My research spans assessment and learning in higher education, beginning teacher induction and professional learning, educational leadership, inclusion, and international service-learning. The publications below are published journal articles, listed by year. For the most current bibliographic record, see my ORCID profile.
Research areas
My published work addresses five interconnected areas: assessment and learning in higher education; beginning teacher induction and professional learning; educational leadership and organisational change; inclusion and educational equity; and international service-learning and intercultural education.
Browse publications by year: 2026 · 2025 · 2024 · 2023 · 2021 · 2020 · 2019 · 2018 · 2017 · 2016 · 2015 · 2014 · 2013
2026
Sindone, A., Kearney, S. P., & Maakrun, J. (2026). Servant Leadership through Ignatian Service-Learning. International Journal of Servant-Leadership, 20(1).
Zarei, E., & Kearney, S. P. (2026). Grounding induction in lived needs: A four-phase model for novice teachers. Read publication ↗
Kearney, S. P., & Gough, S. (2026). Leading Organisational Change in a Catholic School Community. School Leadership & Management, 1–25. Read publication ↗
2025
Sindone, A., Kearney, S. P., & Thai, T. (2025). The Impact of Service-Learning on the Development of Servant Leadership. International Journal of Research on Service-Learning and Community Engagement, 13(1). Read publication ↗
Davey, R., Bellen, L., Thai, T., & Kearney, S. (2025). The development of children’s gendered learner identities in the first year of school in mathematics: A challenge that continues to require attention. Mathematics Education Research Journal, 37(1). Read publication ↗
2024
Kearney, S. P. (2024). Perceptions of Inclusion in Australian Schools. Iranian Journal of Educational Research, 3(4), 1–20.
Vellar, R., Handal, B., Kearney, S., & Forlin, C. (2024). What data do teachers value to measure student learning? Issues in Educational Research, 34(4), 1596–1617. Read publication ↗
Zarei, E., Kearney, S. P., & Mallahi, O. (2024). Economic and social barriers: Identifying and prioritising professional needs of Iranian novice teachers. Issues in Educational Research, 34(3), 1202–1221. Read publication ↗
Maakrun, J., & Kearney, S. P. (2024). Critical experiences in an intercultural immersion program to Kenya. Journal of Service-Learning in Higher Education, 19. Read publication ↗
Gough, S., & Kearney, S. P. (2024). Essential learnings from a Catholic school amalgamation. International Studies in Catholic Education, 1–17. Read publication ↗
Kearney, S. P., Maakrun, J., Thai, T., & Athota, V. S. (2024). A Cross-Sectional, Decade-Long Examination of the Impacts of International Service Learning in Teacher Education. Journal of Experiential Education, 47(3). Read publication ↗
2023
Kearney, S. (2023). Teacher induction in Australia: Historical context and current challenges. Issues in Educational Research, 33(1), 118–136. Read publication ↗
2021
Etuka, J. M., Kearney, S., & Athota, V. S. (2021). How can Emotional Intelligence (EI) and Neuro-Linguistic Programming (NLP) help leaders manage through COVID-19? Knowledge Management Research & Practice, 19(4), 475–483. Read publication ↗
2020
Maakrun, J., & Kearney, S. (2020). An intercultural immersion: Personal, professional and cultural expectations of student participants. International Journal of Research on Service-Learning and Community Engagement, 8(1). Read publication ↗
Kearney, S., & Maakrun, J. (2020). Let’s get engaged: The nexus between digital technologies, engagement and learning. Education Sciences, 10(12), 357. Read publication ↗
2019
Kearney, S. (2019). Transforming the first-year experience through self and peer assessment. Journal of University Teaching & Learning Practice, 16(5). Read publication ↗
Kearney, S. (2019). The challenges of beginning teacher induction: A collective case study. Teaching Education, 32(2), 142–158. Read publication ↗
2018
Kearney, S., Athota, V. S., & Bee, S. (2018). International service learning in higher education: Contradictions of purpose. Journal of Global Education and Research, 2(1), 33–44. Read publication ↗
2017
Kennedy-Clark, S., Kearney, S., & Galstaum, V. (2017). Using a collaborative assessment design to support student learning. Education Sciences, 7(4), 1–14. Read publication ↗
Kearney, S. (2017). Beginning teacher induction: A best practice case study. Issues in Educational Research, 27(4), 784–802. Read publication ↗
2016
Kearney, S. (2016). What happens when induction goes wrong: Case studies from the field. Cogent Education, 3(1), 1–9. Read publication ↗
Athota, V. S., Treloar, S., & Kearney, S. (2016). Learning styles prediction of charitableness via emotional management. Jindal Journal of Business Research, 4(1&2), 1–10. Read publication ↗
Kearney, S., Perkins, T., & Kennedy-Clark, S. (2016). Using self and peer-assessment for summative purposes: Analyzing the relative validity of the AASL (Authentic Assessment for Sustainable Learning) Model. Assessment & Evaluation in Higher Education, 41(6), 840–853. Read publication ↗
2015
Athota, V. S., Kearney, S., & Cocodia, E. (2015). How self-transcendence via individualised moral foundations predicts emotional and social enhancement. Journal of Beliefs & Values, 36(3), 297–307. Read publication ↗
Kearney, S. (2015). Reconceptualizing beginning teacher induction as organizational socialization: A situated learning model. Cogent Education, 1(2), 1–20. Read publication ↗
2014
Kearney, S. (2014). Teacher attrition, retention and mobility: Where does Australia stand? Education & Society, 32(2), 5–24. Read publication ↗
Kearney, S. (2014). Understanding beginning teacher induction: A contextualised examination of best practice. Cogent Education, 1(1), 1–15. Read publication ↗
Kearney, S., & Perkins, T. (2014). Engaging students through assessment: The success and limitations of the ASPAL (Authentic Self and Peer Assessment for Learning) model. Journal of University Teaching & Learning Practice, 11(3). Read publication ↗
Kearney, S., Perkins, T., & Maakrun, J. (2014). A transformative experience: A short-term cross-cultural service-learning immersion to Kenya. Issues in Educational Research, 24(3). Read publication ↗
2013
Kearney, S. (2013). Improving engagement: The use of ‘Authentic Self-and Peer-Assessment for Learning’ to enhance the student learning experience. Assessment & Evaluation in Higher Education, 38(7), 875–891. Read publication ↗
