Dr Angelique Howell
Research Fellow
Faculty of Humanities, Arts and Social Sciences
Publications
Book Chapters
Howell, Angelique (2024). Beyond surveys and focus groups: including the views of children and young people in education policy analysis. Analysing education policy: theory and method. (pp. 215-234) edited by Meghan Stacey and Nicole Mockler. Abingdon, Oxon, United Kingdom: Routledge. doi: 10.4324/9781003353379-18
Mills, Martin, Riddle, Stewart, McGregor, Glenda and Howell, Angelique (2023). Towards an understanding of curricular justice and democratic schooling. Education, Policy and Democracy. (pp. 105-116) London: Routledge. doi: 10.4324/9781003451631-9
Howell, Angelique (2016). Exploring children's lived experiences of NAPLAN. National testing in schools: an Australia assessment. (pp. 164-180) edited by Bob Lingard, Greg Thompson and Sam Sellar. Oxon, United Kingdom: Routledge. doi: 10.4324/9781315659312-13
Journal Articles
Howell, Angelique (2023). From disenfranchisement to hope through youth-adult participatory action research. The Australian Educational Researcher, 51 (5), 1813-1829. doi: 10.1007/s13384-023-00666-0
McGregor, Glenda, Mills, M., Riddle, S. and Howell, A. (2022). Community solutions for schooling engagement: two Australian case studies. Pedagogy, Culture and Society, 32 (3), 657-674. doi: 10.1080/14681366.2022.2068050
MacMahon, Stephanie J., Carroll, Annemaree, Osika, Alexandra and Howell, Angelique (2022). Learning how to learn—Implementing self‐regulated learning evidence into practice in higher education: Illustrations from diverse disciplines. Review of Education, 10 (1) e3339. doi: 10.1002/rev3.3339
Mills, Martin, Riddle, Stewart, McGregor, Glenda and Howell, Angelique (2021). Towards an understanding of curricular justice and democratic schooling. Journal of Educational Administration and History, 54 (3), 1-12. doi: 10.1080/00220620.2021.1977262
Riddle, Stewart, Howell, Angelique, McGregor, Glenda and Mills, Martin (2021). Student engagement in schools serving marginalised communities. International Journal of Inclusive Education, 28 (6), 1-16. doi: 10.1080/13603116.2021.1956605
Howell, Angelique and Lynch, Deborah (2020). “I’m not sitting around doing nothing with my life”: The aspirations of school-aged mothers. International Journal of Educational Research, 103 101646, 101646. doi: 10.1016/j.ijer.2020.101646
Mills, Martin, Howell, Angelique, Lynch, Deborah and Dungan, John (2019). Approaches to Improving School Attendance: Insights from Australian School Principals. Leadership and Policy in Schools, 20 (3), 1-12. doi: 10.1080/15700763.2019.1695847
Howell, Angelique (2018). Children's participation in their education, research and society. Discourse-Studies in the Cultural Politics of Education, 39 (3), 478-485. doi: 10.1080/01596306.2017.1363481
Mayes, Eve and Howell, Angelique (2017). The (hidden) injuries of NAPLAN: two standardised test events and the making of ‘at risk’ student subjects. International Journal of Inclusive Education, 22 (10), 1-16. doi: 10.1080/13603116.2017.1415383
Howell, Angelique (2017). ‘Because then you could never ever get a job!’: children’s constructions of NAPLAN as high-stakes. Journal of Education Policy, 32 (5), 564-587. doi: 10.1080/02680939.2017.1305451
Conference Papers
Lynch, Deborah and Howell, Angelique (2019). I want to go back to school but how am I going to do this? Young mothers' perspectives on completing schooling. Australian Young Pregnant and Parenting Network National Symposuim, Maroochydore, QLD, Australia, 8-9 August 2019.
Howell, A., Lynch, D., Mills, M. and Dungan, J. (2017). Approaches to improving school attendance: Insights from Queensland principals. Australian Association for Research in Education, Canberra, 26-30 November 2017.
Research Report
Mills, Martin, Howell, Angelique, Kubler, Matthias, Tomaszewski, Wojtek, Lynch, Deborah, Phillips, Louise, Carroll, Annemaree, Dungan, John, Hellens, Andrea and Sheppard, Karen (2018). Making every day count: effective strategies to improve student attendance in Queensland state schools. Brisbane, Queensland: The University of Queensland.
Thesis
Howell, Angelique (2016). Exploring children’s experiences of NAPLAN: beyond the cacophony of adult debate. PhD Thesis, School of Education, The University of Queensland. doi: 10.14264/uql.2016.186