Kate E Williams

Queensland University of Technology

Australia

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Articles (21)

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2025

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2022

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2022

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2022

Collaborators (14)

Magdalena Janus

McMaster University

CANADA

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Linda Harrison

Charles Sturt University

AUSTRALIA

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Melissa Green

Professor

University of New South Wales

AUSTRALIA

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K. M. Gray

AUSTRALIA

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Kerryann Walsh

Queensland University of Technology

AUSTRALIA

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Sally Savage

Queensland University of Technology

AUSTRALIA

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Frances Doyle

Macquarie University

AUSTRALIA

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Emma Carpendale

Queensland University of Technology

AUSTRALIA

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Kristin Laurens

Queensland University of Technology

AUSTRALIA

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Stacy Tzoumakis

Senior Lecturer

Griffith University - Gold Coast Campus

AUSTRALIA

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Sheena Elwick

Senior Lecturer in Early Childhood Education

Charles Sturt University

AUSTRALIA

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Tanya Burr

Macquarie University

AUSTRALIA

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Lisa van Leent

Queensland University of Technology

AUSTRALIA

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Sandie Wong

Charles Sturt University

AUSTRALIA

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Kate E Williams

Research Interests

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Articles (21)

Relationships and sexuality education for primary school students: results of a pre-post intervention study

Neuroscience in early childhood education: a content analysis of Australian qualifications

Early childhood educators’ use of neuroscience: Knowledge, attitudes, self-efficacy and professional learning

Examining the effectiveness of a video‐based parent–child program on executive functions for children 5 to 6 years old: A randomized controlled trial

Effectiveness of Online Music Professional Development: Implementation Fidelity and Teachers’ Perspectives

Developing Early Childhood Teacher Confidence to Implement Classroom Music and Movement Activities: Key Professional Learning Features

Early self-regulation: kindergarten teachers’ understandings, estimates, indicators, and intervention strategies

Profiles of general, test, and mathematics anxiety in 9- and 12-year-olds: relations to gender and mathematics achievement

Translating neuroscience to early childhood education: A scoping review of neuroscience-based professional learning for early childhood educators

Feasibility and Potential Benefits of the Observe, Reflect, Improve Children’s Learning (ORICL) Tool: Perspectives of Infant–Toddler Educators

Feasibility and initial psychometric properties of the observe, reflect, improve children’s learning tool (ORICL) for early childhood services: A tool for building capacity in infant and toddler educators

A translational application of music for preschool cognitive development: RCT evidence for improved executive function, self‐regulation, and school readiness

Kindergarten teachers’ knowledge of and beliefs in the influence of music and movement on children’s self-regulation

Measurement Invariance Across Sex and Language Background of a Self-Report Social-Emotional Learning Questionnaire for Middle Childhood

Rhythm and movement delivered by teachers supports self-regulation skills of preschool-aged children in disadvantaged communities: A clustered RCT

Item response theory analysis of self-reported social–emotional learning competencies in an Australian population cohort aged 11 years.

A longitudinal model of sleep problems and classroom self-regulation across elementary school

Academic resilience from school entry to third grade: Child, parenting, and school factors associated with closing competency gaps

School-Based Mental Health Promotion and Early Intervention Programs in New South Wales, Australia: Mapping Practice to Policy and Evidence

Parental perceptions of the Sing&Grow programme: group music therapy building knowledge, confidence and social support

A review of Australian Government funding of parenting intervention research

Collaborators (14)

Magdalena Janus

Linda Harrison

Melissa Green

K. M. Gray

Kerryann Walsh

Sally Savage

Frances Doyle

Emma Carpendale

Kristin Laurens

Stacy Tzoumakis

Sheena Elwick

Tanya Burr

Lisa van Leent

Sandie Wong

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