Charles Sturt University
Charles Sturt University

Associate Professor Noella Mackenzie

Associate Professor Noella Mackenzie

Dip Teach(EC), BEd(Prim), MEd(Research), EdD

Noella’s career as an educator began in schools teaching children from 5 to 12 years. She then spent 13 years working as a literacy specialist working with teachers in literacy and early intervention before coming to CSU in 2004.

Noella’s masters and doctoral research studies focused on teachers while her program of research at CSU has largely focused on understanding the teaching and learning of writing as a meaning making process. Her research is informed by her ongoing work with classroom teachers, education advisors and policy makers as well as postgraduate and undergraduate students.

Noella’s work has been published in professional (e.g. Practical Literacy & Literacy Learning: the Middle Years) and research journals (e.g. Australian Journal of Language and Literacy & Australian Educational Researcher). Noella has co-edited two texts for teachers and has contributed chapters to a number of books.

Noella is currently president of the Riverina Murray ALEA local Council.

Honours/Awards

2017    Program of research selected as one of 6 case studies highlighted on the CSU Website in recognition of research impact. The video and PDF were launched in 2017.

http://www.innovate.csu.edu.au/impact/improving-childrens-literacy-through-drawing

  • 2012    Office of Learning and Teaching (OLT), citation for outstanding contribution to student learning and for sustained quality in effectively integrating on-campus classes, field experiences and technologies to promote students' understandings and use of contemporary literacies.
  • 2011    Faculty Award for Academic Excellence
  • 2009    Faculty Award for Academic Excellence
  • 2008    Faculty Paper of the Year; Mackenzie, N. M. (2007). Teacher morale: More complex than we think? Australian Educational Researcher, 34(1), 89-104.
  • 2002 Invited to be part of the Australian Highly Accomplished Educators Network.
  • 2001    Australian College of Educators and NSW Minister for Education Quality Teaching Awardin recognition of demonstrated excellence in teaching.

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Noella's research interests are focused on the teaching and learning of writing as a meaning making process. She enjoys working collaboratively educators from schools and education systems.

Current projects include:

Building adaptive expertise in the teaching of writing through deepening pedagogy, identifying teachable moments and evaluating impact (2019)- a collaborative partnership with the NSW Department of Education (DoE) focused on the teaching and learning of writing in K-2 classrooms in vulnerable communities. This project has been funded by the NSW DoE.

Recently completed projects include:

Best Advice: Leading Learning Improvement Handwriting And Keyboarding (2018) Project commissioned by S.A. Department for Education and Child Development.

Working Above Standard Project (WASP) (2017/18)– a collaboration with St Mary’s PS, Myrtleford, Vic

Handwriting And Keyboarding In Year 7: Talking To Students And Teachers (2017) An investigation of student needs in terms of handwriting and keyboarding skills in their first year of high school.

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Undergraduate Teaching: Bachelor of Education (K-12) and Bachelor of Education (EC/Prim). Undergraduate teaching is focused on literacy in the primary school classroom. Noella's teaching is strengthened by experience of teaching children, ongoing work with teachers, research, and strong understanding of contemporary literacy and associated technologies.

Postgraduate Teaching: Master of Education, Master of Teaching (Sec), Bachelor of Teaching (Sec), Graduate Certificate Indigenous Education.

Higher Degree Research Student Supervision

StudentDegreeTitleMy roleSubmission date
C.Stevens

PhD

Location, selection and use of online resources to complete classroom tasks in one-one device schools

Principal

supervisor

2020

N. Thompson

PhDChildren's perspectives of their literacy experiences in and out of school in the 21st century.

Principal

supervisor

Nov

2019

T. Daffern

PhD

Spelling in the upper primary years

Principal

supervisor

Completed

2016

N. Masters

PhD

The transition to school of students identified as gifted

Co-supervisor

Completed

2015

C. Venema

MEd

Developing an understanding of the value of reflection in supporting teachers while changing their practice.

Principal

supervisor

Completed

2015

J. Barnes

MEd

The impact of personal responses to texts on reading comprehension.

Principal

supervisor

Completed

2012

C. Harrington

MEd

What grows an avid reader?

Principal

supervisor

completed

2009

K. Dalton

Honours

Parents experiences of parent involvement in their children's schooling

Co-supervisor

Completed

2015

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Membership of Professional Associations
  • American Education Research Association (AERA)
  • International Literacy Association (ILA)
  • Australian Literacy Educators’ Association (ALEA)
  • President, ALEA Riverina Council, 2017-2019
  • State planning committee member for National conference to be held in 2020
  • Australia Teacher Educators Association (ATEA)
  • Australian College of Educators (ACE)
  • Primary English Teachers Association (PETA)
Scholarly and Professional Activities (Beyond CSU): 2015-2019
  • Invited reviewer for: British Journal of Developmental Psychology; Issues in Educational Research; Psychology, Society, and Education; Alberta Journal of Educational Research; Teaching and Teacher Education (TATE); Psychology, Society, and Education; The Australian Journal of Language and Literacy; Journal of Early Childhood Teacher Education; Journal of Early Childhood Literacy; Asia-Pacific Journal of Teacher Education; Australian Journal of Teacher Education; Contemporary Issues in Early Childhood.
  • DECRA application Review (2015)
  • OLT Assessor (2015)
  • PhD Examinations – Monash University (2014), Wollongong (2016), Canterbury, NZ (2019), Uni of SA (2019)
  • Australian Curriculum Advisor: Invited to provide input to update to Phonics and Phonemic Awareness (2015)
Invited Keynotes: 2014-2019
  • Keeping the focus on meaning, S.A. Literacy Summit, 2019:  Accelerating literacy growth for every child in every preschool and school to achieve world class literacy learning, Adelaide, Feb 26th.
  • Writing in the early literacy program, Literacy: What works and why? NSW Institute for Educational Research in association with UNSW School of Education, June 26, 2018
  • Handwriting, Keyboarding, or both? Australian Association for the Teaching of English (AATE) and Australian Literacy Educators Association (ALEA) National Conference, ‘Margin to Mainstream: Cutting Edge’, Hobart, July 6-9, 2017.
  • From sign creation to sign use. National Reading Conference, Iceland, Sept 2016
  • From sign creation to sign use. Strathclyde University, Scotland, Sept 2016.
  • Writing and Reading Recovery. Victorian Reading Recovery Teacher Conference, Melbourne, April 29, 2016.
  • Draw, Talk, Write. Early Childhood Australia Conference, Melbourne, May 27-28, 2016.
  • Becoming a Writer. Victorian Curriculum and Assessment Authority (VCAA) Twilight Seminar (simultaneous broadcast to 13 sites across Vic), Sept 17, 2014.
  • Interactive Writing and the interactive whiteboard. Australian Literacy Educators Association, State Conference, Melbourne, Sept 12, 2014.
  • Becoming a writer. Aboriginal Health NSW State Conference, Sydney, May 28-29, 2014.
  • Emergent literacy and creativity belong together. Pearson Education Kindergarten/Prep Conferences: Adventures in Early Childhood: Imagining and Creating Innovative Cultures of Learning, Sydney, March 20-21; Melbourne, May 1-2; Brisbane, March 27-28, 2014.
Invited Conference Presentations: 2014-2019
  • Let’s talk about Finland: Lessons Learned, NSW Department of Education and Training Principals, Albury, May 29, 2017
  • Draw, Talk, Write, Moonee Ponds City Council, Early Years Educator Conference Jan 18, 2017
  • Writing analysis and reading recovery. Victorian Reading Recovery Tutor Conference, Melbourne, April 29, 2016.
  • Writing in the early years of school. Australian Literacy Educators Association (ALEA), Hobart, February 17-18, 2016
  • Nurturing young wordsmiths. Australian Literacy Educators Association Sydney and Sydney Sth, May 4-5, 2016
  • Writing analysis and reading recovery. Victorian Reading Recovery Tutor Conference, Melbourne, Nov 19-20, 2015
  • Writing in the early years of school. Australian Literacy Educators Association, South Tasmania, Feb 26, 2015
  • The place of vocabulary in writing, Corowa High School, School Development Day, Jan 27, 2015
  • Pearson Education National Conference, (3 presentations + Master Class), Brisbane Nov 5-7, 2014
  • The Reading, Writing Relationship, Catholic Education Curriculum Conference / Early Years Conference, Rockhampton,Qld, 2014
  • Analysing writing in the early years of school. Oxford Assessment Forum: Exploring effective assessment for and of learning (with JA Scull), Melbourne, Nov 30, 2014.
  • Pearson Education Kindergarten/Prep Conferences: Adventures in Early Childhood: Imagining and Creating Innovative Cultures of Learning, Sydney, March 20-21; Melbourne, May 1-2; Brisbane, March 27-28. Workshops: Do I still have to teach handwriting? Analysis of Writing; When Interactive Writing meets the interactive board, 2014
Professional Resource Development
  • Verdon, S., Mackenzie, N.M., McLeod, S., Davidson, C., Masso, S., Verdon, L. & Edwards-Groves, C. (2017). Assessment of children as effective communicators in early childhood education and care: A literature review. Melbourne: Victorian Curriculum and Assessment Authority.
  • Mackenzie, N.M. (2018) Handwriting and keyboarding: skills for writing, South Australian Department for Education, http://tiny.cc/BestAdviceLit.
  • Educational Transitions and Change Research Group. (2011). Transition to school: Position statement. Albury-Wodonga: Research Institute for Professional Practice, Learning and Education, Charles Sturt University. Co-author of this statement. https://arts-ed.csu.edu.au/education/transitions/publications/Position-Statement.pdf

Writing resources for VCAA http://www.vcaa.vic.edu.au/Pages/earlyyears/

PDF for parents and carers of young children: You can access the parent brochure in PDF form by clicking here. (2013)

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About the Writing Analysis Tool

Writing is a complex process, and this complexity poses particular challenges when researchers and teachers approach the task of analysing young students' writing samples. This tool is designed to map shifts over time in the range of skills and competencies young writers use to communicate intended meanings and messages using standard writing conventions. Writing samples (N=3193) were collected from 1799 students, in the two most populous states of Australia in 2010. The close analysis of 210 samples by four members of the research team supported the development of the tool. The tool and its application revealed key areas of learning and the current range of Year One students' writing in these areas. While designed for the purpose of research, the tool has the potential to help classroom teachers capture shifts in students' writing, assist teachers to provide feedback to students, and support teaching decisions.

Technical Information

This web app is designed for desktop/laptop devices and tablet devices. It has not been optimised for mobile phones.

The recommended browsers are listed on the main application page. Though this tool is built with HTML5 and CSS3 it has only been optimised for the recommended Firefox, Safari and Chrome browsers. It is also recommended that you use the latest versions of these browsers for the best experience.

Get the latest versions of these browsers:

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Becoming a Writer project

Becoming a Writer logo

An exciting development of the Becoming a Writer research has been the creation of two short video presentations to be used by schools, preschools and parents of young children. The videos are supported by brochures for parents. The first video was funded and supported by the NSW Department of Education and Communities. The second video was funded by the Victorian Curriculum and Assessment Authority.

  • Video 1
  • Video 2
  • Becoming a Writer Brochure (NSW Department of Education and Communities)

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Book:

  • Mackenzie, N.M., & Scull, J.A. (Eds) (2018), Understanding and supporting young writers from birth to 8. Abingdon, Oxon: Routledge.
Refereed Book Chapters:

  • ·Mackenzie, N.M. (2019). Learning to ‘look at’ and ‘write’ the letters of the alphabet. In L. Beveridge, R. Cox, & S. Feez (Eds.), The alphabetic principle and beyond: a survey of the landscape (pp. 150-165). Newtown: Primary English Teaching Association (PETAA).
  • Mackenzie, N.M. (2019). Writing in the early years. In A. Woods & B. Exley (Eds), Literacies in Early Childhood: Foundations for equity and quality. Melbourne, Vic:Oxford University Press.
  • Mackenzie, N.M., & Scull, J.A. (2018). Introduction to Understanding and Supporting Young Writers from Birth to 8. In N.M. Mackenzie & J.A. Scull (Eds), Understanding and supporting young writers from birth to 8 (pp 1-8). Abingdon, Oxon: Routledge.
  • Mackenzie, N.M. (2018). The drawing and writing journey: progressions in children’s learning. In N.M. Mackenzie & J.A. Scull (Eds), Understanding and supporting young writers from birth to 8 (pp 9-29). Abingdon, Oxon: Routledge.
  • Mackenzie, N.M. (2018). Transitions and learning to write. In N.M. Mackenzie & J.A. Scull (Eds), Understanding and supporting young writers from birth to 8 (pp.71-88). Abingdon, Oxon: Routledge.
  • Nicolazzo, M., & Mackenzie, N.M. (2018). Teaching writing strategies. In N.M. Mackenzie & J.A. Scull (Eds), Understanding and supporting young writers from birth to 8. Abingdon, Oxon: Routledge.
  • Scull, J.A., & Mackenzie, N.M. (2018). Developing authorial skills: text construction, sentence construction and vocabulary development. In N.M. Mackenzie & J.A. Scull (Eds), Understanding and supporting young writers from birth to 8. Abingdon, Oxon: Routledge.
  • Mackenzie, N.M., & Spokes, R. (2018). Handwriting, keyboarding or both? In N.M. Mackenzie & J.A. Scull (Eds), Understanding and supporting young writers from birth to 8. Oxfordshire: Routledge, UK.
  • Mackenzie, N.M. (2017). Researching the learning and teaching of writing: A retrospective analysis of paradigms employed. In L. Ling & P. Ling (Eds), Methods and Paradigms in Education Research, (pp. 246-262).Hershey, Pennsylvania: IGI Global.
  • Mackenzie, N.M. (2016). Becoming a Writer. In J. Scull & B. Raban, (Eds), Growing up literate: Australian early literacy research, (pp. 177-194). South Yarra, Vic: Eleanor Curtain Pub.
  • Mackenzie, N.M. & Scull, J.A. (2015). Literacy: Writing.In S. McLeod & J. McCormack (Eds), Introduction to speech, language and literacy, (pp. 398-445). Melbourne, Vic: Oxford.
  • Mackenzie, N.M. (2014). Transitions to school and emergent writers. In B. Perry, S. Dockett & A. Petriwskyj (Eds), Transitions to school: International research, policy and practice, (pp. 89-102). London: Springer.
  • Mackenzie, N.M. (2010). Motivating young writers. In J. Fletcher, F. Parkhill & G. Gillon (Eds), Motivating literacy learners in today's world, (pp. 23-32). Auckland: New Zealand Council for Educational Research (NZCER).
  • Green, W., Pennell, B., & Mackenzie, N. (2007). Literacy, Adolescence and Schooling: A literacy Challenge for the Middle Years. In S. Knipe (Ed), Teaching Middle Schools: Reframing Adolescence. Frenchs Forest, NSW:Pearson.

Refereed Research Journal Articles/Literature Reviews:

  • ·Mackenzie, N.M., Danaia, L., MacDonald, A., & Metcalf, D.D. (accepted for pub Dec 2018). “Working above standard in literacy and numeracy in primary school”. Issues in Educational Research
  • ·Scull, J.A., Mackenzie, N.M., & Bowles, T. (2019). "Assessing early writing: A six-factor model to inform assessment and teaching" Educational Research for Policy and Practice (ERPP)
  • McFarland, L., Mackenzie, N.M. & Thompson, N. (2018), Early Literacy in Children under Three: Perspectives of Early Childhood Educators and Parents. New Zealand International Early Childhood Research Journal
  • Verdon, S., Mackenzie, N.M., McLeod, S., Davidson, C., Masso, S., Verdon, L. & Edwards-Groves, C. (2017). Assessment of children as effective communicators in early childhood education and care: A literature review. Melbourne: Victorian Curriculum and Assessment Authority.
  • Mackenzie, N.M. &Petriwskyj, A. (2017). Understanding and supporting young writers: opening the school gate. Australasian Journal of Early Childhood, 42 (2) 78-87.
  • Daffern, T., Mackenzie, N.M. & Hemmings, B. (2017). Testing spelling: How does a dictation method measure up to a proofreading and editing format? Australian Journal of Language and Literacy, 40(1) 28-45.
  • Daffern, T., Mackenzie, N.M. & Hemmings, B. (2017). Predictors of writing success: How important are spelling, grammar and punctuation? Australian Journal of Education, 61(1) 1-13.
  • Mackenzie, N. M., Scull J., & Bowles, T.(2015). Writing over time: An analysis of texts created by Year One students. Australian Educational Researcher, 42(5) 568-593DOI 10.1007/s13384-015-0189-9 [one of 5 finalists in the Springer/AER Best Paper Award for 2015.
  • Ling, L. & Mackenzie, N.M. (2015). An Australian perspective on teacher professional development in supercomplex times.Psychology, Society, and Education, 7(3), 264-278.
  • Ling, L.M., & Mackenzie, N.M. (2015). Una perspectiva australiana sobre el desarrollo profesional docente en tiempos supercomplejos (trad. al castellano de A. González Royo). Psicología, Sociedad y Educación, 7(3), 370-386
  • Daffern, T., Mackenzie, N.M., & Hemmings, B. (2015). The development of a spelling assessment informed by Triple Word Form Theory. Australian Journal of Language and Literacy, 38(2), 72-82.
  • Guo, K., & Mackenzie, N.M. (2015). Signs and codes in early childhood settings: an investigation of children’s drawing and second language learning. Australasian Journal of Early Childhood, 40(2), 78-86.
  • Mackenzie, N.M. (2014). Teaching early writers: Teachers’ responses to a young child’s writing sample. Australian Journal of Language and Literacy, 37(3), 182-191. [Most popular paper accessed through Informit in 2015; Included in VEYLDF, 2016]
  • Mackenzie, N.M., & Hemmings, B. (2014). Predictors of success with writing in the first year of school. Issues in Educational Research, 24(1),41- 54.
  • Mackenzie, N.M., Scull, J., & Munsie, L. (2013). Analysing writing: the development of a tool for use in the early years of schooling. Issues in Educational Research, 23(3),375-391.
  • Mackenzie, N.M., & Veresov, N.(2013). How drawing can support writing acquisition: text construction in early writing from a Vygotskian perspective. Australasian Journal of Early Childhood, 38(4), 22-29.
  • Woods, A., Mackenzie, N.M., & Wong, S. (2013). Editorial: Social Justice in Early Years: Education, practices and pedagogy. Contemporary Issues in Early Childhood 14(4) 285-289
  • Mackenzie, N.M. (2011). From drawing to writing: What happens when you shift teaching priorities in the first six months of school? Australian Journal of Language & Literacy, 34(3), 322-340. [Included in VEYLDF, 2016.]
  • Mackenzie, N.M., Hemmings, B., & Kay, R. (2011). How does teaching experience affect attitudes towards literacy learning and teaching in the early years? Issues in Educational Research 21(3), 281-293.
  • Mackenzie, N.M (2009).Becoming a writer: Language use and ‘scaffolding’ writing in the first six months of formal schooling. Journal of Reading Writing & Literacy, 4(2), 46-63.
  • Mackenzie, N.M., & Ling, L.M. (2009). The research journey – A “Lonely Planet” approach. Issues in Educational Research, 19(1), 48-60.
  • Mackenzie, N.M. (2008). Becoming a writer: can we predict how children will engage with the writing process at school entry? The Journal of Reading, Writing & Literacy, 3(1), 1-18.
  • Mackenzie, N.M. (2007). Teaching excellence awards: an apple for the teacher? Australian Journal of Education, 51(2), 190-204.
  • Mackenzie, N.M. (2007). Teacher morale: more complex than we think? Australian Educational Researcher, 34(1), 89-104. [School of Education Best Paper of the year award, 2008;
  • Mackenzie, N.M., & Knipe, S. (2006). Research dilemmas: Paradigms, methods and methodology. Issues in Educational Research, 16(2), 193-205.
  • Mackenzie, N.M. (2005). An Apple for the Teacher? In M. Cooper (Ed), Teacher Education: Local and Global. Refereed Proceedings of the Annual Australian Teacher Education conference, Gold Coast.
  • Ling, L., & Mackenzie, N.M. (2001). The professional development of teachers in Australia. In M. Killeavy (Ed), European Journal of Teacher Education, 24(2), 87-98.
  • Mackenzie, N.M., (2000). ‘Professional development: lawnmower or turbine?’ In Byrne, K.R. & M. Garofalo (Eds), Association for Teacher Education in Europe, 23rd Annual Conference, Limerick, 1998 selected papers, Limerick, Ireland.
Professional Journal Articles:

  • Mackenzie, N.M. & Spokes, R. (2018). The Why, Who, What, When and How of Handwriting Instruction. Practical Literacy: the early and primary years, 23 (1), 17-20.
  • Mackenzie, N.M. (2016). Why drawing and talking support early writing development. Belonging Early Years Journal, 15(3), 10-11.
  • Mackenzie, N.M., & Scull, J. (2016). Writing analysis: using the electronic analysis tool. Practical Literacy: the early and primary years, 20(2), 35-38.
  • Mackenzie N.M. (2015). Being Literate: Then and now. Practical Literacy, 20(3), p. 26.
  • Daffern, T., & Mackenzie, N.M. (2015). Building strong writers: Creating a balance between the authorial and secretarial elements of writing. Literacy Learning: the Middle Years, 23(1), 23-32.
  • Mackenzie, N. (2010) Drawing as play, visual literacy and a scaffold for early writing. Early Childhood Education Council of NSW Inc.
  • · Mackenzie, N.M. (2015). Interactive writing: A powerful teaching strategy. Practical Literacy: the early and primary years, 20(3), 36-38.
Blog Postings
  • Blog posting AARE: 25/09/17 Why Australia is falling behind in teaching keyboarding and handwriting http://bit.ly/MackenzieAARE
  • Blog posting AARE:  May 2016 Handwriting, keyboarding, or both? That is the question;

PROFESSIONAL BLOG: https://noellamackenzie.com/

  • This blog was originally created to recruit participants for the Handwriting, Keyboarding or both? Research project. It was then used as a means to share the findings with those who contributed to the survey. It has now become an outlet for sharing discussions of topics related to my work.
  • Refereed Research Presentations: 2014-2018
  • Mackenzie, N.M. (2018). Are We Disadvantaging Students By Neglecting To Teach Transcription Skills? The European Conference on Educational Research, Inclusion and Exclusion, Resources for Educational research? Bolzano Italy, 4-7 Sept 2018.
  • Daffern, T., Mackenzie, N.M. (2018). When learning to spell is challenging: Insights from eight Australian children and their teachers, The European Conference on Educational Research, Inclusion and Exclusion, Resources for Educational research? Bolzano Italy, 4-7 Sept 2018.
  • Thompson, N., & Mackenzie, N.M. (2018).  Exclusion From Enabling Literacies: Children's Perspectives of Becoming Literate in Changing Times,  The European Conference on Educational Research, Inclusion and Exclusion, Resources for Educational research? Bolzano Italy, 4-7 Sept 2018.
  • · Mackenzie, N.M. (2018) I am learning to write but we don’t get time to draw at school, Australian Association for the Teaching of English (AATE) and Australian Literacy Educators Association (ALEA) National Conference, The Art of English: language, literature, literacy, Perth 8-11 July 2018.
  • Mackenzie, N.M. (2018)Handwriting and keyboarding skills: How well are students equipped to cope with the demands of writing in Year 7? Australian Association for the Teaching of English (AATE) and Australian Literacy Educators Association (ALEA) National Conference, The Art of English: language, literature, literacy, Perth 8-11 July 2018.
  • Daffern, T., Mackenzie, N.M. (2018). The art of teaching transcription skills in the early years of school: Spelling and Handwriting, Australian Association for the Teaching of English (AATE) and Australian Literacy Educators Association (ALEA) National Conference, The Art of English: language, literature, literacy, Perth 8-11 July 2018.
  • Daffern, T., Mackenzie, N.M. (2018). Perils of learning to spell: Insights from eight Australian children and their teachers, 42nd Annual IARLD Conference, Ghent, Belgium, 2-3 July 2018.
  • Daffern, T., Mackenzie, N.M. (2017). Perils of learning to spell: Insights from eight Australian children and their teachers, Australian Association of Educational Research National Conference: Breakthrough, Canberra, (Nov 2017).
  • Thompson, N., & Mackenzie, N.M. (2017). Through the eyes of children: Using supercomplexity to re-imagine literacy possibilities. Re-imagining Education for Democracy Summit, Springfield, Queensland (13-15 Nov)
  • Scull, J., Mackenzie, N.M., Harrison, L., & Thompson, N. (2017). Exploring adult-child conversations to support young writers, 69th OMEP World Assembly and International Conference, Opatioja, Croatia, (June 19-24).
  • Daffern, T., Mackenzie, N.M. (2017). Perils of learning to spell: Insights from eight Australian children (and their teachers), Australian Association for the Teaching of English (AATE) and Australian Literacy Educators Association (ALEA) National Conference, ‘Margin to Mainstream: Cutting Edge’, Hobart, (July 6-9)
  • Mackenzie, N.M. (2015). What Do Preschool Teachers Understand About Children’s Writing Transitions? European Conference on Educational Research (ECER), Budapest, (September 7-11).
  • Daffern, T.,& Mackenzie, N.M. (2015). Does Triple Word Form Theory provide a useful framework from which to assess proficiency in spelling? European Conference on Educational Research, Budapest (September 7-11).
  • Mackenzie, N.M. (2015).Powerful partnerships in Australia: university, public institution, primary schools and pre-schools. Association of Teacher Education in Europe, Glasgow (August 22-26).
  • Ling, L., & Mackenzie, N.M. (2015). Partnerships and professional learning: navigating the unknown. Association of Teacher Education in Europe, Glasgow (August 22-26).
  • Daffern, T.,& Mackenzie, N.M. (2015). Does proficiency in spelling, grammar and punctuation predict success in writing? European Conference for Research on Learning and Instruction, Cyprus (August 2015).
  • Mackenzie, N.M. (2015).Nurturing future wordsmiths: A focus on vocabulary. ALEA/AATE National Conference Canberra (July3-6).
  • Mackenzie, N.M. (2015).Nurturing young writers: creating multimodal texts from the beginning. ALEA/AATE National Conference Canberra (July 3-6).
  • Daffern, T.,& Mackenzie, N.M. (2015). Explicitly teaching spelling strategies: Does it lead to compliance or curiosity? ALEA/AATE National Conference Canberra (July 3-6).
  • Mackenzie, N.M., & Edwards-Groves, C. (2014). Learning to teach contemporary literacies: Pre-service teachers and school students co-construct multimodal texts. American Education Research Association (AERA), Philadelphia.
  • Mackenzie, N., & Daffern, T. Building strong writers: Creating a balance between the authorial and secretarial elements of writing. ALEA/AATE National Conference Darwin (July, 2014)
  • Edwards-Groves, C. & Mackenzie, N.M. (2014). “I didn’t realise they knew so much”: What pre-service teachers learn through interacting with students in classrooms. American Education Research Association (AERA), Philadelphia.
  • Veresov, N., & Mackenzie, N.M. (2014). Principles of cultural-historical research methodology: What it is and how it works? International Society for Cultural Research and Activity Theory (ISCAR) Congress, Sydney (July).
  • Veresov, N., & Mackenzie, N.M. (2014). Cultural-historical genetic research methodology (GRM) in early childhood studies: What it is and how it works, International Research in Early Childhood Education, “Children’s Rights to Early Education”, Santiago, Chile (January).

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