Damon’s Publications

REFEREED JOURNAL ARTICLES

• Muir, T., Deed, C., Thomas, D. P., & Emery, S. (In press). Achieving teacher professional growth through professional experimentation and changes in pedagogical practices. Australian Journal of Teacher Education.
• Swabey, K., Muir, T., Thomas, D. P., Edwards, M-C., & Emery, S. (2021). University and school research partnerships in regional communities. Australian Educational Researcher. https://doi.org/10.1007/s13384-021-00477-1
• Lovejoy, V., Thomas, D. P., Mow, L., Edgar, C., Alford, S., & Prain, V. (2021). Writing futures in English. English in Australia, 55(2), 5-14. https://search.informit.org/doi/abs/10.3316/informit.017099400051345
• Prain, V., Emery, S., Thomas, D. P., Lovejoy, V., Farrelly, C., Baxter, L., Blake, D., Deed, C., Edwards, M-C., Fingland, D., Mooney, A., Muir, T., Swabey, K., Tytler, R., Workman, E., Daniel-Zitzlaff, T., & Henriksen, J. (2021). Team teaching in large spaces: Three case studies framed by relational agency. Teaching Education. https://www.doi.org/10.1080/10476210.2020.1868423
• To, V., Thomas, D. P., & Thomas, A. (2020). Writing persuasive texts: Using grammatical metaphors for rhetorical purposes in an educational context. Australian Journal of Linguistics. https://www.doi.org/10.1080/07268602.2020.1732867
• Shah, R., Brett, P., & Thomas, D. P. (2020). Visualizing civic values: Representations of idealized citizenship behaviours in images found in Nepalese social studies textbooks. Citizenship Teaching & Learning, 15(1), 79-99. https://doi.org/10.1386/ctl_00021_1
• Thomas, D. P. (2019). Rapid decline and gender disparities in the NAPLAN writing data. Australian Educational Researcher. https://www.doi.org/10.1007/s13384-019-00366-8
• Thomas, D. P., Emery, S., Prain, V., Papageorgiou, J., & McKendrick, A. (2019). Influences on local curriculum innovation in times of change: A literacy case study. Australian Educational Researcher. https://www.doi.org/10.1007/s13384-018-0295-6 (LP150100558, 2015-2019)
• Deed, C., Blake, D., Henriksen, J., Mooney, A., Prain, V., Tytler, R., Zitzlaff, T., Edwards, M., Emery, S., Muir, T., Swabey, K., Thomas, D. P., Farrelly, C., Lovejoy, V., Meyers, N., & Fingland, D. (2019). Teacher adaptation to flexible learning environments. Learning Environments Research. https://www.doi.org/10.1007/s10984-019-09302-0
• Thomas, D. P., Moore, R., Rundle, O. C., Emery, S., Greaves, R., Te Riele, K., & Kowaluk, A. (2018). Elaborating a framework for communicating assessment aims in higher education. Assessment and Evaluation in Higher Education. https://www.doi.org/10.1080/02602938.2018.1522615
• Prain, V., Blake, D., Deed, C., Edwards, M., Emery, S., Farrelly, C., Fingland, D., Henriksen, J., Lovejoy, V., Meyers, N., Mooney, A., Muir, T., Sbaglia, R., Swabey, K., Thomas, D. P., Tytler, R., & Zitzlaff, T. (2018). A framework to support personalising prescribed school curricula. British Educational Research Journal. https://www.doi.org/10.1002/berj.3481 (LP150100558, 2015-2019)
• Thomas, D. P., & To, V. (2016). Nominalisation in high scoring primary and secondary school persuasive texts. Australian Journal of Language and Literacy. https://search.informit.org/doi/10.3316/ielapa.039407178436690
• Thomas, D. P., Thomas, A., & Moltow, D. T. (2015). Evaluative stance in high achieving Year 3 persuasive texts. Linguistics and Education, 30, 24-41. https://doi.org/10.1016/j.linged.2015.03.003
• Brett, P., & Thomas, D. P. (2014). Discovering argument: Linking literacy, citizenship education, and persuasive advocacy. Journal of Social Science Education, 13(4), 61-72. https://www.doi.org/10.2390/jsse-v13-i4-1350
• To, V., Fan, S., & Thomas, D. P. (2013). Lexical density and readability: A case study of English textbooks. Internet Journal of Language, Culture and Society, 37, 61-71. http://aaref.com.au/en/publications/journal/journal-articles/issue-37-2013/

BOOKS

• Thomas, D. P., & Thomas, A. A. (Eds.). (2022). Teaching and learning primary English. Oxford University Press. https://www.oup.com.au/books/higher-education/education/9780190325725-teaching-and-learning-primary-english

BOOK CHAPTERS

• Thomas, D. P. (2022). Introduction to teaching and learning primary English. In D. P. Thomas & A. A. Thomas (Eds.), Teaching and learning primary English. Oxford University Press.
• Thomas, D. P. (2022). An overview of reading. In D. P. Thomas & A. A. Thomas (Eds.), Teaching and learning primary English. Oxford University Press.
• Jones, P., & Thomas, D. P. (2022). Oral language. In D. P. Thomas & A. A. Thomas (Eds.), Teaching and learning primary English. Oxford University Press.
• Davis, A., & Thomas, D. P. (2022). Comprehension. In D. P. Thomas & A. A. Thomas (Eds.), Teaching and learning primary English. Oxford University Press.
• Thomas, D. P. (2022). The reciprocal nature of the essential elements of reading. In D. P. Thomas & A. A. Thomas (Eds.), Teaching and learning primary English. Oxford University Press.
• Thomas, D. P. (2022). An overview of writing. In D. P. Thomas & A. A. Thomas (Eds.), Teaching and learning primary English. Oxford University Press.
• Humphrey, S., & Thomas, D. P. (2022). Developing knowledge about grammar. In D. P. Thomas & A. A. Thomas (Eds.), Teaching and learning primary English. Oxford University Press.
• Humphrey, S., & Thomas, D. P. (2022). Written genres. In D. P. Thomas & A. A. Thomas (Eds.), Teaching and learning primary English. Oxford University Press.
• Thomas, D. P. (2022). Managing the essential elements of writing. In D. P. Thomas & A. A. Thomas (Eds.), Teaching and learning primary English. Oxford University Press.
• Ockerby, L., Evorall, G., Biffin, M., Sturgess, P., & Thomas, D. P. (2022). Planning and programming for primary English teaching. In D. P. Thomas & A. A. Thomas (Eds.), Teaching and learning primary English. Oxford University Press.
• Thomas, D. P. (2018). Embracing change when ‘writing for change’. In D. Kember & M. Corbett (Eds.), Structuring the thesis: Matching paradigm, theory and findings (pp. 207-216). Singapore: Springer.
• Thomas, D. P., & Brett, P. (2016). Putting on the style: Enhancing citizenship education with a persuasive writing framework. In S. Fan & J. Fielding-Wells (Eds.), What is next in educational research? (pp. 285-295). Sense Publishers.
• Nailon, D., Thomas, D. P., Emery, S., & Stephenson, E. (2015). Using attitude analysis to explore focused conversations for professional learning and development in early childhood. In S. Fan., T. Le., & Q. Le. (Eds.), Innovative trends in Language and literacy education in a global discourse (pp. 401-416). Pearson Malaysia.
• Nailon, D., Emery, S., Stephenson, E., & Thomas, D. P. (2015). Challenges facing early childhood teachers in literacy education. In S. Fan., T. Le., & Q. Le. (Eds.), Innovative trends in Language and literacy education in a global discourse (pp. 43-59). Pearson Malaysia.
• Thomas, D. P., Thomas. A., & Moltow, D. T. (2014). Engaged young writers: Dialogic choices beyond NAPLAN. In N. Fitzallen, F. Fan & R. Reaburn. (Eds.), The future of education research (pp. 301-315). Sense Publishers.
• Thomas, D. P., Thomas, A., & Fluck, A. (2012). Enhancing pedagogy with mLearning. In T. Le & Q. Le. (Eds.), Technologies for enhancing pedagogy, engagement and empowerment in education: Creating learning-friendly environments (pp. 1-11). Hershey, PA: IGI Global.

OTHER PUBLIC OUTPUT

• Thomas, D. P. (2021). The impact of social norms on boys (& girls) as writers. In L. Walker & A. Bayetto. (Eds.), The language gap in Australian students’ writing. Language gap report 2021 (pp. 14-16). Oxford University Press. https://bit.ly/39zPN8e
• Thomas, D. P. (2021). How revolutionary is The Writing Revolution? Think Forward Educators keynote presentation (29 July). https://thinkforwardeducators.org/events/tas-branch-damon-thomas-jul2021

REFEREED CONFERENCE PROCEEDINGS

• Oates, G., Callingham, R., Getenet, S., Hay, I., Beswick, K., & Thomas, D. P. (2019). Technology and the knowledge quartet. Proceedings of the 42nd MERGA Conference, June 2019. Perth, WA.
• Thomas, D. P. (2017). Using SFL to personalise learning in early childhood classrooms. Proceedings of the 44th International Systemic Functional Congress, July, 2017. (pp. 67-74). Wollongong, NSW.
• To, V., & Thomas, D. P. (2017). Examining interpersonal metaphor of modality in successful primary persuasive texts. Proceedings of the 44th International Systemic Functional Congress, July, 2017. (pp. 75-81). Wollongong, NSW.
• Nailon, D., Thomas, D. P., Emery, S., Stephenson, E., & Kinnear, V. (2013). Examining focused conversation for learning professional learning and development in early childhood: Highlighting the role of evaluative stance. Proceedings of the 2013 Australian Association of Research in Education Conference, December, 2013. (pp. 1-16). Adelaide, South Australia.
• Thomas, D. P. (2012). “I rest my case”: Examining linguistic resources used by successful young writers of persuasive texts. Proceedings of the 39th International Systemic Functional Congress, July, 2012. (pp. 69-74). University of Technology, Sydney, Australia.

OTHER CONFERENCE PRESENTATIONS

• Pavlyshyn, H., & Thomas, D. P. (2021). The power of multimodal representation, or how Puss became a feral cat. In Programme of the European Systemic Functional Linguistics Conference (15-17 September). Online.
• Bayetto, A., & Thomas, D. P. (2021). The language gap in Australian students’ writing. In Programme of the Australian Literacy Educators’ Association National Conference: Challenge & Change – Contemporary literacy and English teaching (7-10 July). Brisbane, QLD.
• Thomas D. P., Corridon, G., & Cray, J. (2021). Author Q&A: Teaching and learning primary English. In Programme of the 2021 Australian Teacher Education Association Conference (p. 1).
• Thomas, D. P., Muir, T., & Emery, S. (2019). Personalising mathematics and English learning in the middle years through co-teaching. In Programme of the Australian Association for Research in Education Conference (p. 1). Brisbane, QLD. Queensland University of Technology.
• Swabey, K., Muir, T., Thomas, D. P., Edwards, M-C., Emery, S. (2019). Improving regional low-SES students’ learning and wellbeing: Case studies from three schools. In Programme of the International Round Table Symposium: Educational Issues and Trends (p. 1). Harris Manchester College, Oxford University.
• Prain, V., Blake, D., Byrne, G., Deed, C., Edwards, M., Emery, S., Farrelly, C., Fingland, D., Henriksen, J., Lovejoy, V., Meyers, N., Mooney, A., Muir, T., Swabey, K., Thomas, D. P., Tytler, R., Workman, E., & Zitzlaff, T. (2019). Improving regional low SES students’ learning and wellbeing. In Programme of the Australian Association for Research in Education Conference (p. 1). Brisbane, QLD. Queensland University of Technology.
• Thomas, D. P. (2019). Personalising literacy learning with digital technologies. In Programme of the International Round Table Symposium: Educational Issues and Trends (p. 1). Oxford: England. Harris Manchester College, Oxford University.
• Thomas, D. P. (2019). Rapid decline and gender disparities in the NAPLAN writing data. In Programme of researchED Melbourne 2019 (p. 20). Brighton Grammar School.
• Thomas, D. P., Greaves, R., & Moore, R. (2019). Teaching to the NAPLAN writing test. Why some teachers do and some teachers don’t. In Programme of the ALEA National Conference (p. 9). Pullman Melbourne on the Park.
• Hay, I., Thomas, D. P., & Shorter, D. (2019). Teacher knowledge quartet: A “fresh lens” in the analysis of teachers’ classroom practices. In Programme of the ATEA National Conference (p. 15). Central Queensland University Noosa.
• Thomas, D. P. (2017). Meaningful writing instruction: Using functional grammar to personalise learning in low SES early childhood classrooms in Tasmania. In Programme of the AATE/ALEA National Conference (p. 3). Wrest Point, Tasmania.
• To, V., Thomas, D. P., & Hopwood, B. (2017). Enhancing student reading engagement through the UTAS Books in Homes Program and Reading Mentor Program. In Programme of the AATE/ALEA National Conference (p. 4). Wrest Point, Tasmania.
• Thomas, A., Thomas D. P., & To, V. (2016). The metaphors we teach by: A cumulative and cohesive design for Bachelor of Education English education units. In Programme of the Australian Systemic Functional Linguistics Association (ASFLA) Conference (p. 39). Australian Catholic University.
• To, V., & Thomas, D. P. (2016). Nominalisation in high scoring primary and secondary persuasive texts. In Programme of the Australian Systemic Functional Linguistics Association (ASFLA) Conference (pp. 27-29). Australian Catholic University.
• Thomas, D. P. (2015). Valued rhetorical choices in high scoring primary and secondary school persuasive texts. In Programme of the Australian Systemic Functional Linguistics Association (ASFLA) Conference. University of Queensland.
• Thomas, D. P. (2013). Persuasive writing genres from two theoretical perspectives: Positioning students for success on the NAPLAN test. In Programme of the Australian Systemic Functional Linguistics Association (ASFLA) Conference. Australian Catholic University.

MEDIA

• Thomas, D. P. (2021, September 15). What can Tasmania learn from the latest NAPLAN results? Interview by Ryk Goddard. ABC Radio Hobart [Radio broadcast]. Hobart, Australia.
• Thomas, D. P. (2021, September 15). How to lift Tasmania’s educational performance. Interview by Ross Marsden. ABC Radio Northern Tasmania [Radio broadcast]. Launceston, Australia.
• Thomas, D. P. (2020, August 30). One in five year 9 boys below minimum writing standard: NAPLAN review. Article by J. Baker. The Sydney Morning Herald. https://www.smh.com.au/national/one-in-five-year-9-boys-below-minimum-writing-standard-naplan-review-20200828-p55qeb.html
• Thomas, D. P. (2019, August 28). Reporting on the 2019 NAPLAN test results. Interview by L. Breaden. ABC Radio Drive [Radio broadcast]. Australian Broadcasting Corporation.
• Thomas, D. P. (2019, April 18). Boys’ inability to write clearly is a new crisis in education. Article by R. Bolton. Australian Financial Review. https://www.afr.com/news/policy/health/boys-inability-to-write-clearly-is-a-new-crisis-in-education-20190416-p51ek0
• Thomas, D. P. (2019, April 13). NAPLAN results: Fewer Tasmanian students can write or spell above the national average in 2008. Article by C. Jarvis. The Examiner Newspaper. https://www.examiner.com.au/story/6016819/how-far-have-tassie-students-come-in-10-years/
• Thomas, D. P. (2019, March 28). UTAS and Deakin University partner with La Trobe University to deliver new research project. Article by C. Jarvis. The Examiner Newspaper. https://www.examiner.com.au/story/5978247/three-launceston-schools-are-redefining-education/
• Thomas, D. P. (2017, December 17). Australian student achievement over ten years of NAPLAN testing. Interview by L. Cutting. ABC Radio National [Radio broadcast]. Australian Broadcasting Corporation.
• Thomas, D. P. (2015, June 23). How the teaching of literacy has changed and why it’s still relevant. Interview by S. Gillman. ABC Statewide Mornings [Radio broadcast]. Australian Broadcasting Corporation.
• Thomas, D. P. (2015, September 23). Practicing for tests not always the right answer. Article by I. Bird. The Examiner Newspaper, p. 12.
• Thomas, D. P. (2015, September 22). ‘NAPLAN, acronym’, Education Provocations Public Symposium: What does it mean to be literate and numerate in contemporary society? University of Tasmania.
• Thomas, D. P. (2015, August 22). Graduation joyous time occasion for students. Article by I. Bird. The Examiner Newspaper, p. 27.
• Thomas, D. P. (2015, March 19). WIN News 6pm edition [Television broadcast]. https://www.wintv.com.au/videos
• Thomas, D. P. (2015, March 19). Book program to open new chapter in learning. Article by I. Bird. The Examiner Newspaper, p. 6.