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Widening participation in medicine? new insights from school students' aspirations

Why people choose teaching: a scoping review of empirical studies, 2007–2016

Who says we are not attracting the best and brightest? Teacher selection and the aspirations of Australian school students

When higher education is possible but not desirable: widening participation and the aspirations of Australian Indigenous school students

What we can do for you! What can "we" do for "you"?: struggling over empowerment in critical and feminist pedagogy

Was COVID-19 an unexpected catalyst for more equitable learning outcomes? A comparative analysis after two years of disrupted schooling in Australian primary schools

Unpacking the career aspirations of Australian school students: towards an evidence base for university equity initiatives in schools

Under pressure and overlooked: the impact of COVID-19 on teachers in NSW public schools

Towards quality teaching in higher education: pedagogy-focused academic development for enhancing practice

The untold story of middle-class Indigenous Australian school students who aspire to university

The participation of Australian Indigenous students in higher education: a scoping review of empirical research, 2000-2016

The imposition of a schooled habitus

The impact of COVID-19 on student learning in New South Wales primary schools: an empirical study

The brave and the bold: researching the professional lives of early career teachers: Imagine if ... the impact of quality teaching on the socialisation of early career teachers

Teachers' fundamental beliefs, commitment to reform, and the quality of pedagogy

Teacher Education/ors in Australia: Still Shaping the Profession Despite Policy Intervention

Stratification and the illusion of equitable choice in accessing higher education

Socioeconomic status and the career aspirations of Australian school students: testing enduring assumptions

Shifting the focus of research on effective professional development: insights from a case study of implementation

Shifting from distributive to recognitional social justice for rural educators through professional development

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