Dr Cam Brooks
Affiliate Educator
Book Chapters
Brooks, Cameron, Burton, Rochelle and Hattie, John (2021). Feedback for learning. Building better schools with evidence-based policy: adaptable policy for teachers and school leaders. (pp. 65-70) edited by Kelly-Ann Allen, Andrea Reupert and Lindsay Oades. London, United Kingdom: Routledge. doi: 10.4324/9781003025955-9
Brooks, Cameron and Burton, Rochelle (2020). Research to reality: Feedback for learning: Building capability to improve outcomes. Learning under the lens. (pp. 171-184) edited by Annemaree Carroll, Ross Cunnington and Annita Nugent. Abingdon, Oxfordshire, United Kingdom: Routledge. doi: 10.4324/9780429027833-12
Hattie, John, Gan, Mark and Brooks, Cameron (2017). Instruction based on feedback. Handbook of research on learning and instruction. (pp. 290-324) edited by Richard E Mayer and Patricia A Alexander. New York, New York, United States: Taylor and Francis. doi: 10.4324/9781315736419-23
Journal Articles
Yang, Suijing, Lodge, Jason M. and Brooks, Cameron (2025). Capturing multi-layered regulated learning in collaboration. Metacognition and Learning, 20 (1) 2, 1-39. doi: 10.1007/s11409-024-09409-7
Brooks, Cameron, Burton, Rochelle, Van der Kleij, Fabienne, Ablaza, Christine, Carroll, Annemaree, Hattie, John and Salinas, Jaime Garcia (2024). “It actually helped”: students’ perceptions of feedback helpfulness prior to and following a teacher professional learning intervention. Frontiers in Education, 9 1433184, 1-12. doi: 10.3389/feduc.2024.1433184
Treschman, Paul, Stylianou, Michalis and Brooks, Cam (2024). A scoping review of feedback in physical education: conceptualisations and the role of teachers and students. European Physical Education Review, 30 (4), 545-562. doi: 10.1177/1356336x241230829
Brooks, Cam, Carroll, Annemaree, Gillies, Robyn and Hattie, John (2022). Ikaskuntzarako atzeraelikadura-matrize bat. e-Hizpide. Helduen euskalduntzearen aldizkaria (100). doi: 10.54512/psok9612
Brooks, Cameron, Burton, Rochelle, van der Kleij, Fabienne, Carroll, Annemaree and Hattie, John (2021). Towards student-centred feedback practices: evaluating the impact of a professional learning intervention in primary schools. Assessment in Education: Principles, Policy and Practice, 28 (5-6), 633-656. doi: 10.1080/0969594x.2021.1976108
Brooks, Cameron, Burton, Rochelle, van der Kleij, Fabienne, Ablaza, Christine, Carroll, Annemaree, Hattie, John and Neill, Sophia (2021). Teachers activating learners: The effects of a student-centred feedback approach on writing achievement. Teaching and Teacher Education, 105 103387, 103387. doi: 10.1016/j.tate.2021.103387
Brooks, Cameron, Burton, Rochelle, van der Kleij, Fabienne, Carroll, Annemaree, Olave, Karen and Hattie, John (2021). From fixing the work to improving the learner: an initial evaluation of a professional learning intervention using a new student-centred feedback model. Studies in Educational Evaluation, 68 100943, 100943. doi: 10.1016/j.stueduc.2020.100943
Brooks, Cameron, Huang, Yangtao, Hattie, John, Carroll, Annemaree and Burton, Rochelle (2019). What is my next step? School students' perceptions of feedback. Frontiers in Education, 4 96. doi: 10.3389/feduc.2019.00096
Brooks, Cameron, Carroll, Annemaree, Gillies, Robyn and Hattie, John (2019). A Matrix of Feedback for Learning. Australian Journal of Teacher Education, 44 (4), 14-32. doi: 10.14221/ajte.2018v44n4.2
Thesis
Brooks, Cameron David (2016). Feedback for learning: a mixed methods study in the upper primary classroom. PhD Thesis, School of Education, The University of Queensland. doi: 10.14264/uql.2016.644