Top of page

Student/Staff Portal
Global Site Navigation

School of Education

Local Section Navigation
You are here: Main Content
  • Professor Stuart Woodcock

    Professor Stuart Woodcock

Related Contents

  • See Also
  • Google Scholar
    https://scholar.google.com/citations?hl=en&user=SGTYTJoAAAAJ
  • Google Scholar

Professor Stuart Woodcock

Professor

Staff Member Details
Email: stuart.woodcock@ecu.edu.au
ORCID iD: https://orcid.org/0000-0002-2035-8638

Stuart is a Professor of Inclusive Education in the School of Education.

Background

Professor Stuart Woodcock is an internationally recognised scholar in inclusive education and teacher effectiveness research. His work focuses on teacher self-efficacy, inclusive pedagogy, and the development of teacher capability across initial teacher education and in-service teacher practice, with a particular emphasis on how teachers’ beliefs about their professional competence shape inclusive classroom practice and outcomes for students with diverse learning needs.

Professor Woodcock leads a sustained program of internationally recognised research examining the relationship between teacher beliefs, attribution processes, classroom management, and inclusive practice across schooling systems. His scholarship contributes to global understandings of how inclusive education can be strengthened through evidence-informed teacher preparation and professional learning and is widely cited across the fields of teacher education and inclusive education.

He serves as Co-Editor-in-Chief of the International Journal of Educational Research and Co-Editor-in-Chief of the Australasian Journal of Special and Inclusive Education, as well as Co-Series Editor of International Perspectives on Inclusive Education. Through these leadership roles, he contributes to shaping international research agendas in inclusive education and teacher development and supports the dissemination of high-impact scholarship across global education communities.

Prior to joining Edith Cowan University, Stuart held an academic appointment at Griffith University, where he contributed to research leadership in inclusive education and teacher preparation. At ECU, his research strengthens the School’s strategic focus on inclusive education, teacher effectiveness, and impact-focused teacher education research, supporting national and international efforts to improve how teachers are prepared to respond confidently and effectively to learner diversity.

Research areas and interests

  • Inclusion
  • Inclusive education
  • Self-efficacy
  • Collective-efficacy
  • Classroom management
  • Student wellbeing

Qualifications

  • Doctor of Philosophy, University of Wollongong, 2008.
  • Master of Education, University of Wollongong, 2002.

Research Outputs

2026

Book Chapters

  • Zappalà, E., Pace, E., Woodcock, S., Sharma, U., Aiello, P. (2026). Giving families a voice: parents’ and caregivers’ opinions on school inclusion. PEDAGOGIA SPECIALE E CONNESSIONI DI CURA: Generazioni,legamis famiglie, caregiving (702-715). Pensa.

Journal Articles

  • Avramidis, E., Kampadeli, IK., Woodcock, S. (2026). Inclusion climate perceptions of secondary students with and without SEND and their association with motivation for academic engagement. The Journal of Research in Special Educational Needs, 26(1), article number e70059. https://doi.org/10.1111/1471-3802.70059.
  • Hitches, E., Woodcock, S., Annesley, E. (2026). From classroom to campus: Comparing high school and university student support. The Australian Educational Researcher, 53(1), article number 18. https://doi.org/10.1007/s13384-025-00928-z.
  • Sullivan, A., Grist, E., Simons, M., Tippett, N., Woodcock, S., White, S., Zheng, C., Reupert, A. (2026). Induction and the early career substitute teacher workforce: problems, confusion and possible solutions. Teachers and Teaching: Theory and Practice, 2026(Article in press), 21 pages. https://doi.org/10.1080/13540602.2026.2630395.
  • Rowe, E., Sullivan, A., Tippett, N., Simons, M., Grist, E., Reupert, A., Woodcock, S., White, S. (2026). Precariously employed early career teachers and induction policies: a critical policy study. Journal of Education Policy, 41(1), 45-63. https://doi.org/10.1080/02680939.2025.2580975.
  • Ehrich, J., Woodcock, S. (2026). Psychometric derivation of the short form teacher disposition scale (TDS-11). Journal of Further and Higher Education, 50(1), 106-119. https://doi.org/10.1080/0309877X.2025.2584535.
  • Kielblock, S., Woodcock, S., Ehrich, J. (2026). Examining teachers’ attitudes towards inclusive education for all: development of a new scale. BMC Psychology, 14(1), Article number 503. https://doi.org/10.1186/s40359-026-04478-6.
  • Johansson, V., Gibson, S., Woodcock, S., Dechsling, A., Kullmann, H., Herrebroden, M., Ulriksen, L., Nordahl-Hansen, A. (2026). Parental (dis)satisfaction with school placement to achieve inclusion: a cross-country comparison. Frontiers in Education, 11(2026), Article number 1710708. https://doi.org/10.3389/feduc.2026.1710708.

2025

Book Chapters

  • Sharma, U., Woodcock, S. (2025). Teaching in Inclusive Classrooms: Bridging Gaps from Theory to Practice. A Research Agenda for Inclusive Education (46349). Edward Elgar Publishing Ltd.. https://doi.org/10.4337/9781035328550.00010.
  • Reupert, A., Woodcock, S. (2025). Classroom management: practices conducive to positive teaching and learning environments. Learning to Teach in a New Era (pp). tbc. https://doi.org/10.1017/9781009528375.
  • Zappalà, E., Pace, EM., Woodcock, S., Sharma, U., Aiello, P. (2025). Giving families a voice: parents' and caregivers' opinions on school inclusion. BUONE IDEE: Studi e Ricerche in Pedagogia e Didattica Speciale (pp). tbc.

Journal Articles

  • Hitches, E., Dudley, D., Johnstone, M., Woodcock, S. (2025). Bots and baddies: supporting the integrity of online survey research in the face of a growing challenge. Quality and Quantity: international journal of methodology, 59(2), 1481-1506. https://doi.org/10.1007/s11135-024-02001-w.
  • Woodcock, S., Hitches, E., Di Sipio, M., Moore, B. (2025). “I Just Needed Someone to Hear Me”: Listening to Student Voices on Secondary School Support. Journal of Education for Students Placed at Risk, 30(4), 396-423. https://doi.org/10.1080/10824669.2025.2485036.
  • Hitches, E., Woodcock, S., Manning, A., Moore, B. (2025). Strengthening student support: Students’ voices on what does (not) work in high school and university. International Journal of Educational Research, 130(2025), article number 102529. https://doi.org/10.1016/j.ijer.2024.102529.
  • Hitches, E., Woodcock, S., O’sullivan, K., Ehrich, J. (2025). Leveraging students' voices: understanding ways university support services can strengthen student support. The Australian Educational Researcher, 52(1), 583-605. https://doi.org/10.1007/s13384-024-00731-2.
  • Jiang, H., Vialle, W., Woodcock, S. (2025). Redesigning Check-In/Check-Out to Improve On-Task Behavior in a Chinese Classroom. Journal of Behavioral Education, 34(2), 371-398. https://doi.org/10.1007/s10864-023-09531-7.
  • Knickenberg, M., Kullmann, H., Wüthrich, S., Lozano, CS., Loreman, T., Sharma, U., Avramidis, E., Subban, P., Woodcock, S. (2025). Teachers’ collective efficacy with regard to inclusive practices—characteristics of a new scale and analyses from Canada, Germany and Switzerland. Frontiers in Psychology, 16(2025), article number 1530689. https://doi.org/10.3389/fpsyg.2025.1530689.
  • Woodcock, S., Tournaki, N., Ehrich, J. (2025). Teacher self‐efficacy: Validating a new measurement scale to capture the elusive construct. British Educational Research Journal, 51(5), 2229-2255. https://doi.org/10.1002/berj.4163.
  • Woodcock, S., Hardy, I. (2025). Teacher self-efficacy, inclusion and professional development practices: cultivating a learning environment for all. Professional Development in Education, 51(5), 890-904. https://doi.org/10.1080/19415257.2023.2267058.
  • Woodcock, S., Anderson, J. (2025). Conceptions to classrooms: The influence of teacher knowledge on inclusive classroom practice. International Journal of Educational Research Open, 8(2025), article number 100412. https://doi.org/10.1016/j.ijedro.2024.100412.

2024

Journal Articles

  • Nguyen, HT., Chik, A., Woodcock, S., Ehrich, J. (2024). Language learning beyond the classrooms: Experiences of Vietnamese English major and non-English major students. System, 121(2024), article number 103232. https://doi.org/10.1016/j.system.2024.103232.
  • Lozano, CS., Wüthrich, S., Kullmann, H., Knickenberg, M., Sharma, U., Loreman, T., Romano, A., Avramidis, E., Woodcock, S., Subban, P. (2024). How do attitudes and self-efficacy predict teachers’ intentions to use inclusive practices? A cross-national comparison between Canada, Germany, Greece, Italy, and Switzerland. Exceptionality Education International, 34(1), 17-41. https://doi.org/10.5206/eei.v34i1.16803.
  • Tournaki, N., Woodcock, S., Ehrich, J. (2024). Tale of the tape: Psychometric investigation of two popular teacher self-efficacy scales. Teaching Education, 35(2), 127-144. https://doi.org/10.1080/10476210.2023.2239714.
  • Sharma, U., Loreman, T., May, F., Romano, A., Lozano, CS., Avramidis, E., Woodcock, S., Subban, P., Kullmann, H. (2024). Measuring collective efficacy for inclusion in a global context. European Journal of Special Needs Education, 39(2), 167-184. https://doi.org/10.1080/08856257.2023.2195075.
  • Moore, B., Woodcock, S., Dudley, D. (2024). Martial arts and school violence: Examining the potential of martial arts training to reduce or foster aggressive behaviour in schools. International Journal of Educational Research Open, 6(2024), article number 100313. https://doi.org/10.1016/j.ijedro.2023.100313.
  • Gao, X., Woodcock, S., Lu, J. (2024). Conceptualising English L1 speakers’ motivation for learning L2 Chinese in Australian universities. Journal of Multilingual and Multicultural Development, 45(6), 1904-1921. https://doi.org/10.1080/01434632.2022.2032098.
  • Ehrich, J., Woodcock, S. (2024). What's colour got to do with it? A psychometric assessment of Peggy McIntosh's white privilege. British Educational Research Journal, 50(5), 2198-2215. https://doi.org/10.1002/berj.4018.
  • Hardy, I., Woodcock, S. (2024). Inclusive education policies–objects of observance, omission, and obfuscation: ten years on…. International Journal of Inclusive Education, 28(13), 3234-3252. https://doi.org/10.1080/13603116.2023.2257697.
  • Woodcock, S., Reupert, A. (2024). First-year primary teachers’ classroom management strategies: Perceptions of use, confidence, and effectiveness. Journal of Education for Teaching, 50(1), 90-106. https://doi.org/10.1080/02607476.2023.2219218.
  • Subban, P., Woodcock, S., Bradford, B., Romano, A., Sahli Lozano, C., Kullmann, H., Sharma, U., Loreman, T., Avramidis, E. (2024). What does the village need to raise a child with additional needs? Thoughts on creating a framework to support collective inclusion. Teachers and Teaching: Theory and Practice, 30(5), 668-683. https://doi.org/10.1080/13540602.2024.2338398.

2023

Journal Articles

  • Kielblock, S., Woodcock, S. (2023). Who’s included and Who’s not? An analysis of instruments that measure teachers’ attitudes towards inclusive education. Teaching and Teacher Education, 122(2023), article number 103922. https://doi.org/10.1016/j.tate.2022.103922.
  • Moore, B., Dudley, D., Woodcock, S. (2023). The effects of a martial arts-based intervention on secondary school students’ self-efficacy: a randomised controlled trial. Philosophies, 8(3), article number 43. https://doi.org/10.3390/philosophies8030043.
  • Woodcock, S., Hitches, E., Manning, A. (2023). ‘The hardest part is…’: Teacher self-efficacy and inclusive practice. International Journal of Educational Research Open, 5(2023), article number 100289. https://doi.org/10.1016/j.ijedro.2023.100289.
  • Woodcock, S., Gibbs, K., Hitches, E., Regan, C. (2023). Investigating teachers’ beliefs in inclusive education and their levels of teacher self-efficacy: Are teachers constrained in their capacity to implement inclusive teaching …. Education Sciences, 13(3), article number 280. https://doi.org/10.3390/educsci13030280.
  • Moore, B., Woodcock, S., Kielblock, S. (2023). How students’ pro-social behaviour relates to their resilience: Implications for an inclusive environment. International Journal of Educational Research Open, 5(2023), article number 100269. https://doi.org/10.1016/j.ijedro.2023.100269.
  • Subban, P., Bradford, B., Sharma, U., Loreman, T., Avramidis, E., Kullmann, H., Sahli Lozano, C., Romano, A., Woodcock, S. (2023). Does it really take a village to raise a child? Reflections on the need for collective responsibility in inclusive education. European Journal of Special Needs Education, 38(2), 291-302. https://doi.org/10.1080/08856257.2022.2059632.
  • Reupert, A., Sullivan, A., Tippett, N., White, S., Woodcock, S., Chen, L., Simons, M. (2023). An exploration of the experiences of substitute teachers: A systematic review. Review of Educational Research, 93(6), 901-941. https://doi.org/10.3102/00346543221149418.
  • Woodcock, S., Tournaki, N. (2023). Bandura’s Triadic Reciprocal Determinism model and teacher self-efficacy scales: a revisit. Teacher Development, 27(1), 75-91. https://doi.org/10.1080/13664530.2022.2150285.

2022

Book Chapters

  • Eidenfalk, J., Woodcock, S. (2022). Building Trust through a Revolving Door of Leaders: The Poisoned Chalice. Psychology of Democracy: of the People, by the People, for the People (265-285). Cambridge University Press. https://doi.org/10.1017/9781108774871.015.
  • Nguyen, HT., Chik, A., Woodcock, S. (2022). Translanguaging in English-Medium Instruction: Teacher Practices at a Vietnamese University. English Medium Instruction Practices in Vietnamese Universities (137-151). Springer Singapore. https://doi.org/10.1007/978-981-19-2169-8_9.

Journal Articles

  • Woodcock, S., Sharma, U., Subban, P., Hitches, E. (2022). Teacher self-efficacy and inclusive education practices: Rethinking teachers’ engagement with inclusive practices. Teaching and Teacher Education, 117(2022), article number 103802. https://doi.org/10.1016/j.tate.2022.103802.
  • Subban, P., Woodcock, S., Sharma, U., May, F. (2022). Student experiences of inclusive education in secondary schools: A systematic review of the literature. Teaching and Teacher Education, 119(2022), article number 103853. https://doi.org/10.1016/j.tate.2022.103853.
  • Zhao, Y., Lu, J., Woodcock, S., Ren, Y. (2022). Social media web 2.0 tools adoption in language and literacy development in early years: A scoping review. Children, 9(12), article number 1901. https://doi.org/10.3390/children9121901.
  • Woodcock, S., Nicoll, S. (2022). “It isn't you”: Teachers’ beliefs about inclusive education and their responses toward specific learning disabilities. Psychology in the Schools, 59(4), 765-783. https://doi.org/10.1002/pits.22643.
  • Rowston, K., Bower, M., Woodcock, S. (2022). The impact of prior occupations and initial teacher education on post-graduate pre-service teachers’ conceptualization and realization of technology integration. International Journal of Technology and Design Education, 32(5), 2631-2669. https://doi.org/10.1007/s10798-021-09710-5.
  • Hardy, I., Woodcock, S. (2022). ‘Problematising’policy in practice: principals’ perceptions of inclusion in an era of test-based accountability. Pedagogy Culture and Society, 30(4), 415-434. https://doi.org/10.1080/14681366.2020.1801813.
  • Sharma, U., Woodcock, S., May, F., Subban, P. (2022). Examining parental perception of inclusive education climate. Frontiers in Education, 7(2022), article number 907742. https://doi.org/10.3389/feduc.2022.907742.
  • Rowston, K., Bower, M., Woodcock, S. (2022). Career-changers’ technology integration beliefs and practice in initial teacher education: A summative cross-case analysis. International Journal of Educational Research, 116(2022), article number 102079. https://doi.org/10.1016/j.ijer.2022.102079.
  • Hitches, E., Woodcock, S., Ehrich, J. (2022). Building self-efficacy without letting stress knock it down: Stress and academic self-efficacy of university students. International Journal of Educational Research Open, 3(2022), article number 100124. https://doi.org/10.1016/j.ijedro.2022.100124.
  • Woodcock, S., Hardy, I. (2022). ‘You’re probably going to catch me out here’: principals’ understandings of inclusion policy in complex times. International Journal of Inclusive Education, 26(3), 211-226. https://doi.org/10.1080/13603116.2019.1645891.

2021

Book Chapters

  • Woolfson, L., Woodcock, S. (2021). Health and well-being in psychology. Why Do Teachers Need to Know About Psychology? Strengthening Professional Identity and Well-Being (). tbc. https://doi.org/10.1017/9781316822647.013.
  • Reupert, A., Woodcock, S. (2021). Promoting positive teaching and learning environments. Learning to Teach in a New Era (pp). tbc. https://doi.org/10.1017/9781108985765.

Journal Articles

  • Woodcock, S., Faith, E. (2021). Am I to blame? Teacher self-efficacy and attributional beliefs towards students with specific learning disabilities. Teacher Development, 25(2), 215-238. https://doi.org/10.1080/13664530.2020.1863256.
  • Ehrich, JF., Howard, SJ., Bokosmaty, S., Woodcock, S. (2021). An item response modeling approach to cognitive load measurement. Frontiers in Education, 6(2021), article number 648324. https://doi.org/10.3389/feduc.2021.648324.
  • Woodcock, S., Moore, B. (2021). Inclusion and students with specific learning difficulties: The double-edged sword of stigma and teacher attributions. Educational Psychology: an international journal of experimental educational psychology, 41(3), 338-357. https://doi.org/10.1080/01443410.2018.1536257.
  • Rowston, K., Bower, M., Woodcock, S. (2021). Reciprocal causation and the effect of environmental determinants upon the technology beliefs and practice of career-change pre-service teachers. Technology, Pedagogy and Education, 30(2), 323-344. https://doi.org/10.1080/1475939X.2021.1879925.
  • Hitches, E., Woodcock, S., Ehrich, J. (2021). Shedding light on students with support needs: Comparisons of stress, self-efficacy, and disclosure.. Journal of Diversity in Higher Education, 16(2), 205-214. https://doi.org/10.1037/dhe0000328.
  • Woodcock, S. (2021). Teachers' beliefs in inclusive education and the attributional responses toward students with and without specific learning difficulties. Dyslexia, 27(1), 110-125. https://doi.org/10.1002/dys.1651.
  • Moore, B., Woodcock, S., Dudley, D. (2021). Well‐being warriors: A randomized controlled trial examining the effects of martial arts training on secondary students’ resilience. British Journal of Educational Psychology, 91(4), 1369-1394. https://doi.org/10.1111/bjep.12422.

2020

Journal Articles

  • Ehrich, JF., Woodcock, S., West, C. (2020). The effect of gender on teaching dispositions: A Rasch measurement approach. International Journal of Educational Research, 99(2020), article number 101510. https://doi.org/10.1016/j.ijer.2019.101510.
  • Moore, B., Dudley, D., Woodcock, S. (2020). The effect of martial arts training on mental health outcomes: A systematic review and meta-analysis. Journal of Bodywork and Movement Therapies, 24(4), 402-412. https://doi.org/10.1016/j.jbmt.2020.06.017.
  • West, C., Baker, A., Ehrich, JF., Woodcock, S., Bokosmaty, S., Howard, SJ., Eady, MJ. (2020). Teacher Disposition Scale (TDS): construction and psychometric validation. Journal of Further and Higher Education, 44(2), 185-200. https://doi.org/10.1080/0309877X.2018.1527022.
  • Woodcock, S., Howard, SJ., Ehrich, J. (2020). A within-subject experiment of item format effects on early primary students’ language, reading, and numeracy assessment results.. School Psychology, 35(1), 80-87. https://doi.org/10.1037/spq0000340.
  • Rowston, K., Bower, M., Woodcock, S. (2020). The lived experiences of career-change pre-service teachers and the promise of meaningful technology pedagogy beliefs and practice. Education and Information Technologies, 25(2), 681-705. https://doi.org/10.1007/s10639-019-10064-8.
  • Woodcock, S., Jones, G. (2020). Examining the interrelationship between teachers’ self-efficacy and their beliefs towards inclusive education for all. Teacher Development, 24(4), 583-602. https://doi.org/10.1080/13664530.2020.1803957.

2019

Journal Articles

  • Moore, B., Dudley, D., Woodcock, S. (2019). The effects of martial arts participation on mental and psychosocial health outcomes: a randomised controlled trial of a secondary school-based mental health promotion program. BMC Psychology, 7(1), article number 60. https://doi.org/10.1186/s40359-019-0329-5.
  • Woodcock, S., Woolfson, LM. (2019). Are leaders leading the way with inclusion? Teachers’ perceptions of systemic support and barriers towards inclusion. International Journal of Educational Research, 93(2019), 232-242. https://doi.org/10.1016/j.ijer.2018.11.004.
  • Eidenfalk, J., Woodcock, S. (2019). “I’LL BE BACK…”: The Chance of a Political Comeback as Party Leader. Journal of Social and Political Psychology, 7(1), 402-422. https://doi.org/10.5964/jspp.v7i1.993.
  • Woodcock, S., Hitches, E., Jones, G. (2019). It’s not you, it’s me: Teachers’ self-efficacy and attributional beliefs towards students with specific learning difficulties. International Journal of Educational Research, 97(2019), 107-118. https://doi.org/10.1016/j.ijer.2019.07.007.
  • Moore, B., Woodcock, S., Dudley, D. (2019). Developing wellbeing through a randomised controlled trial of a martial arts based intervention: an alternative to the anti-bullying approach. International Journal of Environmental Research and Public Health, 16(1), article number 81. https://doi.org/10.3390/ijerph16010081.

2018

Book Chapters

  • Hardy, I., Woodcock, S. (2018). The ‘problem’ of ‘quality’ schooling, national testing, and inclusion: Australian insights into policy and practice. Testing and Inclusive Schooling: International Challenges and Opportunities (47-63). Taylor & Francis Group. https://doi.org/10.4324/9781315204048.

Journal Articles

  • Jiang, H., Woodcock, S. (2018). Attributional patterns towards students with and without learning disabilities: A comparison of pre-and in-service teachers in China. Educational Psychology: an international journal of experimental educational psychology, 38(3), 286-304. https://doi.org/10.1080/01443410.2017.1346235.
  • Woodcock, S., Jiang, H. (2018). A cross-national comparison of attributional patterns toward students with and without learning disabilities. Journal of Learning Disabilities, 51(1), 46098. https://doi.org/10.1177/0022219416664865.

2017

Book Chapters

Journal Articles

  • Moore, B., Woodcock, S. (2017). Resilience to bullying: Towards an alternative to the anti-bullying approach. Educational Psychology in Practice, 33(1), 65-80. https://doi.org/10.1080/02667363.2016.1233488.
  • Eady, MJ., Woodcock, S., Sisco, A. (2017). Employing the EPEC hierarchy of conditions (Version II) to evaluate the effectiveness of using synchronous technologies with multi-location student cohorts in the tertiary education setting. The International Review of Research in Open and Distributed Learning, 18(3), 46046. https://doi.org/10.19173/irrodl.v18i3.2676.
  • Woodcock, S., Hitches, E. (2017). Potential or problem? An investigation of secondary school teachers’ attributions of the educational outcomes of students with specific learning difficulties. Annals of Dyslexia: an interdisciplinary journal of specific language disability, 67(3), 299-317. https://doi.org/10.1007/s11881-017-0145-7.
  • Howard, SJ., Woodcock, S., Ehrich, J., Bokosmaty, S. (2017). What are standardized literacy and numeracy tests testing? Evidence of the domain‐general contributions to students’ standardized educational test performance. British Journal of Educational Psychology, 87(1), 108-122. https://doi.org/10.1111/bjep.12138.
  • Woodcock, S., Hardy, I. (2017). Beyond the binary: Rethinking teachers’ understandings of and engagement with inclusion. International Journal of Inclusive Education, 21(6), 667-686. https://doi.org/10.1080/13603116.2016.1251501.
  • Moore, B., Woodcock, S. (2017). Resilience, bullying, and mental health: Factors associated with improved outcomes. Psychology in the Schools, 54(7), 689-702. https://doi.org/10.1002/pits.22028.
  • Woodcock, S., Reupert, A. (2017). A tale from three countries: the classroom management practices of pre-service teachers from Australia, Canada and the United Kingdom. Teacher Development, 21(5), 655-667. https://doi.org/10.1080/13664530.2017.1308431.
  • Woodcock, S., Hardy, I. (2017). Probing and problematizing teacher professional development for inclusion. International Journal of Educational Research, 83(2017), 43-54. https://doi.org/10.1016/j.ijer.2017.02.008.

2016

Book Chapters

  • Woodcock, S., Reupert, A. (2016). Inclusion, classroom management and teacher self-efficacy in an Australian context. Asia-Pacific Perspectives on Teacher Self-Efficacy (87-102). SensePublishers Rotterdam. https://doi.org/10.1007/978-94-6300-521-0_6.

Journal Articles

  • Woodcock, S., Vialle, W. (2016). An examination of pre-service teachers' attributions for students with specific learning difficulties. Learning and Individual Differences, 45(2016), 252-259. https://doi.org/10.1016/j.lindif.2015.12.021.
  • Fraser-Seeto, K., Howard, SJ., Woodcock, S. (2016). Preparation for teaching gifted students: An updated investigation into university offerings in New South Wales. Australasian Journal of Gifted Education, 25(1), 58-65. https://doi.org/10.21505/ajge.2016.0006.

2015

Journal Articles

  • Hardy, I., Woodcock, S. (2015). Inclusive education policies: Discourses of difference, diversity and deficit. International Journal of Inclusive Education, 19(2), 141-164. https://doi.org/10.1080/13603116.2014.908965.
  • Reupert, A., Woodcock, S. (2015). Does a year make a difference? The classroom management practices of primary student teachers before and after a one-year teacher education programme. Emotional and Behavioral Difficulties, 20(3), 265-276. https://doi.org/10.1080/13632752.2014.949986.
  • Woodcock, S., Sisco, A., Eady, M. (2015). The Learning Experience: Training Teachers Using Online Synchronous Environments. Journal of Educational Research and Practice, 5(1), 14 pages. https://doi.org/10.5590/JERAP.2015.05.1.02.
  • Sisco, A., Woodcock, S., Eady, M. (2015). Pre-Service Perspectives on E-Teaching: Assessing E-Teaching Using the EPEC Hierarchy of Conditions for E-Learning / Teaching Competence. Canadian Journal of Learning and Technology, 41(3), pp. https://doi.org/10.21432/T2QG8C.
  • Woodcock, S., Emms, J. (2015). The Relationship between Teacher Self-efficacy and Attributions of the Educational Outcomes of Students with Specific Learning Disabilities.. The International Journal of Learner Diversity and Identities, 22(3), 46037. https://doi.org/10.18848/2327-0128/cgp/v22i03/58964.

2014

Journal Articles

  • Lu, J., Woodcock, S., Jiang, H. (2014). Investigation of Chinese university students’ attributions of English language learning. Sage Open, 4(4), 46037. https://doi.org/10.1177/2158244014562391.
  • Hardy, I., Woodcock, S. (2014). Contesting the recognition of Specific Learning Disabilities in educational policy: Intra-and inter-national insights. International Journal of Educational Research, 66(2014), 113-124. https://doi.org/10.1016/j.ijer.2014.03.003.
  • Fraser-Seeto, K., Howard, SJ., Woodcock, S. (2014). An investigation of teachers' awareness and willingness to engage with a self-directed professional development package on gifted and talented education. Australian Journal of Teacher Education, 40(1), 46036. https://doi.org/10.14221/ajte.2015v40n1.1.
  • Woodcock, S. (2014). Attributional beliefs of Canadian trainee teachers toward students with a learning disability. Alberta Journal of Educational Research, 60(1), 119-134. https://doi.org/10.55016/ojs/ajer.v60i1.55808.

2013

Journal Articles

  • Woodcock, S., Jiang, H. (2013). Teachers' causal attributional responses of students with learning disabilities in China. Learning and Individual Differences, 25(2013), 163-170. https://doi.org/10.1016/j.lindif.2013.01.016.
  • Woodcock, S., Reupert, A. (2013). Does training matter? Comparing the behaviour management strategies of pre-service teachers in a four-year program and those in a one-year program. Asia-Pacific Journal of Teacher Education, 41(1), 84-98. https://doi.org/10.1080/1359866X.2012.753991.
  • Woodcock, S. (2013). Trainee teachers' attitudes towards students with specific learning disabilities. Australian Journal of Teacher Education, 38(8), 16-29. https://doi.org/10.14221/ajte.2013v38n8.6.

2012

Journal Articles

  • Woodcock, S., Jiang, H. (2012). Attributions of the Educational Outcomes of Students with Learning Disabilities in China.. International Journal of Special Education, 27(2), 33-46.
  • Woodcock, S., Hemmings, B., Kay, R. (2012). Does study of an inclusive education subject influence pre-service teachers' concerns and self-efficacy about inclusion?. Australian Journal of Teacher Education, 37(6), article number Article 1. https://doi.org/10.14221/ajte.2012v37n6.5.
  • Woodcock, S., Reupert, A. (2012). A cross-sectional study of student teachers’ behaviour management strategies throughout their training years. The Australian Educational Researcher, 39(2), 159-172. https://doi.org/10.1007/s13384-012-0056-x.

2011

Journal Articles

  • Reupert, A., Woodcock, S. (2011). Canadian and Australian pre-service teachers’ use, confidence and success in various behaviour management strategies. International Journal of Educational Research, 50(46178), 271-281. https://doi.org/10.1016/j.ijer.2011.07.012.
  • Hemmings, B., Woodcock, S. (2011). Preservice teachers' views of inclusive education: A content analysis. Australasian Journal of Special Education, 35(2), 103-116. https://doi.org/10.1375/ajse.35.2.103.
  • Woodcock, S. (2011). A cross sectional study of pre-service teacher efficacy throughout the training years. Australian Journal of Teacher Education, 36(10), 23-34. https://doi.org/10.14221/ajte.2011v36n12.2.
  • Woodcock, S., Vialle, W. (2011). Are we exacerbating students’ learning disabilities? An investigation of preservice teachers’ attributions of the educational outcomes of students with learning disabilities. Annals of Dyslexia: an interdisciplinary journal of specific language disability, 61(2), 223-241. https://doi.org/10.1007/s11881-011-0058-9.

2010

Journal Articles

  • Woodcock, S., Vialle, W. (2010). Attributional beliefs of students with learning disabilities. The International Journal of Learning, 17(7), 177-192. https://doi.org/10.18848/1447-9494/cgp/v17i07/47160.
  • Reupert, A., Woodcock, S. (2010). Success and near misses: Pre-service teachers’ use, confidence and success in various classroom management strategies. Teaching and Teacher Education, 26(6), 1261-1268. https://doi.org/10.1016/j.tate.2010.03.003.
  • Woodcock, S., Wilma, V. (2010). The Potential to Learn: Pre-Service Teachers? Proposed Use of Instructional Strategies for Students with a Learning Disability. Contemporary Issues in Education Research, 3(10), 27-38.
  • Eady, M., Woodcock, S. (2010). Understanding the need: Using collaboratively created draft guiding principles to direct online synchronous learning in Indigenous communities. International Journal for Educational Integrity, 6(2), 17 pages. https://doi.org/10.21913/IJEI.v6i2.701.
Skip to top of page