Publications - Griffith University

Site Degrees

Book

Snowman, J., Biehhler, R., Dobozy, E., Scevak, J., Bryer, F. Bartlett, B. J. (2009). Psychology Applied to Teaching (1st Australian ed.). John Wiley & Sons Australia, Ltd.

Contributing author focusing on three chapters on;-

Behavioural learning theory (Ch. 7);
Part 111: Classroom management (Ch. 13), and
Reflective teaching (Ch. 16).

Understanding students and how they learn is crucial to a student-centred approach to learning and teaching. Psychology Applied to Teaching, 1st Australian Edition has been written to help student teachers across all sectors - early childhood, primary, middle and secondary - to achieve this understanding.

With the latest psychological research underpinning its solid theoretical base, this visually stunning, full-colour text also features a vast array of practical suggestions and activities for future teachers. Key themes of the text include its emphasis on diversity and the effective use of technology to facilitate student learning. While much of the text content is applicable to teachers of students of all ages, the unique colour coding and readily identifiable icons used throughout readily denote content that is specific to the different levels of schooling.

Each copy of the printed textbook comes with a free copy of the Wiley Desktop Edition: a full electronic version of the text that allows students to easily search for key concepts, create their own colour-coded highlights and make electronic notes in the text for revision.

Psychology Applied to Teaching, 1st Australian Edition is an invaluable resource for student teachers taking their first steps in what is a challenging, rewarding and influential profession.

Visit Wiley Higher Education Australia for more information.

Book chapters

Klieve, H., Beamish, W., Bryer, F., Rebollo, R., Perrett, H., & Van Den Muyzenberg, J. (2010). Accessing practitioner expertise through the on-line survey tool LimeSurvey. In H. Middleton (Ed.), Knowledge in technology education (Vol. 2). Brisbane, Australia: Griffith Institute for Educational Research.
Main, K., & Bryer, F. (2010). Efficacy and research. In D. Pendergast and N. Bahr (Eds.). Teaching middle years: Rethinking curriculum, pedagogy and assessment, (2nd ed, Chapter 7, pp. 19-136). Crows Nest, NSW: Allen & Unwin.
Main, K., & Bryer, F. (2005). Researching the middle years. In D. Pendergast and N. Bahr (Eds.). Teaching middle years: Rethinking curriculum, pedagogy and assessment, (Chapter 6, pp. 88-99). Crows Nest, NSW: Allen & Unwin.
Fletcher, M., Bartlett, B., & Bryer, F. (2001). Teaching as goal and guide: The evaluation of an integrative assessment innovation by first-year teacher education students on two campuses and the role of technology in its integration (Chapter 8). In R. Phillips (Ed), Learning-centred evaluation of CFL projects in higher education.
Bryer, F. (1976). Interpretation of test scores: Performance on multiple classification matrix tasks in an Aboriginal culture. In G. E. Kearney & D. W. McElwain (Eds.), Aboriginal cognition (pp. 297-309). New Jersey: Humanities Press.

Conference proceedings

Bryer, F. (2010). Studying classwide strategies of behavioural support in primary education: The deceptive simplicity of the ABC model. Paper presented at the second national conference of the College of Educational and Developmental Psychologists. Theory into Practice: Social and Emotional Learning. University of Melbourne, Hawthorne campus, November.
Bryer, F. (2010). Instructing students with behavioural and learning difficulties: two Australian case studies of regular teacher practice. Paper presented at the Social, Emotional, and Behavioural Difficulties Association International Conference, Transforming troubled lives. Keble College, Oxford, September,
Bryer, F. (2008). Australianising a school-wide tool from California to Queensland to assess inclusive practice in primary schools. In Symposium on Capacity building within inclusive education in Queensland, Australia. Paper presented at Second International Conference on Special Education, Marmaris, Turkey, 18-21 June.
Bryer, F. (2006). Positive behavioural support for Australian schools: Resources and challenges for building school capacity. Keynote presented at conference, Children and Behaviour: A Strengths-Based Approach to Education, Southern Cross University and NSW Department of Education and Training, June 23, Lismore, NSW. Retrieved November 29, 2006 from www.ccyp.scu.edu.au/seminars/childrenandbehaviour.html
Bryer, F. (2006). Educating regular teachers for economies of ABC practice in the primary classroom. Paper presented at the Third International Conference of the Association for Positive Behavior Support, March 23-25, Reno, NV.
Bryer, F. (Ed.). (2006). Improving practice: improving research. Brisbane, Australia: Griffith University, School of Cognition, Language, and Special Education and Vanderbilt University.
Bryer, F. (Ed.). (2005). Making meaning: Creating connections that value diversity. [CD]. Brisbane, Australia: Australian Association of Special Education.
Bartlett, B., Bryer, F., & Roebuck, D. (Eds.). (2005). Stimulating the "action" as participants in participatory research (3 vols.). Brisbane, Australia: Griffith University, School of Cognition, Language, and Special Education.
Bartlett, B., Bryer, F., & Roebuck, D. (Eds.). (2004). Educating" Weaving research into practice (3 vols.). Brisbane, Australia: Griffith University, School of Cognition, Language, and Special Education.
Bartlett, B., Bryer, F., & Roebuck, D. (Eds.). (2003). Re-imagining practice-Researching change (3 vols., 62 papers, 681 pp.). Brisbane, Australia: Griffith University, School of Cognition, Language, and Special Education. (Working editor).

Interest areas in refereed proceedings (manuscripts)

Alternative education

Bryer, F., & Main, K. (2006). The compounding challenges of middle school and multiage classes for beginning teachers. In F. Bryer (Ed.), Informing practice; improving research, (pp. 44-58). Brisbane, Australia: Griffith University, School of Cognition, Language, and Special Education and Vanderbilt University.
Main, K., & Bryer, F. (2005a, July). The experiences of two beginning teachers in multiage-middle phase classroom. Paper presented at the inaugural national conference of the Australian Association of Multiage Education, Brisbane, Queensland.
Main, K., & Bryer, F. (2005b). What does a "good" teaching team look like in a middle school classroom? In B. Bartlett, F. Bryer, and D. Roebuck (Eds.), Stimulating the action as participants in participatory research, (Vol. 2, pp. 196-204). Brisbane, Australia: Griffith University, School of Cognition, Language, and Special Education.
Main, K., & Bryer, F. (2004a). Essential skills for middle school teachers. In B. Bartlett, F. Bryer, and D. Roebuck (Eds.), Educating: Weaving research into practice, (Vol. 2, pp. 230-245). Brisbane, Australia: Griffith University, School of Cognition, Language, and Special Education.
Main, K., & Bryer, F. (2004b). Experiences of two beginning teachers in multiage-middle phase classrooms. In B. Bartlett, F. Bryer, and D. Roebuck (Eds.), Educating: Weaving research into practice, (Vol. 2, pp. 238-245). Brisbane, Australia: School of Cognition, Language, and Special Education, Griffith University.
Main, K., Bryer, F., & Grimbeek, P. (2003, May). Forging relationships: An integral feature of middle schooling practice. Paper presented at the conference of the Middle Schooling Association of Australia, Brisbane.
Main, K., & Bryer, F. (2003). Reforming practice for young adolescents: Lessons from a study of a middle school trail in a Queensland K-12 school. In B. Bartlett, F. Bryer, and D. Roebuck (Eds.), Re-imagining practice Researching change, (Vol. 2, pp. 183-193). Brisbane, Australia: Griffith University, School of Cognition, Language, and Special Education.
Main, K., Bryer, F., & Grimbeek, P. (2003, July). Transition into middle schooling: Journeying into an unknown ecology. Paper presented at the biennial conference of the Australasian Human Development Association, Auckland. AJP, 2004, Supplement of Australian Psychology Conference Abstracts.

Assessment of inclusive practice

Bryer, F., Davies, M. Beamish, W., Holbeck, J., Deverson, D., & Sharpe, M. (2005). Adaptation of an American school-wide tool for assessing and improving inclusive practice in one local school context. In F. Bryer (Ed.), Making meaning: Creating connections that value diversity, (pp. 29-37). Brisbane, Australia: Australian Association of Special Education.
Davies, M., Bryer, F., & Beamish, W. (2005).Validation of an inclusive practice self-assessment tool to improve school capability. In Inclusion: Celebrating diversity, (CD, 21 pp.) Glasgow, Scotland: Inclusive and Supportive Education Conference/Inclusive Technology Ltd.
Hartshorne, B., Gray, B., Murray, L., Biggam, J., Beamish, W., & Bryer, F. (2004). Researching practice in a special school. In B. Bartlett, F. Bryer, and D. Roebuck (Eds.), Educating: Weaving research into practice, (Vol. 2, pp. 94-103). Brisbane, Australia: Griffith University, School of Cognition, Language, and Special Education.
Stanley, A., Grimbeek, P., Bryer, F., & Beamish. W. (2003). Comparing parents' versus teachers' attitudes to inclusion: When PATI meets TATI. In B. Bartlett, F. Bryer, and D. Roebuck (Eds.), Re-imagining practice Researching change, (Vol. 3, pp. 62-69). Brisbane, Australia: Griffith University, School of Cognition, Language, and Special Education.
Stanley, A., Beamish. W., & Bryer, F. (2004). Using stakeholder recommendations to improve learning: Involving the school community in researching practice. In B. Bartlett, F. Bryer, and R. Roebuck (Eds.), Educating: Weaving research into practice, (Vol. 3, pp. 119-129). Brisbane, Australia: Griffith University, School of Cognition, Language, and Special Education.

Student behaviour and educational practice

Bouhours, T., & Bryer, F. (2005). The role of institutions in pathways from educational to social exclusion: Documenting the life course of 300 marginalised primary school children in Queensland. Proceedings of the International Conference on Engaging Communities, Brisbane, 14-17 August, 18.
Bouhours, T., & Bryer, F. (2004). Is resilience possible? Prospects after reintegration into regular school. In B. Bartlett, F. Bryer, and D. Roebuck (Eds.), Educating: Weaving research into practice, (Vol. 1, pp. 113-123). Brisbane, Australia: Griffith University, School of Cognition, Language, and Special Education.
Bouhours, T., Bryer, F., & Fleming, S. (2003). Exclusion of primary school students: Archival analysis of school records over a 30-year period. In B. Bartlett, F. Bryer, and D. Roebuck (Eds.), Re-imagining practice Researching change, (Vol. 1, pp. 102-114). Brisbane, Australia: Griffith University, School of Cognition, Language, and Special Education.
Bryer, F., & Beamish, W. (2005).Supporting students with problem behaviour in school settings. In B. Bartlett, F. Bryer, and D. Roebuck (Eds.), Stimulating the action as participants in participatory research, (pp. 146-159). Brisbane, Australia: Griffith University, School of Cognition, Language, and Special Education.
Bryer, F., Beamish, W., Hawke, A., Kitching, A., & Wilson, L. (2003). School-wide initiatives in positive behavioural support: Examples of Queensland practice. In B. Fields and M. Aniftos (Eds.), Learning for life, (pp. 1-12). Toowoomba, Queensland: University of Southern Queensland, Faculty of Education.
Bryer, F., Holbeck, J., & Jones, S. (2004). Systems, structures, and emerging protocols used to address severe and challenging problem behaviour of primary school students in one educational district. In B. Bartlett, F. Bryer, and D. Roebuck (Eds.), Educating: Weaving research into practice, (Vol. 1, pp. 178-192). Brisbane, Australia: Griffith University, School of Cognition, Language, and Special Education.
Handy, A., Beamish, W., & Bryer, F. (2005). A formative study on teacher practice for students with emotional-behavioural problems. In B. Bartlett, F. Bryer, and D. Roebuck (Eds.), Stimulating the action as participants in participatory research, (Vol. 2, pp. 166-167). Brisbane, Australia: Griffith University, School of Cognition, Language, and Special Education.
Mainwaring-Betts, D., & Bryer, F. (2004). Pupil and teacher response to information about the learning styles of 9-11-year-old pupils¹⁷. In B. Bartlett, F. Bryer, and R. Roebuck (Eds), Educating: Weaving research into practice, (Vol. 2, pp. 246-259). Brisbane, Australia: Griffith University, School of Cognition, Language, and Special Education.
Marshall, R., Wilson, L., Caldwell, W., Bryer, F., Beamish, W., & Davies, M. (2004). Exploring school-wide positive behavioural support in a Queensland high school. Paper to be presented at the national conference of the Australian Association of Special Education, Hobart, 26-28th September.
Monahan, S., & Bryer, F. (2004). Shadowing techniques for young children with autism: Extending ABA procedures from home to school. In B. Bartlett, F. Bryer, and R. Roebuck (Eds.), Educating: Weaving research into practice, (Vol. 4, pp. 24-35). Brisbane, Australia: Griffith University, School of Cognition, Language, and Special Education.
Monahan, S., & Bryer, F. (2003). When public meets private: The need for a colaborative interdisciplinary approach to teaching children with prevasive developmental disorders and autism. In B. Bartlett, F. Bryer, and D. Roebuck (Eds.), Re-imagining practice Researching change, (Vol. 2, pp. 236-249). Brisbane, Australia: Griffith University, School of Cognition, Language, and Special Education.
Stanley, A., Beamish, W., & Bryer, F. (2005). Communication between home and school of children with Autistic Spectrum Disorder in primary schools. In B. Bartlett, F. Bryer, and D. Roebuck (Eds.), Stimulating the action as participants in participatory research, (Vol. 3, pp. 113-122). Brisbane, Australia: Griffith University, School of Cognition, Language, and Special Education.

Reflection on teacher competence and collaboration

Beamish, W., Bryer, F., & Davies, M. (2005). Co-teaching in Queensland primary schools: Teacher reflections. In B. Bartlett, F. Bryer, and D. Roebuck (Eds.), Stimulating the action as participants in participatory research, (Vol. 1, pp. 65-80). Brisbane, Australia: Griffith University, School of Cognition, Language, and Special Education.
Bryer, F., & Grimbeek, P. (2005). Deconstructing emotional intelligence competencies in an international graduate teacher cohort: Reflections on people skills in effective teaching practice. In M. Cooper (Ed.), Teacher education: Local and global, (pp. 100-108). Brisbane: Australian Teacher Education Association and Griffith University, Centre for Professional Development.
Davies, M., & Bryer, F. (2004a). How lists of teacher attributes address emotional skills for healthy teacher professionals. In S. McLeod (Ed.), Making spaces: Regenerating the profession, Bathurst, NSW: Australian Teacher Education Association.
Davies, M., & Bryer, F. (2004b). Personal skills for teachers: Measuring and devloping their emotional competencies. In In B. Bartlett, F. Bryer, and D. Roebuck (Eds.), Educating: Weaving research into practice, (Vol. 1, pp. 246-259). Brisbane, Australia: Griffith University, School of Cognition, Language, and Special Education.
Davies, M., & Bryer, F. (2004c). Using video feedback and interpersonal process recall to develop competencies and skills in teachers. In H. Middleton and M. Pavlova (Eds.), Learning for Innovation in Technology Education, (Vol. 1, pp. 158-167). Brisbane, Australia: Griffith University, Centre for Learning Research.
Davies, M., & Bryer, F. (2003). Devloping emotional competence in teacher education students: The emotional intelligence agenda. In B. Bartlett, F. Bryer, and D. Roebuck (Eds.), Re-imagining practice Researching change, (Vol. 1, pp. 136-148). Brisbane, Australia: Griffith University, School of Cognition, Language, and Special Education.
Hambly, M., Bryer, F., Davies, M., & Beamish, W. (2006). A special educator's beliefs and practice: Relections on co-teaching a unit of work. In F. Bryer (Ed.), Informing practice; improving research, (pp. 88-101). Brisbane, Australia: Griffith University, School of Cognition, Language, and Special Education and Vanderbilt University.
Hambly, M., Davies, M., Beamish, W., and Bryer, F. (2005). The impact of co-teaching on belief and practice: One teacher's reflections. In B. Bartlett, F. Bryer, and D. Roebuck (Eds.), Stimulating the action as participants in participatory research, (Vol., pp. 140-151). Brisbane, Australia: Griffith University, School of Cognition, Language, and Special Education.

Educational research and data analysis

Bryer, F., & Grimbeek, P. (2004). Can a didactic intervention influence adolescent attitudes to acquired brain inquiry? In B. Bartlett, F. Bryer, and D. Roebuck (Eds.), Educating: Weaving research into practice, (Vol. 1, pp. 167-178). Brisbane, Australia: Griffith University, School of Cognition, Language, and Special Education.
Funnell, B., Bryer, F., Grimbeek, P., & Davies, M. (2004). Demographic profiling for educational researchers: Using SPSS optimal scaling to identify distinct groups of participants. In B. Bartlett, F. Bryer, and D. Roebuck (Eds.), Educating: Weaving research into practice, (Vol. 2, pp. 94-103).Brisbane, Australia: Griffith University, School of Cognition, Language, and Special Education.
Grimbeek, P., Bryer, F., Beamish, W., & D'Netto, M. (2005). Use of data collapsing strategies to identify latent variables in questionnaire data: Strategic management of junior and middle school data on the Cognitive Holding Power (CHP) questionnaire. In B. Bartlett, F. Bryer, and D. Roebuck (Eds.), Stimulating the action as participants in participatory research, (Vol.2, pp. 125-139). Brisbane, Australia: Griffith University, School of Cognition, Language, and Special Education.
Grimbeek, P., Bryer, F., Davies, M., & Bartlett, B. (2005). Themes and patterns in 3 years of abstracts from the "International Conference on Cognition, Language, and Special Education Research: identified by Leximancer analysis. In B. Bartlett, F. Bryer, and D. Roebuck (Eds.), Stimulating the action as participants in participatory research, (Vol. 2, pp. 101-113). Brisbane, Australia: Griffith University, School of Cognition, Language, and Special Education.
Grimbeek, P. Liyanage, I., Bryer, F., & Birch, G. (2005). Two short lists for measuring the use of specific strategies when learning languages. In B. Bartlett, F. Bryer, and D. Roebuck (Eds.), Stimulating the action as participants in participatory research, (Vol. 2, pp. 115-124). Brisbane, Australia: Griffith University, School of Cognition, Language, and Special Education.
Liyanage, I., Bryer, F., & Grimbeek, P. (2006). From conceptual frameworks to testable and simplified models of language learning strategy assessment. In F. Bryer (Ed.), Informing practice; improving research, (pp. 130-149). Brisbane, Australia: Griffith University, School of Cognition, Language, and Special Education and Vanderbilt University.

Refereed journals

Liyanage, I., Grimbeek, P., & Bryer, F. (2010). Relative cultural contributions of religion and ethnicity to the language learning strategy choices of ESL students in Sri Lankan and Japanese high schools. Asian EFL Journal, 12(1), 165-180.
Main, K., & Bryer, F. (2007). A framework for research into Australian middle school practice. The Australian Educational Researcher, 34(2), 91-105.
Beamish, W., Bryer, F., & Davies, M. (2006). Teacher reflections on co-teaching a unit of work. International Journal of Whole Schooling, 2(2), 3-19.
Bryer, F., Beamish, W., Davies, M., Marshall, R., Wilson, L., & Caldwell, W. (2005). The first step to school-wide positive behavioural support in a Queensland high school: Laying the foundation for participation. Special Education Perspectives, 14(2), 26-45.
Bryer, F., Grimbeek, P., Beamish, W., & Stanley, A. (2004). How to use the Parental Attitudes to Inclusion scale as a teacher tool to improve parent-teacher communication. Issues in Educational Research, 14(2), 105-120.
Bryer, F., & Main, K. (2005).Moving middle schooling reform from policy to practice: Issues for Queensland teachers. Issues in Educational Research, 15(2), 123-144.
Main, K., & Bryer, F. (2005). How teachers perceive multiaging in a middle school. Journal of Multiage Education, 1(2), 15-19.
Main, K., Bryer, F., & Grimbeek, P. (2004). Forging relationships: An integral feature of middle schooling practice. Australian Middle School Journal, 4(2), 8-17.
Bryer, F. (Ed.). (2006). Informing practice; improving research. Brisbane, Australia: Griffith University, School of Cognition, Language, and Special Education and Vanderbilt University.
Bryer, F. (Ed.). (2005). Making meaning: Creating connections that value diversity [CD]. Brisbane, Australia: Australian Association of Special Education.
Bartlett, B., Bryer, F., & Roebuck, D. (Eds.). (2005). Stimulating the "action" as participants in participatory research (3 vols.). Brisbane, Australia: Griffith University, School of Cognition, Language, and Special Education.
Bartlett, B., Bryer, F., & Roebuck, D. (Eds.). (2004). Educating,: Weaving research into practice (3 vols.). Brisbane, Australia: School of Cognition, Language, and Special Education, Griffith University.
Bartlett, B., Bryer, F., & Roebuck, D. (Eds.). (2003). Re-imagining practice-Researching change (3 vols., 62 papers, 681 pp.). Brisbane, Australia: School of Cognition, Language, and Special Education, Griffith University.

Other (book reviews)

Bryer, F. (2004). Integrating emotional and social processes into cognitive learning can be a tense experience. [Review of the book The three dimensions of learning: Contemporary learning theory in the tension field between the cognitive, the emotional , and the social.] Journal of Adult and Continuing Education, 10(2), 195-197.