy mines continues to be a big challenge because of the difficulties in returning them to safe and stable conditions and ensuring that the mined-out areas become productive to support the economic activity of the host community. Previous efforts are often focused on purely technical and environmental aspects, leading to resistance from the local community due to their exclusion from the rehabilitation process. To address…
Co-Designing a Farm Safety Gamified Educational Resource With Secondary School Students and Their Teachers
Unintentional injuries are a leading cause of preventable harm among adolescents. Adolescents also experience an increased risk of farm injury, and in Australia, injury-related farm fatalities among adolescents have remained largely unchanged over the past two decades. A third of all incidents involve farm visitors, indicating the need for population-level safety information. This project uses qualitative data to inform a co-design process with a…
What would it take? Enhancing outcomes for high-ability students with disability
A troubling misconception exists that high-ability is enough to ensure positive educational, mental health and well-being outcomes for gifted students. Of course, we want all our students to develop their potential in school, so why are so many of our more able children failing in school and enduring the repercussions of reduced well-being? The notion that a student is not highly able if they are receiving poor grades is a common societal misconc…
Perceived autonomy support as a predictor of rural students’ academic buoyancy and academic self-efficacy
Students' academic self-beliefs are associated with their school achievement and enjoyment. However, academic self-beliefs appear to be lower in rural schools. In a sample of students in Australian rural schools (N = 974), this study investigated whether perceived autonomy support (PAS) predicted two important self-belief constructs: academic buoyancy and academic self-efficacy. The results revealed that PAS positively predicted academic buoyancy…
Assessment practices of teachers in Myanmar
Teachers’ job engagement
This study examines the associations of teachers’ personal and job resources (occupational commitment, self-efficacy, collective efficacy, resilience & adaptability) to job engagement. To determine the relationships between constructs, we surveyed 170 Australian teachers during a period of disruption—COVID-19 pandemic. The Job Demands-Resource (JD-R) model provided a theoretical lens for examining teachers’ job-related characteristics (job demand…
What does the international literature say about assessment practice for equitable learning outcomes for educationally disadvantaged high school students
This systematic review examines the intersection of assessment and equity in education, with a particular focus on educationally disadvantaged students. Despite long-standing claims that assessment can enhance teaching and learning, little is known about assessment practices used in schools to increase educational outcomes for this student cohort. Drawing on international literature, following the Preferred Reporting Items for Systematic Reviews …
Teacher Isolation
This article provides a knowledge base on how teacher isolation was investigated, conceptualised and reported in the literature. Using the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses, we extracted 23 relevant articles. Our analysis shows that 53 discrete elements, clustered into six dimensions, contribute to teacher isolation. In addition, two broad categories of strategies are implemented to support isolated teachers: scho…
Integrating indigenous knowledge and skills in mining operations
This review explores the integration of Indigenous Knowledge and Skills (IKS) in mining operations, aimed at developing a comprehensive understanding of how these knowledge systems are embedded throughout the mining life cycle. The study systematically reviewed relevant literature from three electronic databases using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Eighteen articles that met the inclusi…
The use of Artificial Intelligence in English language assessment
Artificial intelligence (AI) is increasingly recognised as a useful tool for assessment, but its specific role in English language assessment remains unexplored. We conducted a scoping review of peer-reviewed studies published between 2011 and 2025, following the framework by Arksey and O’Malley (2005). Results show seven main ways AI is used in English assessment: generating test items, using chatbots for conversation practice, marking and scori…
Teachers' engagement and occupational commitment in a centralised education system
This study examined the relationship between teachers’ personal and collective resources and their occupational commitment and engagement in a centralised system. Guided by the Job Demands-Resources theory, we distributed an online survey through our networks. Structural equation modelling using responses from 779 Filipino teachers revealed that collective efficacy was positively linked to personal resources, while adaptability was associated wit…
A set of effective mentoring standards. A theoretically and empirically-driven framework
While considerable research has explored effective mentoring, limited empirical evidence supports its theoretical underpinnings. Building on our work (Ellis et al., 2020), we employed factor analysis with data from 654 pre-service teachers to develop an empirically-driven framework. A seven-factor model emerged, highlighting key mentor attributes: actively collaborating with the university, establishing an effective relationship with PSTs, provid…
Teachers’ emotional labour
Psychology (17 works) · Computer Science (13 works) · Mathematics education (11 works) · Sociology (11 works) · Pedagogy (10 works) · Political science (9 works) · Medicine (8 works) · Student Assessment and Feedback (8 works) · Business (6 works) · Engineering (6 works)