Academic Publications

Commissioned Reports:

Loughland , T., Barr, J., de Villiers , G., Winslade, M., Eady , M., Hay , I., Hadley , F., Humphries , J., Cotton , W., Handal , B., James , S., Whannel , R., Monteleone, C., & Donnelly , D. (2021). Examining the role of the school Professional Experience Coordinator in the NSW Department of Education’s Professional Experience Hub School program: Final report for the NSW Department of Education. NSW Department of Education.
Stephenson, L., Handal, B., Glynn, R., Watson, K., Demos, R., Sze, C. and Mascorella, J. (2021). Professional Experience in times of COVID-19 at Wiley Park Public School. Case study report commissioned by the NSW Department of Education.
Watson, K., Handal, B., Maher, M. (2016). An Evaluation of Science Education in Sydney Catholic Schools. CEO Secondary Schools
Watson, K., Handal, B., Walters, E., & Maher, M. (2013). The influence of class size upon NAPLAN performance. Sydney Catholic Office of Education, Sydney.
Handal, B., Watson, K., & Maher, M. (2013). Teachers’ perceptions of class size. NSW Department of Education and Communities.
Handal, B., Watson, K., & Maher, M, (2013). NSW maths and science teachers’ choice to rural and/or remote teaching destinations. NSW Department of Education and Communities.
Handal, B. (2012). Report on technological pedagogical content knowledge of secondary mathematics teachers in NSW Catholic schools. The University of Notre Dame Australia.
Watson, K., Handal, B., & Maher, M. (2011). An analysis of class size relative to educational outcomes. Sydney Catholic Office of Education, Sydney.

Peer-reviewed Journals:

Keiper, D., Chambers, D., & Handal, B. (in press). Wellbeing and Social Inclusion of Secondary Students with ADHD. International Perspectives on Inclusive Education, 2025.

Vellar, R., Handal, B., Kearney, S., & Forlin, C. (2024). Teachers’ use of data to improve student learning outcomes. Issues in Educational Research, 34(4).
Frost, J., Handal, B., & Forlin, C. (2024). Accountability in a Catholic systemic context. International Studies in Catholic Education, 1–18. https://doi.org/10.1080/19422539.2024.2360931
Handal, B., Campbell, C., Watson, K. et al. (2021). Human research ethics committees members: ethical review personal perceptions. Monash Bioethics. Review. https://doi.org/10.1007/s40592-021-00130-8
Brown, J., Handal, B. McKenna, L. & Lynch, S. (2021). Bullying Prevention and Mediation: The Role of Values Education. eJournal of Catholic Education in Australasia, (4)1. Available at: https://researchonline.nd.edu.au/ecea/vol4/iss1/4
Kennedy-Clark, S., Galstaun, V., Reimann, P., & Handal, B. (2020). Using action research to develop data literacy in initial teacher education. The Journal of Teacher Action Research, 6 (2), 4-25.
Handal, B. Watson, K., Petocz, P., & Maher, M. (2018). Choosing teaching in rural and remote schools: the zone of free movement. Education Research and Perspectives, (45), 1-32.
Handal, B., Watson, K., Brewer, B., Fellman, M., Maher, M., Ianniello, H., & White, M. (2017). Personal Views of HREC Members on Contested Issues: Possible Influences on Reviewer Decision-Making. Ethical Perspectives, 24(3), 405-439.
Handal, B., & Gonzales, H. (2017). Reflexiones sobre los Saltamontes y las Orugas en la Era de las Tecnologías de Información y Comunicación (Reflections about grasshoppers and inchworms in the information and communication technologies era). Páginas de Educación, 10(2), 143-156. Available from http://www.scielo.edu.uy/pdf/pe/v10n2/1688-7468-pe-10-02-00143.pdf
Watson, K., Handal, B., & Maher, M. (2017). Class Size: Teachers’ Perspectives. Curriculum and Teaching, 32(2), 5-26.
Handal, B., Watson, K., & Maher, M. (2017). Social diversity and class size. International Journal of Management and Applied Science, 3(1), 58-63. Available online at: http://www.iraj.in/journal/journal_file/journal_pdf/14-341-148921543558-63.pdf
Handal, B., Campbell, C., Cavanagh, M., & Petocz, P. (2016). Characterising the perceived value of mathematics educational apps in preservice teachers. Mathematics Education Research Journal, 28(1), 199-221. Availlable at: https://www.studocu.com/ph/document/lemery-colleges/education/v13i1mathematics-1-i-hope-it-will-help/44557969
Watson, K., Handal, B., & Maher, M. (2016). The influence of class size upon numeracy and literacy performance. Quality Assurance in Education, 24(4), 507-527.
Pelletier, R., Handal, B., Khalil, J., & Frances, T. (2015). Cyberbullying – where does a school authority’s liability in tort end? The Western Australian Jurist, 6, 93-121.
Handal, B., Watson, K., & Maher, M. (2015). Multi-positioning mathematics class size: teachers’ views. International Journal for Mathematics Teaching and Learning, 1-14.
Handal, B., Maher, M., & Watson, K., (2014). From large to small classes: A classroom window. Australasian Canadian Studies, 31(1-2), 53-72.
Handal, B., Novak, A., Watson, K., Maher, M., MacNish, J., & Eddles-Hirsch, K. (2014). Numeracy education through mobile apps. Australian Journal of Middle Schooling, 14(1), 28-37.
Handal, B., MacNish, J, & Petocz, P. (2013). Implementing mobile learning in tertiary environments: Instructional, curricular and organisational matters. Education Sciences, 3(4), 359-374. Available at: http://www.mdpi.com/2227-7102/3/4/359/pdf
Groenlund, C., & Handal, B. (2013). Contemporary issues in clinical dental teaching. Journal of Contemporary Dental Practice, 14(3), 501-510.
Handal, B., Watson, K., Petocz, P. & Maher, M. (2013). Retaining mathematics and science teachers in rural and remote schools. Australian and International Journal of Rural Education, 3(3), 13-28.
Watson, K, Handal, B., Maher, M. & McGinty, Erin. (2013). Globalising the class size debate: myths and realities. Journal of International and Comparative Education, 2(2), 72-85. Available at: http://crice.um.edu.my/downloads/3Watson%20et%20al.pdf
Handal, B., Campbell, C., Cavanagh, M., Petocz, P., & Kelly, N. (2013). Pedagogical content kowledge (TPACK) of secondary mathematics teachers. Contemporary Issues in Technology and Teacher Education, 13(1). Available at: http://www.citejournal.org/vol13/iss1/mathematics/article1.cfm
Handal, B., Campbell, C., Cavanagh, M., Petocz, P., & Kelly, N. (2012). Integrating technology, pedagogy and content in mathematics education. Journal of Computers in Mathematics and Science Teaching, 31(4), 387-413.
Cahir, J., Huber, E., Handal, B., Dutch, J., & Nixon, M. (2012). Using interactive technologies to support student study skills. Youth Studies Australia, 31(1), 34-42. Available at: http://www.acys.info/__data/assets/pdf_file/0004/53248/YSA_Mar2012_paper_studyMATE.pdf
Handal, B., Wood, L., & Muchatuta, M. (2011). Learning from students: the business experience. e-Journal of Business Education & Scholarship of Teaching, 5(1), 1- 17. Available at: htp://www.ejbest.org/upload/eJBEST_Handal,_Wood_Muchatuta_2011_1.pdf
Handal, B., Cavanagh, M., Wood, L., & Petocz, P. (2011). Factors leading to the adoption of a learning technology: the case of graphics calculators. Australasian Journal of Educational Technology, 61(2), 70-75.
Handal, B., Groenlund, C.,& Gerzina, T. (2011). Academic attitudes amongst educators towards eLearning tools in dental education. International Dental Journal, 61(2), 70-75.
Handal, B., Groenlund, C., & Gerzina, T. (2010). Dentistry students’ perceptions of learning management systems. European Journal of Dental Education, (14), 50-54.
Handal, B. (2009).Matematik Pedagojisi ve Felsefesi. Elementary Education Online, 1(3). Available at: http://ilkogretim-online.org.tr/vol8say1/v8s1c1.doc
Handal, B., Handal, P., & Herrington, T. (2006). Evaluating maths education websites: teachers’ tools. Australian Primary Mathematics Classroom, 11(2), 8-14.
Handal, B. (2006). Bilingüismo y el registro matemático aymara (Bilingualism and the Aymara Mathematics Register). Paper presented at the VII International Conference of the Association of Iberian and Latin American Studies of Australasia. University of Technology Sydney, September 2006. Agulha, Revista de Cultura (61). Mirrored at: https://kipdf.com/fevereiro-de 2008_5ae17be67f8b9a77548b4644.htmlHandal, B. (2004). La cultura hispano-arabe en Latinoamerica. Polis, Journal of the Universidad Bolivariana, (3) . 9. Available at: https://polis.revues.org/7364
Handal, B. (2004). Teachers’ instructional beliefs about integrating educational technology. e-Journal of Instructional Science and Technology, 17(1). Available at: http://www.ascilite.org.au/ajet/e-jist/docs/vol10_no1/default.htm
Handal, B., & Bobis, J. (2004). Teaching and learning mathematics thematically: Teachers’ perspective. Mathematics Education Research Journal, 16(1), 3-18.
Handal, B., & Herrington, T. (2004). On being dependent and independent in computer based learning environments. e-Journal of Instructional Science and Technology, (7)2. Available at: http://files.eric.ed.gov/fulltext/EJ850352.pdf
Handal, B., & Bobis, J. (2004). Instructional styles in the teaching of mathematics thematically. In D. Burghes & T. Zsalontai (Eds.), Series of International Monographs on Mathematics Teaching Worldwide: Monograph 1 (pp.77-86). University of Exeter: Centre for Innovation in Mathematics Teaching.
Handal, B., & Bobis, J. (2003). Instructional styles in teaching mathematics thematically. International Journal of Mathematics Teaching and Learning. Available at: http://www.cimt.plymouth.ac.uk/journal/handalbobis.pdf
Handal, B., Handal, P., & Herrington, A. (2003). Training teachers in evaluating educational tutorial software. Electronic Journal for Technology in Education, 2(1). Available at: http://ejite.isu.edu/Volume2No1/handal.htm
Handal, B., & Herrington, T. (2003). Mathematics teachers’ beliefs’ and curriculum reform. Mathematics Education Research Journal, 15(1), 59-69.
Handal, B. (2003). Constructivist and behaviourist teachers. International Online Journal of Mathematics and Science Education. Available at http://www.upd.edu.ph/~ismed/online/articles/profiling/abstract.htm
Handal, B., & Herrington (2003). Re-Examining categories of computer-based learning in mathematics education. Contemporary Issues in Technology and Teacher Education, 2(1). Available at: http://www.citejournal.org/vol3/iss3/mathematics/article1.cfm
Handal, B. (2003). Teachers’ mathematical beliefs: a review. The Mathematics Educator, 13(2), 47-57. Available at: http://math.coe.uga.edu/tme/issues/v13n2/v13n2.Handal.pdf
Handal, B., & Herrington, T. (2000). Students’ beliefs about the usefulness of school mathematics: A case study in Macau. Southeast Asian International Journal of Science and Mathematics Education, 23(1), 1-13.

Books:

Handal, B. (2015). Mobile Learning Makes Learning Free: Building Conceptual, Professional and Institutional capacity. Current Perspectives on Applied Information Technologies book series. Editor(s): Gene V Glass, Arizona State University, Charalambos Vrasidas, Centre for the Advancement of Research & Development in Educational Technology. Charlotte, NC, Information Age Publishing. ISBN: 78-1681232836
Handal, B. (2005). Classroom management in action. Sydney: Dominie. ISBN: 186251172-1.

Book chapters:

Norris, J., Stephenson, L.& Handal, B. (in press). Leadership narratives of self through storying high velocity events: Implications for theory and practice. In A. Rixon & Zhang, L. (Eds.) (2025). Narrative leadership development storytelling for navigating challenging times. Routledge.

Stephenson, L., Handal, B., Watson, K., Glynn, R., Mascorella, J., Demos. R. & Sze, C. (2022, in press). Professional experience in times of COVID-19. In Winslade, M., Loughland, T., & Eady, M .J.  (Eds.) Work-Integrated Learning Case Studies in Teacher Education: Epistemic Reflexivity. Springer.
Handal, B., Marcovitz, D., & Ritter, R. Rethinking BYOD Models and Student’s Control. (2017). Making mLearning Last? Harnessing Trends and Challenging Orthodoxies (Edited by Helen Farley, Angela Murphy and Laurel Dyson).
Handal, B., Watson, K., Fellman, M., Maher, M. & White, M. (2015). Unpacking the beliefs and attitudes of Australian HREC members: an examination of influences on reviewer decision-making. Research in Ethical Issues in Organizations, 9(13), edited by Matthew Beard and Sandra Lynch; ISBN: 978-1-78560-203-0.
Handal, B. (2013). Global Scholars as Ambassadors of Knowledge. In F. Rawling and C. Mason (Eds.) Academic Migration, Discipline Knowledge and Pedagogical Practice: Voices from the Asia Pacific (pp. 27-38). Springer.
Rowe, A., Solomonides, I., & Handal, B. (2010). Collaborating with peer observation: learning from each other. LEAD Series – Macquarie University. Available at: http://www.businessandeconomics.mq.edu.au/intranet/learning_and_teaching/leading_discussions_projects/LEAD_peer_obs_.pdf

Peer-reviewed conference proceedings:

Kennedy-Clark, Galstaun, V., Reimann, P., & Handal, B. (2018). Developing authentic data literacy in preservice teacher education programs through action research. Proceedings of the International Conference on Information Communication Technologies in Education (ICICTE 2018), Crete, Greece (pp. 28-138).

Handal, B., Winchester, K., Watson, K. & Maher, M. (2018). Integrating STEM into the Curriculum: Dimensional Models. 2018 Hawaii University International Conferences STEAM – Science, Technology, Engineering, Arts , Mathematics & Education, June 6-8, Prince Waikiki, Hawaii (pp. 1-6). Available at: https://huichawaii.org/wp-content/uploads/2018/07/Handal-Boris-2018-STEM-HUIC.pdf

Handal, B. Lynch, S., Watson, K., Maher, M. & Hellyer, G. (2016). Teaching digital citizenship in higher education. In Mobile Learning Futures – Sustaining Quality Research and Practice in Mobile Learning, Laurel Evelyn Dyson, Wan Ng & Jennifer Fergusson (Eds.), 15th World Conference on Mobile and Contextual Learning mLearn 2016 Sydney, Australia, October 24-26, 2016 (pp. 112-121).
Handal, B. Lynch, S., Watson, K., & Maher, M.(2016). Digital citizenship: A new form of citizenship. In Knowledge Ecologies – 2016 Conference of the Philosophy and Education Society of Australasia. Fiji (pp. 69-82).
Handal, B., Watson, K., & Maher, M. (2016). Social diversity and class size. International Journal of Management and Applied Science, 3(1), 58-63. Available online at: http://www.iraj.in/journal/journal_file/journal_pdf/14-341-148921543558-63.pdf
ISBN: 978-93-86291-45-5. Available online at: http://www.worldresearchlibrary.org/up_proc/pdf/538-148067407813-18.pdf
Handal, B., & Watson, K, (2014). La implementación de las tecnologías mobiles en las escuelas. I Jornadas Nacionales de Humanidades Digitales: Culturas, Tecnologías, Saberes (17-19, November 2014). Buenos Aires. Asociación Argentina de Humanidades Digitales (AAHD). Available at: http://www.aacademica.org/jornadasaahd/15.pdf
Handal, B., Ritter, R. & Marcovitz, D. (2014). Implementing Large Scale Mobile Learning School Programs: To BYOD or not to BYOD. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2014 (pp. 755-760). Chesapeake, VA: AACE.
Handal, B., MacNish, J., & Petocz, P. (2013). Academics adopting mobile devices: The zone of free movement. In H. Carter, M. Gosper and J. Hedberg (Eds.), Electric Dreams. Proceedings ASCILITE 2013 Sydney. (pp.350-361).
Handal, B., Campbell, C., Cavanagh, M., & Dave, K. (2014). Appraising maths apps using the TPACK model. 15th Australasian Computer Education Conference (pp. 169-187), Adelaide, South Australia.
Handal, B., El-Khoury, J., Cavanagh, M., & Campbell, C . (2013). A framework for categorising mobile learning applications in mathematics education. Proceedings of the Australian Conference on Science and Mathematics Education (pp. 142-147). Canberra: IISME. Available at: http://ojs-prod.library.usyd.edu.au/index.php/IISME/article/view/6933
Handal, B., & Huber, E. (2011). Development of the new academic: the case for blended delivery. In Krause, K., Buckridge, M., Grimmer, C. and Purbrick-Illek, S. (Eds.) Research and Development in Higher Education: Reshaping Higher Education, 34 (pp. 150 – 160). Gold Coast, Australia, 4 – 7 July 2011.
Huber, E., Handal, B., Dutch, J., & Nixon, M. (2010). Using SMS and other Interactive Technologies to Foster Student Study Skills in the Transition Phase. Proceedings of the Global Asia-Pacific Conference on Learning and Technology, (pp. 3318-3323), AACE.
Handal, B., Handal, P., & Herrington, T. (2005). Evaluating maths education websites: teachers’ tools. Proceedings of the 20th Annual Biennial Conference of the Australian Association of Mathematics Teachers, pp. 153-165, Sydney.
Handal, B., & Herrington, T. (2005). Getting school maths online: Challenges and possibilities. Proceedings of the 20th Annual Biennial Conference of the Australian Association of Mathematics Teachers, pp. 146-152, Sydney.
Handal, B., Chinnappan, M, & Herrington, T. (2004). Adopting graphics calculators in NSW. Proceedings of the 2nd National Conference on Graphing Calculators (pp. 29-43). University Sains Malaysia. Available at: http://math.usm.my/Events/NCGC04Proc/PDF/BorisHandal.pdf
Handal, B. (2002, September). Teachers’ beliefs and gender, faculty position, teaching socio-economic area, teaching experience and academic qualifications. Proceedings of the 2002 International Biannual Conference of the UWS Self Research Centre (pp. 1-6), Sydney. Available at: http://edweb.uws.edu.au/self/Conferences/2002_CD_Handal.pdf
Handal, B., Bobis, J., & Grimison, L. (2001). Teacher’ mathematical beliefs and practices in teaching and learning thematically. In J. Bobis, B. Perry & M. Mitchelmore (Eds.), Numeracy and Beyond. Proceedings of the Twenty-Fourth Annual Conference of the Mathematics Education Research Group of Australasia Inc (pp. 265-272), Sydney: MERGA.

Non-refereed articles:
Handal, B., Watson, K., & Winchester, K. (2017). STEM education curricular models. Proceedings of the 2017 Australasian Science Education Research Association conference. Universidad of Technology Sydney.
Watson, K., Handal, B. & Deng, H. (2015). Positioning the class size debate: Understanding teacher views of professional practice. Qualitative Research: Beyond the Fractured Future Conference: Second international qualitative research conference (pp 23-24). Neuchatel, Switzerland: The Research Methods Laboratory.
Handal, B., Watson, K., Fellman, M., Maher, M., & White, M. (2014). Unpacking the beliefs and attitudes of Australian HREC members: an examination of influences on reviewer decision-making. Paper presented at the 21st Annual Meeting of The Australian Association for Professional and Applied Ethics, Conscience, Leadership & the Problem of “Dirty Hands”. The University of Notre Dame Australia, Sydney, 22-24 June.
Handal, B., Watson, K., & Maher, M. (2015). The class size paradox. The Faculty Magazine, 2(3), 47-50.
Handal, B. (2013). Mapping numeracy across the middle years. Reflections, 38(3), 9-10.
Handal, B. (2008). Students as mathematical modellers – using box-and-whisker plots. Reflections, 33(1), 48-49.
Handal, B. (2008). Visualising parabolas and straight lines. Proceedings of the 2007 Annual Conference of the Mathematical Association of New South Wales, Sydney. Reflections, 33(4), 21-22.
Handal, B. (2007). Binomial theorem and binomial probability online. Reflections, proceedings of the 2006 Annual Conference of the Mathematical Association of New South Wales, Sydney.
Handal, B. (2005). The Maths Internet Guide: A teaching story. Reflections, 30(2) 15-16. Mathematical Association of New South Wales.
Handal, B. (2005). My teaching story. Reflections, 30(2) 16-19. Mathematical Association of New South Wales.
Handal, B., Groenlund, C., & Gerzina, T. (2008). Dentistry students’ perceptions of eLearning tools. Proceedings of the ICT for Africa 2008 conference (p.13). International Center for Information Technology and Development. Southern University. Louisiana, USA. Available at: http://www.ictforafrica.org/download/ICT4Africa%20Conference%20Proceedings.pdf
Handal, B. (2003). Philosophies and pedagogies of mathematics. Philosophy of Mathematics Education Journal, (13). Available at: http://people.exeter.ac.uk/PErnest/pome17/handal.htm
Handal, B. (2002). Rest in Peace: The Stage 5 Syllabus (1997-2003). Reflections, 27(2), 12-16, Mathematical Association of New South Wales.
Handal, B. (2000). Teaching in themes: is that easy? Reflections, 25(3), 48-49.

Dissertations:

The University of Sydney (EdD):
Teachers’ Mathematical Beliefs and Practices in Teaching and Learning Thematically (2001).
Edith Cowan University (MEd):
Students’ Beliefs about the Usefulness of School Mathematics: A Case Study in Macau (1997).
Higher Pedagogical Institute of Peru (Honours):
Literacy and Mathematics Performance in Form Three Indigenous Bilingual Students (1989).

On the Media:

Education HD (13 June 2015):
http://au.educationhq.com/news/29601/mobile-learning-empowers-students-says-notre-dame-academic/
Education Review (29 July 2015:
http://www.educationreview.com.au/2015/07/new-research-schools-should-teach-cyber-ethics
UNDA – Media (29 June 2015):
http://www.nd.edu.au/news/media-releases/2015/069

Website Development:

Digital Resources