Publications: Hesterman, Sandra
Hesterman, S. (2015) Parent perceptions of a Reggio Emilia-inspired Middle School. Education and Society, 33 (1). pp. 77-96.
Lee-Hammond, L., Hesterman, S. and Knaus, M. (2015) What’s in your refrigerator? Children’s views on equality, work, money and access to food. International Journal of Early Childhood, 47 (3). pp. 367-384.
Hesterman, S. (2013) Early childhood designs for multiliteracies learning. Australian Journal of Language and Literacy, 36 (3). pp. 158-168.
Gardiner, V., Cumming-Potvin, W. and Hesterman, S. (2013) Professional learning in a scaffolded 'multiliteracies book club': Transforming primary teacher participation. Issues in Educational Research, 23 (3). pp. 357-374.
Hesterman, S. (2011) A Contested Space: the dialogic intersection of ICT, multiliteracies, and early childhood. Contemporary Issues in Early Childhood, 12 (4). p. 349.
Hesterman, S. (2011) Extending Reggio Emilia principles in the middle school context: A Western Australian case study. Educational Practice and Theory, 33 (1). pp. 73-91.
Hesterman, S. (2011) Multiliterate Star Warians: The force of popular culture and ICT in early learning. Australasian Journal of Early Childhood, 36 (4). pp. 86-95.
Hesterman, S. (2009) The willy wagtail tale: Knowledge management and e-learning enriching multiliteracies in the early years. Knowledge Management and E-Learning, 1 (4). pp. 251-268.
Hesterman, S. and Boase-Jelinek, D. (2013) Designing, developing and evaluating authentic online educational assessment. In: Teaching and Learning Forum 2013: Design, develop, evaluate - The core of the learning environment, 7 - 8 February 2013, Murdoch University, Murdoch, W.A
Gardiner, V., Cumming-Potvin, W. and Hesterman, S. (2012) Transforming professional learning: Scaffolding primary school teachers in a multiliteracies book club. In: 27th Annual Research Forum (Western Australian Institute for Educational Research Inc) Transforming practice: The value of educational research, 11 August 2012, University of Notre Dame, Fremantle, Western Australia
Hesterman, S. (2011) Crossing cultural interface between early childhood education and Child-Care services. In: 21st European Conference on the Quality of Early Childhood Education: Education from birth: Research, practices and educational policy, 14 - 17 September 2011, Lausanne, Geneva, Switzerland
Hesterman, S. (2011) Happiness in the middle school years. In: 26th Annual Research Forum (Western Australian Institute for Educational Research Inc) Educational Possibilities, 13 August 2011, University of Notre Dame, Fremantle, Western Australia
Hesterman, S. (2008) Early childhood designs for multiliterate techno tikes. In: 18th European Conference on the Quality of Early Childhood Education, 3 - 6 September 2008, Stavanger, Norway
Hesterman, S. (2008) Early childhood designs for multiliterate techno tikes. In: Western Australian Institute for Educational Research Forum 2008, 9 August 2008, Edith Cowan University, Mount Lawley
Hesterman, S. (2010) The Willy Wagtail Tale: ICT, multiliteracies and community connections. In: AARE 2010, 28 November - 2nd December 2010, University of Melbourne, Melbourne.
Hesterman, S. (2009) The Willy Wagtail Tale: ICT, multiliteracies and community connections. In: V International Conference on Multimedia and ICT in education, 22 - 24 April 2009, Lisbon, Portugal.
Hesterman, S. (2006) Star Wars project. In: Symposium presentation for INdustry Partners (IBM, ANSN etc.) on ARC Funded Research Project (LP0348656): A Pedagogy for Multiliteracies with ICT in ECE, 20 July 2006, Melbourne, VIC.
Hesterman, S. (2014) Policy into practice: Implementing the early years learning framework for Australia from a Western Australian perspective. In: Reed, M. and Walker, R., (eds.) A Critical Companion to Early Childhood. SAGE Publications Ltd, Singapore, pp. 240-249.
Hesterman, S. (2008) Star Wars project. In: Yelland, N., Lee-Hammond, L., O'Rouke, M. and Harrison, C., (eds.) Rethinking Learning in Early Childhood Education. Open University Press/McGraw-Hill Education, New York, USA, pp. 74-80.