Publications

Recent and most requested print publications:

Books

  • Mackenzie, N. M., & Scull, J. A. (Eds) (submitted to publisher June 2017), Understanding and supporting young writers, Routledge, UK: Oxfordshire.

Book Chapters

  • Mackenzie, N. M., & Scull, J. A. (submitted 2017). Introduction: Writing in the 21st Century. In N. M. Mackenzie & J. A. Scull (Eds), Understanding and supporting young writers, Routledge, UK: Oxfordshire.
  • Mackenzie, N. M. (submitted June 2017). The drawing and writing journey: Progressions in children’s learning. In N. M. Mackenzie & J. A. Scull (Eds), Understanding and supporting young writers, Routledge, UK: Oxfordshire.
  • Mackenzie, N. M. (submitted June 2017). Transitions and learning to write. In N. M. Mackenzie & J. A. Scull (Eds), Understanding and supporting young writers, Routledge, UK: Oxfordshire.
  • Scull, J. A., & Mackenzie, N. M. (submitted June 2017). Developing authorial skills: Child language leading to text construction, sentence construction and vocabulary development. In N. M. Mackenzie & J. A. Scull (Eds), Understanding and supporting young writers, Routledge, UK: Oxfordshire.
  • Mackenzie, N. M., & Spokes, R. (submitted June 2017). Handwriting, keyboarding or both? In N. M. Mackenzie & J. A. Scull (Eds), Understanding and supporting young writers, Routledge, UK: Oxfordshire.
  • Nicolazzo, M., & Mackenzie, N. M. (submitted June 2017). Teaching writing strategies. In N. M. Mackenzie & . A. Scull (Eds), Understanding and supporting young writers, Routledge, UK: Oxfordshire.
  • Mackenzie, N. M. (submitted in final form to editors Jan 2017), Writing in the early years. In A. Woods & B. Exley (Eds), Literacies in Early Childhood: foundations for equity and quality, Oxford University Press: Melbourne.
  • Mackenzie, N. M. (2017). Researching the learning and teaching of writing: A retrospective analysis of paradigms employed. In L. Ling & P. Ling (Eds), Methods and Paradigms in Education Research, (pp. 246-262). IGI Global: Hershey, Pennsylvania (USA).
  • Mackenzie, N. M. (2016). Becoming a Writer, In B. Raban & J. Scull (Eds), Growing up literate: Australian early literacy research, (pp. 177-194). Eleanor Curtain Pub: Sth Yarra, Australia.
  • Mackenzie, N. M. & Scull, J. A. (2015). Literacy: Writing. In S. McLeod & J. McCormack (Eds), Introduction to speech, language and literacy, (pp. 398-445). Oxford: Melbourne.
  • Mackenzie, N. M. (2014). Transitions to school and emergent writers. In B. Perry, S. Dockett & A. Petriwskyj (Eds), Transitions to school: International research, policy and practice, (pp. 89-102). Springer: London.
  • Mackenzie, N. M. (2010). Motivating young writers. In J. Fletcher, F. Parkhill & G. Gillon (Eds), Motivating literacy learners in today’s world, (pp. 23-32). New Zealand Council for Educational Research (NZCER): Auckland.
  • Green, W., Pennell, B., & Mackenzie, N. (2007). Literacy, Adolescence and Schooling: A literacy Challenge for the Middle Years. In S. Knipe (Ed), Teaching Middle Schools: Reframing Adolescence, Pearson: Frenchs Forest.

Journal Articles

  • McFarland, L., Mackenzie, N. M., & Thompson, N. (under review, submitted Feb 2017), Early Literacy in Children under Three: Perspectives of Early Childhood Educators and Parents, Journal of Early Childhood Literacy.
  • Mackenzie, N. M., & Petriwskyj, A. (2017). Understanding and supporting young writers: Opening the school gate. Australasian Journal of Early Childhood,
    42(4), 78-87.
  • Daffern,T., Mackenzie, N. M., & Hemmings, B. (2017). Testing spelling: How does a dictation method measure up to a proofreading and editing format? Australian Journal of Language and Literacy, 40(1), 28-45.
  • Daffern,T., Mackenzie, N. M., & Hemmings, B. (2017). Predictors of writing success: How important are spelling, grammar and punctuation? Australian Journal of Education, 61(1), 1-13.
  •  Mackenzie, N. M. (2016). Why drawing and talking support early writing development. Belonging Early Years Journal, 15(3), 10-11.
  • Mackenzie, N. M., & Scull, J. (2016). Using a Writing Analysis Tool to monitor student progress and focus teaching decisions. Practical Literacy: the early and primary years, 21(2), 35-38.
  • Mackenzie, N. M., Scull J., & Bowles, T. (2015). Writing over time: An analysis of texts created by Year One students. Australian Educational Researcher, 42(5), DOI 10.1007/s13384-015-0189-9 [one of 5 finalists in the Springer/AER Best Paper Award for 2015]
  • Mackenzie, N. M. (2015). Interactive writing: A powerful teaching strategy. Practical Literacy: the early and primary years, 20(3), 36-38.
  • Ling, L. M., & Mackenzie, N. M. (2015). Una perspectiva australiana sobre el desarrollo profesional docente en tiempos supercomplejos (trad. al castellano de A. González Royo). Psicología, Sociedad y Educación, 7(3), 370-386. http://www.psye.org/articulos/AustraliaSPANISH.pdf
  • Ling, L., & Mackenzie, N. M. (2015). An Australian perspective on teacher professional development in supercomplex times. Psychology, Society, and Education, 7(3), 264-278. http://www.psye.org/en/index.php http://www.psye.org/articulos/Australia.pdf
  • Daffern,T., Mackenzie, N., & Hemmings, B. (2015). The development of a spelling assessment informed by Triple Word Form Theory. Australian Journal of Language and Literacy, 38(2), 72-82.
  • Guo, K., & Mackenzie, N. M. (2015). Signs and codes in early childhood settings: an investigation of children’s drawing and second language learning. Australasian Journal of Early Childhood, 40(2), 78-86.
  • Daffern, T., & Mackenzie, N. M. (2015). Building strong writers: Creating a balance between the authorial and secretarial elements of writing. Literacy Learning: the Middle Years, 23(1), 23-32.
  • Mackenzie, N. M. (2014). Teaching early writers: Teachers’ responses to a young child’s writing sample. Australian Journal of Language and Literacy, 37(3), 182-191.
  • Mackenzie, N. M., & Hemmings, B. (2014). Predictors of success with writing in the first year of school. Issues in Educational Research 24(12), 41-54.
  • Mackenzie, N. M., Scull, J., & Munsie, L. (2013). Analysing writing: the development of a tool for use in the early years of schooling. Issues in Educational Research, 23(3), 375-391.
  • Mackenzie, N. M., & Knipe, S. (2006). Research dilemmas: Paradigms, methods and methodology. Issues in Educational Research, 16(2), 103-205.

Research Reports:

Mackenzie, N. M. (2015). Understanding and supporting young writers: Research report for the Victorian Curriculum and Assessment Authority, http://www.vcaa.vic.edu.au/Pages/earlyyears/evaluation-reports.aspx

Full print publication list available here.

Selected recent presentations

  • Mackenzie, N. M. (2015). What Do Preschool Teachers Understand About Children’s Writing Transitions? European Conference on Educational Research (ECER), Budapest, (7-11 September)
  • Daffern, T., & Mackenzie, N. M. (2015). Does Triple Word Form Theory provide a useful framework from which to assess proficiency in spelling? European Conference on Educational Research, Budapest (7-11 September)
  • Mackenzie, N. M. (2015). Powerful partnerships in Australia: university, public institution, primary schools and pre-schools, Association of Teacher Education in Europe, Glasgow (22-26 August).
  • Ling, L., & Mackenzie, N. M. (2015). Partnerships and professional learning: navigating the unknown, Association of Teacher Education in Europe, Glasgow (22-26 August).
  • Daffern, T., & Mackenzie, N. M. (2015). Does proficiency in spelling, grammar and punctuation predict success in writing? European Conference for Research on Learning and Instruction, Cyprus (August, 2015).
  • Mackenzie, N. M. (2015). Nurturing future wordsmiths: A focus on vocabulary, ALEA/AATE National Conference Canberra (3-6 July)
  • Mackenzie, N. M. (2015). Nurturing young writers: creating multimodal texts from the beginning, ALEA/AATE National Conference Canberra (3-6 July).
  • Daffern, T., & Mackenzie, N. M. (2015). Explicitly teaching spelling strategies: Does it lead to compliance or curiosity? ALEA/AATE National Conference Canberra (3-6 July)
  • Mackenzie, N. M., & Edwards-Groves, C. (2014). Learning to teach contemporary literacies: Pre-service Teachers’ and school students co-construct multimodal texts, American Education Research Association (AERA), Philadelphia.
  • Edwards-Groves, C., & Mackenzie, N. M. (2014). “I didn’t realise they knew so much”: What pre-service teachers learn through interacting with students in classrooms, American Education Research Association (AERA), Philadelphia.
  • Mackenzie, N. M. (2014). Nurturing vocabulary development: How does vocabulary impact learning? The National Learning and Teaching Conference, Brisbane.
  • Mackenzie, N. M. (2014). Interactive writing meets the interactive whiteboard: How does this process impact the learner? The National Learning and Teaching Conference, Brisbane.
  • Mackenzie, N.M. (2014). Understanding and supporting emergent writing.  How does our understanding impact children’s learning? The National Learning and Teaching Conference, Brisbane.

Full presentation list available here.