Journal Articles
Abawi, L. A., Bauman-Buffone, C., Pineda-Báez, C., & Carter, S. (2018). The rhetoric and reality of leading the inclusive school: Socio-cultural reflections on lived experiences. Education Sciences, 8, 55. http://www.mdpi.com/2227-7102/8/2/55
Abawi, L., Cooper, M., Andersen, C., Fossey, W., Holborn , P. (2018). Australian Indigenous contexts and childhood experiences. Oxford Bibliographies. https://doi.org/10.1093/OBO/9780199791231-0202
Cains, J., Carter, S., & Andersen, C. (2024). Leadership implementation of a 12 pathways model (GIW-12P) to promote schoolwide wellbeing. Leadership and Policy in Schools,23(2), 1-17. https://doi.org/10.1080/15700763.2024.2359029 Open Access https://www.tandfonline.com/doi/full/10.1080/15700763.2024.2359029
Carter, S. (2018). The journey of a novice principal: Her struggle to maintain subjective wellbeing and be a spiritual school leader. International Journal of Education. https://doi.org/10.5296/ije.v10i3.XXX
Carter, S., & Abawi, L. (2018). Leadership, inclusion, and quality education for all. Australasian Journal of Special and Inclusive Education. https://doi.org/10.5772/66552
Carter, S., & Andersen, C. (2023). In sync: inclusive school communities supporting students with anxiety. https://linkinghub.elsevier.com/retrieve/pii/S240584402303654X
Carter, S., Andersen, C., Stagg, A., & Gaunt, L. (2023). An exploratory study: Using adapted interactive research design and contributory research method. Journal of Academic Librarianship. 49(1). https://doi.org/10.1016/j.acalib.2022.102620
Carter, S., Andersen, C., Turner, M., & Gaunt, L. (2023). What about us?” Wellbeing of higher education librarians. Journal of Academic Librarianship. 49(1). https://doi.org/10.1016/j.acalib.2022.102619
Gaunt, L. (2022). Numeracy for adults with learning disabilities: A focus on concepts of time. Education Sciences, 12(12), 868. https://doi.org/10.3390/educsci12120868
Gaunt, L., Moni, K. B., & Jobling, A. (2012). Developing numeracy in young adults with Down Syndrome: A preliminary investigation of specific teaching strategies. Journal on Developmental Disabilities, 18(2), 8-23. https://doi.org/10.1111/jir.12188
Larsen, E., Salton, Y., Fanshawe, M., Gaunt, L., Ryan, L., Findlay, Y., & Albion, P. (2023). Early career researchers’ collective advocacy work within an Australian university context. Australian Educational Researcher. https://doi.org/10.1007/s13384-022-00604-6
Porta, T., Todd, N., & Gaunt, L. (2022).I do not think I actually do it well: A discourse analysis of Australian senior secondary teachers’ self-efficacy and attitudes towards implementation of differentiated instruction. The Journal of Research in Special Educational Needs, 22(3), 297-305. https://doi.org/10.1111/1471-3802.12568
Todd, N., Gaunt, L., & Porta, T. (2022). Terminology and provision for students with learning difficulties: An examination of Australian state government education department websites. Australian Journal of Teacher Education, 74(7), 21-37. https://doi.org/10.14221/ajte.2022v47n7.2
Chapters in Books
Abawi, L., Carter, S., Andrews, D., & Conway, J. (2018). Inclusive schoolwide pedagogical principles: Cultural indicators in action. New Pedagogical Challenges in the 21st Century: Contributions of Research in Education, 33. ISBN 978-953-51-5488-4.
Abawi, L., Fanshaw, M., Gibley, K., Andersen, C., & Rogers, C. (2019). Celebrating diversity: Focusing on inclusion. In L. Abawi (Eds.), Opening eyes onto inclusion and diversity. University of Southern Queensland. https://usq.pressbooks.pub/openingeyes/
Carter, S. (2013). The reflections of a new researcher: The spiraling vortex of a doctoral journey. In W. Midgley, Warren, K. Trimmer, & A. Davies (Eds.), Metaphors for, in and of education research (pp. 104-117). Cambridge Scholars Publishing.
Carter, S. (2020). Case study method and research design: Flexibility or ambiguity for the novice researcher. In , cited in S. O’Neill, & H. van Rensberg (Eds), Inclusive theory and practice in special education (pp.301-326). Information Science Reference. https://doi.org/10.4018/978-1-7998-2901-0.ch015
Authored Books
Carter, S., & Andersen, C. (2023). Wellbeing in educational contexts (2nd ed.). USQ Pressbooks. ISBN9780645679649 https://usq.pressbooks.pub/wellbeing/
Edited Books
Carter, S. (Eds). (2019). Opening eyes onto inclusion and diversity. University of Southern Queensland Australia. https://usq.pressbooks.pub/openingeyes/
Published Conference Proceedings
Carter, S. & Abawi, L. (2018). Learning and inclusion for disadvantaged youth. ECEA 2018 Conference Programme. https://eera-ecer.de/ecer-programmes/conference/23/contribution/44393/
Carter, S. (2013). Repositioning the importance of a principal’s subjective wellbeing may lead to more effective leadership. National Forum on Leadership and Pedagogy for Better Schools: Assembling the Puzzle. http://ideas.usq.edu.au/Portals/1/docs/Open%20site/Poster%20for%20website.pdf
Carter, S. (2018). School principals growing positive affect and sustaining overall satisfaction with life contributes to engaging positively with school community. ECER 2018 Conference Programme. https://eera-ecer.de/ecer-programmes/conference/23/contribution/43871/
Carter, S. (2017). How satisfied are you as a leader: Leading with subjective wellbeing maintained. http://www.qaselcon.com.au/resources/Concurrent%20Presentation%20Abstracts,%20Wednesday,%2024th%20May%20at%201.45%20pm.pdf
Carter, S. (2015). Leading the self and managing subjective wellbeing, presentation at the Australian council of educational leaders. ACEL National Conference Courage and Commitment to Lead 2015, Sydney, Australia. www.acel.org.au/acel/ACEL_docs/Events/…/Carter_Susan.pdf
Carter, S. (2013). From disability to learning gap: How some schools have accomplished It. National SPELD Learning Difficulties Conference in Brisbane.
Carter, S. (2013). Improving leadership capacity by valuing the self and reprioritising the self’s SWB: Principals need their oxygen masks. 7th Self Biennial International Conference and Eras Conference, Singapore.
Carter, S. (2012). Work performance and your subjective wellbeing. Australian Council for Educational Leaders Conference, Brisbane.
Ganguly, R., & Carter, S. (2012). Mathematics instructional practices and testing accommodations. Australasian Special Education Conference, Brisbane.
Gaunt, L., Visnovska, J., & Moni, K. (2019). Designing individual goals to enhance the numeracy of adults with intellectual disabilities. In G. Hine, S. Blackley, & A. Cooke (Eds.), Mathematics education research impacting practice: Proceedings of the 42nd annual conference of the Mathematics education research group of Australasia (pp. 292-299). MERGA Inc. https://merga.net.au/common/Uploaded%20files/Annual%20Conference%20Proceedings/2019%20Annual%20Conference%20Proceedings/RP_Gaunt_Visnovska_Moni.pdf
Gaunt, L. (2022). Designing specific tools to enhance the numeracy of adults with intellectual disabilities. In N. Fitzallen, C. Murphy, V. Hatisaru, & N. Maher (Eds.), MERGA 44, Mathematical confluences and journeys. Proceedings of the 44th annual Conference of the Mathematics Education Research Group of Australasia (pp. 218-225). MERGA Inc. https://merga.net.au/Public/Publications/Annual_Conference_Proceedings/2022-Conference-Proceedings-.aspx
Conference Presentation and Invited Keynotes
Andersen, C., & Bauman, C. (2019). Leadership leveraging support for Inclusion: Innovative pathways to inclusion: Policy into positive student outcomes. International Congress for School Improvement & Effectiveness, Stavanger, Norway.
Carter, S. (2020). Invited panel speaker discussing Motivation for publications of Open Text in relation to student access to education and the foreseen and unforeseen impacts. International Open Access Week at UniSQ.
Carter, S. (2020). Keynote speaker on teacher wellbeing for Regional rural and remote summit: Creating working partnerships with industry and opening the door to create research opportunities.
Carter, S. (2020).Invited speaker on ABC radio for a 30 minute live discussion on Open textbooks: Particularly wellbeing in Educational Contexts
Carter, S. (2020). Invited keynote speaker on wellbeing promotion in schools at International Digital Dexterity Conference ALIA.
Carter, S.(2019). Australian Council of Educational Leaders (ACEL) Darling Downs Committee member -guest speaker Wellbeing forum (Podcast), and Master of Ceremony on two occasions (20th June, 2019; 16th October, 2019).
Carter, S.(2019). Invited speaker on Creating social hope is a way of being – but how does it happen?. AARE Conference in Brisbane, August 2019
Carter, S.(2017). Invited speaker on How satisfied are you as a leader, leading with subjective well-being maintained? At the Queensland Association of Special Education Leaders Conference (QASELCON17), Brisbane, Queensland.
Carter, S., Andersen, C., Turner, M., & Stagg, A. (2020). Building an online learning community: reframing open educational practice grants as supported professional learning with a focus on wellbeing. Australian Library and Information Association Satellite Event in conjunction with CAVAL’s Digital Dexterity Champions Project (CAVAL, 2021).
Carter S., & Gaunt, L. (2023). Wellbeing Promotion: A shared Journey. Teachers Professional Association Queensland (TPAQ), National Conference, RNA Brisbane Showground, Brisbane.
Gaunt, L (2019, December). Supporting numeracy development: A young adult with Down syndrome. Paper presented at the Australian Association for Research in Education Conference (AARE) 2019, Brisbane Australia. https://www.aare.edu.au/publications/aare-conference-papers/show/13305/supporting-numeracy-development-a-young-adult-with-down-syndrome
Gaunt, L. (2018, November). Intellectual disability and numerate behaviour in everyday contexts. Paper presented at Australasian Society for Intellectual Disability Conference: Let’s Shake it up, Human Rights for Everyone, Gold Coast, Australia. ASID 2018 Conference – Queensland – Australasian Society for Intellectual Disability
Gaunt, L. (2018, September). Identifying numerate behaviour in adults with intellectual disabilities in everyday contexts. Paper presented at 2018 Australian Council for Adult Literacy Conference: Learning in Diverse communities: Strengths Reflections Questions, Melbourne, Australia. Full program | 2018 ACAL Conference
Gaunt, L. (2015, November). Numeracy and adults with intellectual disabilities: Two case studies. Paper presented at 50th Annual Conference of Australasian Society for Intellectual Disability: Making it Real Together, Melbourne, Australia. https://asid.asn.au/wp-content/uploads/2022/03/563_2015115_asid_conference_full_program_web.pdf
Gaunt, L. (2003). Numerical ability of young adults with Down syndrome: Research findings. Paper presented at Australian Association of Special Educators Conference, Toowoomba, Australia. https://catalogue.nla.gov.au/Record/3410530/UserComments?
Gaunt, L. (2000). Numerical ability of young Adults with Down syndrome Early research. Paper presented at World Congress on Down syndrome, Sydney, Australia.
Gaunt, L., & Faragher, R. (2021). International Conference on Best Practices in Education and Training of Persons with Down Syndrome. Amity Institute of Rehabilitation Sciences, India. Presentation 1. Emerging trends in education and training of individuals with Down syndrome: International perspectives. Presentation 2. Teaching Mathematics for individuals with Down syndrome in school and beyond. https://abilityindia.org/wp-content/uploads/2021/04/Amity-University-International-Conference-Brochure.pdf
Thesis
Carter, S. (2016). Holding it together: an explanatory framework for maintaining subjective well-being (SWB) in principals. [Thesis (PhD/Research)].
Gaunt, L. (2005). Numerical ability of young adults with Down syndrome. [The University of Queensland, School of Education.[Master of Philosophy Thesis.]
Gaunt, L. (2020). Supporting numeracy development for adults with intellectual disabilities [The University of Queensland, School of Education, PhD Thesis.]. https://doi.org/10.14264/uql.2020.798
