Dr Neil Taylor

Professor, Science Education - School of Education

Neil Taylor

Phone: +61 2 6773 5064

Email: neil.taylor@une.edu.au

Biography

Neil Taylor is a member of the Science Education team in the School of Eduction.

Qualifications

BSc (Hons) (Belf), MA (Leic), MSc (Lond), PhD (QUT), PGCE (Lond)

Consultancy Interests

2010-2012 NZAID/World Bank (UniQuest): Science Advisor to Solomon Islands Curriculum and Resource Development Project
2007-2009  NZAID/World Bank (UniQuest):
Science Curriculum Development Consultant to the Tonga Education Support Program - Curriculum Reform Project
2003-2004  AusAID: Science Curriculum Advisor on the Lautoka Teachers' College Upgrade Project in Fiji
1999  UNESCO/NZODA:
Project manager for the development of the Pacific Science Series of ten primary level readers and accompanying Teacher's Guide published by Learning Media Ltd., New Zealand
1994  South Pacific Board of Educational Assessment
: Technical editor of the Pacific Senior Secondary Certificate Practical Manuals for Biology, Chemistry and Physics
1993  Fiji Government: Development of the Standardized Test of Achievement in Science for Fiji (Class 6)
1992 Review of environmental education in Fiji
1992  South Pacific Regional Environmental Program: Review of environmental education in the Republic of Kiribati

Research Interests

Science Education in developing countries
Environmental Education and Education for Sustainability
Students' mental models in science
Action Research

Grants and Funded Projects

Agency: Government of the Republic of Nauru (2013)
Project: Teacher education in the Republic of Nauru
Value: A$5.6 million

Agency: Omani Research Council (2013)
Project:  Establishing and researching school gardens in Oman as a resource for improving education outcomes
Value: US$400,000

Agency: AusAid (2009)
Project: Australian Leadership Award (ALA) Project in Early Childhood Education (ECE) Leadership
Value: A$390,000

Agency: Australian Research Institute in Education for Sustainability (2009)
Project:
Education for Sustainability for pre-service teacher education awards
Value:
A$15,000

Agency: Australian International Development Assistance Bureau (1992)
Project: South Pacific Environmental Education Programme
Value: US$360,000

Editorial Experience

Associated editor of the Turkish Journal of Science Education

Member of the editorial board of:
— International Journal of Environmental and Science Education
— Environmental and Economic Studies
— Asia-Pacific Journal of Cooperative Education

Publications

Books

Vlaardingerbroek, B., & Taylor N. (Eds). (2016). Issues in upper secondary science teacher quality: Comparative perspectives. Palgrave Macmillan: New York.

Taylor, N, Quinn, F., & Eames, C. (2015). Educating for Sustainability in Primary Schools: Teaching for the future. Rotterdam: Sense Publishers.

Vlaardingerbroek, B., & Taylor N. (Eds). (2014). Issues in upper secondary science education: Comparative perspectives. Palgrave Macmillan: New York.

Taylor, N, Quinn, F., Littledyke, M., & Coll, R. K. (Eds). (2012). Health education in context: an international perspective on the development of health education in schools and local communities. Rotterdam: Sense Publishers.

Vlaardingerbroek, B., & Taylor, N. (Eds). (2010). Getting into varsity: Comparability, convergence and congruence. New York: Cambria Press.

Littledyke, M., Taylor, N., & Eames, C. (Eds). (2009). Education for sustainability in the primary curriculum: a guide for teachers. Melbourne: Palgrave Macmillan.

Taylor, N, Littledyke, M., Eames, C., & Coll, R. K. (Eds). (2009). Environmental education in context: an international perspective on the development of environmental education. Rotterdam: Sense Publishers.

Vlaardingerbroek, B., & Taylor, N. (Eds). (2009). Secondary school external examination systems: A global overview of a robust educational phenomenon. New York: Cambria Press.

Coll R.K., & Taylor, N. (Eds.). (2008). Science education in context: An international perspective of the influence of context on science curriculum development, implementation and the student-experienced curriculum. Rotterdam: Sense Publishers.

Gaynor, W., Pene, F., & Taylor, N. (2000). Pacific Science: Teachers’ resource book (pp. 163). Wellington, New Zealand: Learning Media Limited.

Taylor, N. (1999). Pacific primary science: A guide for teachers (pp. 57). (2nd edition).Paris, France: UNESCO.

Taylor, N. (1993). Pacific primary science: A guide for teachers  (pp. 41). Paris, France: UNESCO.

Benson, C., & Taylor, N. (Eds.). (1992). Proceedings of the Pacific Teacher Education Forward Planning Conference (pp. 146). Suva, Fiji: University of the South Pacific.

Pacific Environmental Science Series

Taylor, N. (1999). The lives of insects (pp. 16). Auckland, New Zealand: Pearson Education Limited.

Taylor, N., & Thaman, R. (1999). Plants of the Pacific Islands (pp. 16). Auckland, New Zealand: Pearson Education Limited.

Taylor, N., & Watling, D. (1999). Birds of the islands (pp. 16). Auckland, New Zealand: Pearson Education Limited.

Taylor, N., & Keats, D. W. (1995). Crabs at the shore (pp. 16). Auckland, New Zealand: Longman Paul.

Taylor, N., & Keats, D. W. (1995). Life in the mangroves (pp. 16).Auckland, New Zealand: Longman Paul.

Taylor, N. & Keats, D. W. (1995). The coral reef community (pp. 16). Auckland, New Zealand: Longman Paul.

Book chapters

Serow, P., Taylor, N., Sullivan, T., Burnett, G., Tarrant, J., Angell, E., & Smardon, D. (2016). International partnerships for teacher education in Nauru. In R. Toumu’a, K. Sanga, & S. Johansson Fua (Eds.), Weaving theory and practice in Oceania: Selected papers from the second Vaka Pasifiki Education Conference (pp.168-181). Nuku’alofa, Tonga: Institute of Education, The University of the South Pacific.

Serow, P. & Taylor, N. (2016). Nauru. In B. Vlaardingerbroek & N. Taylor (Eds). Issues in upper secondary science teacher quality: Comparative perspectives. (pp. 161-169) Palgrave Macmillan: New York.

Vlaardingerbroek, B., & Taylor, N. (2016). Introduction: Upper secondary science teacher quality – ‘Those who can’. In B. Vlaardingerbroek & N. Taylor (Eds). Issues in upper secondary science teacher quality: Comparative perspectives. (pp. 1-5) Palgrave Macmillan: New York.

Vlaardingerbroek, B., & Taylor, N. (2015). Banking on quality upper secondary science teachers: An investment guide. In B. Vlaardingerbroek & N. Taylor (Eds). Issues in upper secondary science teacher quality: Comparative perspectives. (267-274) Palgrave Macmillan: New York.

Taylor, N, Quinn, F., & Eames, C. (2015). Why do we need to teach Education for Sustainability at the primary level? In N. Taylor, F. Quinn, & C. Eames (Eds). Educating for Sustainability in Primary Schools: Teaching for the future. (pp. 1-11), Rotterdam: Sense Publishers.

Quinn, F., & Littledyke, M., & Taylor, N. (2015). Issues and dimensions of sustainability. In N. Taylor, F. Quinn, & C. Eames (Eds). Educating for Sustainability in Primary Schools: Teaching for the future. (pp. 15-31), Rotterdam: Sense Publishers.

Quinn, F., Elliot, S., Taylor, N., & Littledyke, M. (2015). Education for Sustainability in primary science education. In N. Taylor, F. Quinn, & C. Eames (Eds). Educating for Sustainability in Primary Schools: Teaching for the future. (pp. 91-119), Rotterdam: Sense Publishers.

Jenkins, K., Taylor, N., & Reitano, P. (2015). Listening to teachers in the ‘bush’ In L. Graham & J. Miller (Eds). Bush Tracks: The opportunities and challenges of rural teaching and leadership. (pp. 36-50), Rotterdam: Sense Publishers.

Vlaardingerbroek, B., Taylor, N., & Lyons, T. (2014). Introduction: The upper secondary tier and the place of science therein. In B. Vlaardingerbroek & N. Taylor (Eds). Issues in upper secondary science education: Comparative perspectives. (pp. 1-9), Palgrave Macmillan: New York.

Vlaardingerbroek, B., & Taylor, N. (2014). Reflections on upper secondary science for the Twenty-First Century. In B. Vlaardingerbroek & N. Taylor (Eds). Issues in upper secondary science education: Comparative perspectives. (pp. 261-264), Palgrave Macmillan: New York.

Taylor, N., Quinn, F., & Miller, J. (2013). Sex Education and science: ‘Is science in schools the place to teach sex education?’ Forget it!’ In M. Watts (Ed). Debates in Science Education. (pp. 190-204), Routledge: London.

Taylor, N, Quinn, F., Littledyke, M., & Coll, R.K. (2012). Health education in context: An overview, and some observations. In N. Taylor, F. Quinn M., Littledyke & R.K. Coll, (Eds). Health education in context: an international perspective on the development of health education in schools and local communities (pp. 1-4), Rotterdam: Sense Publishers.

Taylor, N, Quinn, F., Littledyke, M., & Coll, R. K. (2012). Health education in context: Observations, conclusions and some recommendations. In N. Taylor, F. Quinn, M. Littledyke, & R.K. Coll, (Eds). Health education in context: an international perspective on the development of health education in schools and local communities (pp. 261-270), Rotterdam: Sense Publishers.

Cooper, B., & Taylor, N. (2011). Cooperative and work-integrated education in teacher education. In R.K. Coll & K.E. Zegwaard (Eds.), International handbook for cooperative and work-integrated education: International perspectives of theory, research and practice (pp. 207-217). Lowell, MA: World Association for Cooperative Education.

Coll, R. K., & Taylor, N. (2012). An international perspective of science curriculum development and implementation. In B. Fraser, K. Tobin, & C. MacRobbie (Eds). International Handbook of Science Education (2nd Edition) (771-782). Springer.

Vlaardingerbroek, B., & Taylor, N. (2010). Synthesis: Comparability, Convergence and Congruence? In B. Vlaardingerbroek & N. Taylor (Eds). Getting into varsity: Comparability, convergence and congruence (pp. 293-300), New York: Cambria Press.

Taylor, N, Littledyke, M., & Eames, C. (2009). Why do we need to teach Education for sustainability at the primary level? In M. Littledyke, N. Taylor, & C. Eames (Eds). Education for sustainability in the primary curriculum: a guide for teachers (pp. 1-7), Melbourne: Palgrave Macmillan.

Littledyke, M., & Taylor, N, (2009). Education for Sustainability in primary science. In M. Littledyke, N. Taylor & C. Eames (Eds). Education for sustainability in the primary curriculum: a guide for teachers (pp. 77-100), Melbourne: Palgrave Macmillan.

Taylor, N, Littledyke, M., Eames, C., & Coll, R. K. (2009). Environmental education in context: An overview, and some observations. In N. Taylor, M. Littledyke, C. Eames & R. K. Coll, (Eds). Environmental education in context: an international perspective on the development of environmental education (pp. 3-6), Rotterdam: Sense Publishers.

Taylor, N, Littledyke, M., Eames, C., & Coll, R. K. (2009). Environmental education in context: Observations, conclusions and some recommendations. In N. Taylor, M. Littledyke, C. Eames & R. K. Coll, (Eds). Environmental education in context: an international perspective on the development of environmental education (pp. 319-326), Rotterdam: Sense Publishers.

Taylor, N., Taloga, K., & Tagivakatini, S. (2009). Environmental education in Fiji: Issues of curriculum and consumption In N. Taylor, M. Littledyke, M. Eames, & R.K. Coll, (Eds). Environmental education in context: an international perspective on the development of environmental education (pp. 29-36), Rotterdam: Sense Publishers.

Vlaardingerbroek, B., & Taylor, N. (2009). Synthesis: External examinations in retrospect and prospect. In B. Vlaardingerbroek & N. Taylor (Eds). Secondary school external examination systems: A global overview of a robust educational phenomenon (pp. 337-349), New York: Cambria Press

Coll, R. K., & Taylor, N. (2008). Science education in context: An overview and some observations. In R.K. Coll & N. Taylor (Eds.). Science education in context: An international perspective of the influence of context on science curriculum development, implementation and the student-experienced curriculum (pp. xi-xiv), Rotterdam: Sense Publishers.

Coll, R. K., & Taylor, N. (2008). The influence of context on science curricula: Observations, conclusions and some recommendations for curriculum development and implementation. In R.K. Coll & N. Taylor (Eds.). Science Education in context: An international perspective of the influence of context on science curriculum development, implementation and the student-experienced curriculum (pp. 355-362), Rotterdam: Sense Publishers.

Taylor, N., Taloga, K., & Ali, S. (2008). Improving primary science education in Fiji using a multifaceted approach. In R.K. Coll & N. Taylor (Eds.). Science education in context: An international perspective of the influence of context on science curriculum development, implementation and the student-experienced curriculum (pp. 55-65), Rotterdam: Sense Publishers.

Taylor N., & Coll, R. K. (2008). Using analogies to increase students’ interest in science. In A. Harrison & R.K. Coll (Eds.). Using analogies in middle and secondary school science classrooms. The FAR guide – an interesting way to teach with analogies (pp. 32-45), USA: Corwin Press.

Taylor N., & Lyons, T. (2008). Earth science and astronomy analogies. In A. Harrison & R.K. Coll (Eds.). Using analogies in middle and secondary school science classrooms. The FAR guide – an interesting way to teach with analogies (pp. 231-264), USA: Corwin Press.

Corrigan, G., Taylor, N., & Cameron, B. (2004). Self-regulated Learning – How it can work. In N. McCrea (Ed.) Honouring our tertiary teaching (pp. 43-58), Armidale: University of New England.

Grainger, S., & Taylor, N. (2004). Cooperative education in teacher education. In R.K. Coll & C. Eames (Eds.). International handbook for cooperative education (pp. 159-169), Boston: World Association for Cooperative Education.

Maxwell, T. W., Bloomfield, D. M., & Taylor, N. (2004) Teaching/learning action research and connecting with the internship in the BEd primary at the University of New England. In N. McCrea (Ed.) Honouring our tertiary teaching (pp. 67-75), Armidale: University of New England.

Coll, R., & Taylor, N. (2002). Alternative conceptions of chemical bonding held by upper secondary and tertiary students. In R.K. Coll (Ed.) Science and Technology Education Research Papers (pp. 21-48). Hamilton: New Zealand: Centre for Science and Technology Education Research.

Taylor, N., Yeo, G., Veitayaki, J., & McDowell, R. (1994). Humans and the sea. In J. Garcia (Ed.) An introduction to marine science for the Pacific Islands (pp. 403-483). Suva, Fiji: Department of Extension Studies, University of the South Pacific.

South, R., & Taylor, N. (1994). The living ocean. In J. Garcia (Ed.) An introduction to marine science for the Pacific Islands (pp. 1-236). Suva, Fiji: Department of Extension Studies,University of the South Pacific.

Journal Articles
Science

Taylor, N., & Matthews, G. (1986). The effect of different adjuvants on the rainfastness of Bendiocarb applied to brussels sprout plants. Crop Protection, 5(4), 254-258.

Young, R., Bundy, D., & Taylor, N. (1984). A thermostable zone in survivorship and metabolism of a tropical marine cercaria. Comparative Biochemistry and Physiology, 78A, 793-798.

Education

Taylor, N., Taylor, S., Rizk, N., & Cooper, G. (2017). Suggestions for teaching floating, sinking and density. Teaching Science (in press).

Serow, P. Sullivan, T., Taylor, N. (2017). Integrating science and literacy using teacher-made readers. Journal of Science and Mathematics Education in South East Asia (in press).

Taylor, N., Taylor, S., & Litteldyke, M. (2017). Exploring insulation using ice-hands. Teaching Science, 63(2), 12-14.

Boyes, E., Stanisstreet, M., Skamp, K., Rodriguez, M., Malandrakis, G., Fortner, R., Kilinc, A., Taylor N., Chhokar, K., Dua, S., Ambusaidi, A., Cheong, I., Mijung, K., & Hye-Gyoung, Y. (2017). Renewable and nuclear energy: An international study of students’ beliefs about, and willingness to act, in relation to two energy production scenarios. Research in Science Education DOI 10.1007/s11165-017-9622-6

Taylor, N., Hansford, D., Rizk, N., & Taylor, S. (2017). Links in the chain: Bringing together literacy and science. Primary Science, 146, 5-7.

Birungi, A., Kivunja, C. & Taylor, N. (2016). Developing human and social capital through of non-formal education in Western Uganda: A pilot study. Central and Eastern European Journal of Management and Economics, 4(3), 211-226.

Quinn, F., Taylor, N., Coll, R.K., & McClune, W. (2016). Investigating views of science and humanities tertiary educated adults on Complementary and Alternative Medicines. The International Journal of Science in Society, 8(3), 31-49.

Fussell, M., Porter, K., Sullivan, T., Serow, P., Taylor, N., Smardon, D., & Burnett, G. (2016).Practitioner exchange: Teaching inquiry learning in the Social Sciences. The Social Educator, 34(1), 28-39.

Serow, P., Taylor, N., Sullivan, T., Tarrant, J., Burnett, G., Smardon, D., & Angell, E. (2016). Pre-service teacher education in Nauru: Where, who, and why. Australia and International Journal of Rural Education, 26(1), 17-19.

Kennedy, J.P., Quinn, F. & Taylor, N. (2016). The School Science Attitude Survey: A new instrument for measuring attitudes towards school science. International Journal of Research Methods in Education DOI: 10.1080/1743727X.2016.1160046.

Ambusaidi, A., Al-Yahyai, R., & Taylor, N. (2015). Establishing and researching school gardens in Oman as a resource for improving education and health outcomes. Economic and Environmental Studies, 15(4), 415-431.

Sullivan, T., Serow, P., Taylor, N., Tarrant, J., Angell, E., Burnett, G., & Smardon, D. (2015). Supporting families: A nurturing teacher education strategy in Nauru. Asia-Pacific Journal of Teacher Education. DOI: 10.1080/1359866X.2015.1115821

Serow, P., Taylor, N., Sullivan, T., Tarrant, J., Burnett, G., Smardon, D., & Angell, E. (in press). Pre-service teacher education in Nauru: Where, who, and why. Australia and International Journal of Rural Education.

Taylor, N., Bale, C., & Vlaardingerbroek, B. (2015). Representing the cell in diagrammatic form: A study of student preferences. Teaching Science, 61, 41-46.

Sullivan, T., Serow, P., Taylor, N., Burnett, G., Tarrant, J., Smardon, D., & Angell, E. (2015). A flexible delivery teacher education strategy Micronesia. Micronesian Educator, 21, 33-43.

Serow, P., Taylor, N., Burnett, G., Sullivan, T., Smardon, D., Tarrant, J., & Angell, A. (2014). One size doesn’t fit all: Teacher education in developing pacific island countries. Journal of the International Society for Teacher Education, 18(2), 18-28.

Ambusaidi, A., Malandrakis, G., Kilinc, A., Stanisstreet, M., Boyes, E., & Taylor, N. (2014). Omani school and university students’ opinions about public transport: Incentives and disincentives. Economic and Environmental Studies, 14(2), 97-123.

Kasanda, C., Zealand, D., & Taylor, N. (2014). Namibian pre-service science teachers’ perspectives on environmental issues. Economic and Environmental Studies, 14(1), 21-37.

Boyes, E., Stanisstreet, M., Skamp, K., Rodriguez, M., Malandrakis, G., Fortner, R., Kilinc, A., Taylor N., Chhokar, K., Dua, S., Ambusaidi, A., Cheong, I., Mijung, K., & Hye-Gyoung, Y. (2014). An international study of the propensity of students to limit their use of private transport in light of their understanding of the causes of global warming. International Research in Geographical and Environmental Education, 23(2), 142-165.

Vlaardingerbroek, B., Taylor, N., & Bale, C. (2014). The problem of scale in the interpretation of pictorial representations of cell structure. Journal of Biological Education, 48(3), 154-162.

Serow, P., Tobias, S., & Taylor, N. (2012). Mathematics curriculum development in the Republic of Nauru: Local teachers’ perspectives. Journal of the International Society for Teacher Education, 16(1), 168-175.

Ambusaidi, A., Al-Balushi, S.M., Al-Shuaili, A.H., & Taylor, N. (2012). Omani twelfth grade students’ most common misconceptions in chemistry. Science Education International, 23(3), 221-240.

Chokker, K., Dua, S., Taylor, N., Boyes, E., & Stanisstreet, M. (2012). Senior secondary Indian students’ views about global warming, and their implications for education. Science Education International, 23(2), 133-149.

Ambusaidi, A., Boyes, E., Stanisstreet, M., & Taylor, N. (2012). Omani pre-service science teachers’ views about global warming: beliefs about actions and willingness to act. International Journal of Environmental and Science Education, 7(2), 233-251.

Ambusaidi, A., Boyes, E., Stanisstreet, M., & Taylor, N. (2012). Students’ views about global warming in Oman: Beliefs about actions and willingness to act. International Research in Geographical and Environmental Education, 21(1), 21-39.

Kennelly, J., Taylor, N., & Serow, P. (2011). Education for Sustainability and the Australian Curriculum (Primary). Australian Journal of Environmental Education, 27(2), 209-218.

Kennelly, J., Taylor, N., & Serow, P. (2012). Early career primary teachers and Education for Sustainability. International Research in Geographical and Environmental Education, 21(2),139-153.

Jenkins, K., Reitano, P., & Taylor, N. (2011). Teachers in the bush: Supports, challenges and professional development. Rural Education in Australia, 21(2), 71-85.

Kennelly, J., Taylor, N., & Serow, P. (2011). Environmental education and the whole school approach in one Australian primary school. Economic and Environmental Studies, 11(2), 125-143.

Rodriguez, M., Boyes, E., Stanisstreet, M., Skamp, K., Malandrakis, G., Fortner, R., Kilinc, A., Taylor N., Chhokar, K., Dua, S., Ambusaidi, A., Cheong, I., Mijung, K., & Hye-Gyoung, Y. (2011). Can science education help to reduce global warming? An international study of the links between students’ beliefs and their willingness to act. International Journal of Science in Society, 2(3), 89-100.

Taylor, N. (2011). Editorial. Journal of Turkish Science Education, 8(1), 1-2.

Calik, M., Okur, M., & Taylor, N. (2011). A comparison of different conceptual change pedagogies employed within the topic of "sound propagation". Journal of Science Education and Technology, 20, 729-742.

Chokker, K., Dua, S., Taylor, N., Boyes, E., & Stanisstreet, M. (2011). Indian secondary students’ views about global warming: beliefs about the usefulness of actions and willingness to act. International Journal of Science and Mathematics Education, 9, 1167-1188.

Coll, R. K., & Taylor, N. (2009). Exploring international perspectives of scientific literacy: An overview of the special issue. International Journal of Environmental and Science Education, 4(3), 197-200.

Coll, R. K., Taylor, N., & Lay, M. (2009). Scientists’ habits of mind as evidenced by the interaction between their science training and religious beliefs. International Journal of Science Education, 31(6), 725-755.

Laidlaw, K. R., Taylor, N., & Fletcher, P. (2009). Teaching primary science in rural and regional Australia: Some challenges facing practicing and pre-service teachers. Journal of Science and Mathematics Education in South East Asia, 32(2), 105-130.

Jacmon, J., Malouff, J., & Taylor, N. (2009). Treatment of major depression: Effectiveness of cognitive behavior therapy with an internet course as a central component. E-Journal of Applied Psychology, 5(2), 1-8.

Taber, F., & Taylor, N. (2009). Climate of concern: A search for effective strategies for teaching children about Global Warming. International Journal of Environmental and Science Education, 4(2), 97-116.

Vlaardingerbroek, B., Taylor, N., & Haig, T. (2009). Student transition to full-time vocational education from mid-secondary school in Lebanon and Australia: A comparative study. Mediterranean Journal of Educational Studies, 14(1), 91-107.

Coll, R. K., Taylor, N., & Lay, M. (2008). Scientists and scientific thinking: Understanding scientific thinking through an investigation of scientists views about superstitions, and religious beliefs. Eurasia Journal of Mathematics, Science and Technology Education, 4(3),197-214.

Kennelly, J., Taylor, N., & Jenkins, K. (2008). Listening to teachers: Teacher and students roles in the New South Wales Sustainable Schools Program. Environmental Education Research, 14(1), 53-64.

Kennelly, J., Taylor, N., & Maxwell, T. (2008). A student teacher’s personal pathway to Education for Sustainability. Australian Journal of Environmental Education, 24, 24-33.

Kennelly, J., Taylor, N., & Maxwell, T. (2008). Addressing the challenge of preparing Australian pre-service primary teachers in Environmental Education: An evaluation of a dedicated unit. Journal of Education for Sustainable Development, 2(2), 141-156.

Taylor, N., Maiwaikatakata, T., Biukoto, E., Suluma, W., & Coll, R. (2008). Improving elementary science education in a developing country: A case study from Fiji. International Journal of Educational Reform, 17(2), 133-152.

Taylor, N., & Kennelly, J. (2007). Getting the point about ‘Western’ consumption patterns: Some student responses to a cartoon about ecological footprint. Geographical Education, 20, 58-62.

Kennelly, J., & Taylor, N. (2007). Education for Sustainability for the K-6 Curriculum: A unit of work for pre-service primary teachers in New South Wales. Australian Journal of Environmental Education, 23, 3-10.

Taylor, N., Doff, T., Jenkins, K., & Kennelly, J. (2007). Environmental knowledge and attitudes amongst a cohort of pre-service primary school teachers in Fiji. International Research in Geographical and Environmental Education, 16(4), 367-379.

Taylor, N., & Corrigan, G. (2007). New South Wales primary school teachers’ perceptions of the role of ICT in the primary science curriculum – a rural and regional perspective. International Journal of Science and Mathematics Education, 5(1), 85-109.

Vlaardingerbroek, B., & Taylor, N. (2007). The environmental knowledge and attitudes of prospective teachers in Lebanon: A comparative study. International Research in Geographical and Environmental Education, 16(2), 120-134.

Vlaardingerbroek, B., & Taylor, N. (2007). Upper secondary school physical science curricula in New Zealand after the national qualifications framework reforms. International Journal of Science and Mathematics Education, 5, 263-280.

Kennelly, J., & Taylor, N. (2006). Teachers’ perceptions of a new environmental education initiative for New South Wales, Australia, Education Today, 56(1), 17-23.

McConaghy, C., Graham, L., Bloomfield, D., Miller, J., Patterson, D., Lloyd, L., Jenkins, K., Hardy, J., Taylor, N., & Noone, G. (2006). 'Bush Tracks’: Exploring rural teaching transitions. Education in Rural Australia, 16(2), 3-11.

Taylor, N., Kennelly, J., Jenkins, K., & Callingham, R. (2006). The impact of an Education for Sustainability unit on the knowledge and attitudes of pre-service primary teachers at an Australian university. Geographical Education, 19, 46- 59.

Jarvis, T., Taylor, N., & McKeon, F. (2005). Promoting conceptual change in pre-service primary teachers through intensive small group problem-solving activities. Canadian Journal of Mathematics, Science and Technology Education, 5(1), 15-33.

Taylor, N., & Corrigan, G. (2005). Empowerment and confidence: pre-service teachers learning to teach science through a program of self-regulated learning.Canadian Journal of Mathematics, Science and Technology Education, 5(1), 41-59.

Taylor, N., & Nathan, S. (2005). Education for sustainability in New South Wales, Australia. Development Education Journal, 12(1),34-35.

Bloomfield, D. M., Taylor, N., & Maxwell T. W. (2004). Enhancing the link between university and schools through action research on teaching practicum. Journal of Vocational Education and Training, 56(3), 355-371.

Coll, R., & Taylor, N. (2004). Probing scientists’ beliefs: How open-minded are modern scientists? International Journal of Science Education, 26(6), 757-778.

Coll, R., & Taylor, N. (2004). Using experiential learning to develop education for sustainability. UNESCO-UNEVOC Bulletin, 9, 3.

Corrigan, G., & Taylor, N. (2004). An exploratory study of the effect a self-regulated learning environment has on pre-service primary teachers' perceptions of teaching science and technology. International Journal of Science and Mathematics Education, 2(1), 45-62.

Taylor, N., & Maxwell, T. M. (2004). Enhancing the relevance of a Professional Doctorate: The case of the Doctor of Education degree at the University of New England. Asia-Pacific Journal of Cooperative Education, 5(1), 60-69.

Coll, R., & Taylor, N. (2003). Towards a link between theory and practice in chemical education. Chemistry in New Zealand, 67(1), 28-32.

Coll, R., & Taylor, N. (2003). Parallel universes: Education research and chemistry teaching. Australian Journal of Education in Chemistry, 61, 23-28.

Coll, R., Taylor, N & Nathan S. (2003). Using work-based learning to develop education for sustainability: A proposal. Journal of Vocational Education and Training, 55, 169-181.

Nathan, S., & Taylor, N. (2003). Linking cooperative education and education for sustainability: A new direction for cooperative education? Asia-Pacific Journal of Cooperative Education, 4(2), 1-6.

Taylor, N., & Nathan, S. (2003). Education for Sustainability: Its evolution, principles and the role of school structures in its implementation. Education Today, 53(2), 10-18.

Taylor, N., & Nathan, S. (2003). Teaching about globalization and consumerism within the context of Education for Sustainability. Teaching and Learning, 24(2), 153-167.

Taylor, N., & Nathan, S. (2003). Some issues facing environmental organizations in developing countries: A case study of the South Pacific Action Committee for Human Ecology and the Environment. Australian Journal of Environmental Education, 19, 69-79.

Taylor, N., Nathan, S., & Coll, R. (2003). Education for Sustainability in regional New South Wales, Australia: An exploratory study of some teachers’ perceptions. International Research in Geographical and Environmental Education, 12(4), 289-309.

Taylor, N., Nathan, S., & Coll, R. (2003). An analysis of the new “Citizenship education: the global dimension” teaching resource: How effectively does it address the interaction between local and global issues? Education Today, 53(1), 12-20.

Taylor, N., Vlaardingerbroek, B., & Coll, R. (2003). Exploiting curriculum commonality in small island states: Some strategies for primary science curriculum development in the South Pacific. International Journal of Science and Mathematics Education, 1(2), 157-174.

Vlaardingerbroek, B., & Taylor, N. (2003). Teacher education variables as correlates of primary science ratings in thirteen TIMSS systems. International Journal of Educational Development, 23(4) 429-438.

Coll, R., & Taylor, N. (2002). Mental models in chemistry: Senior chemistry students’ mental model of chemical bonding. Chemistry Education: Research and Practice, 3(2), 175-184.

Coll, R., & Taylor, N. (2002). Advanced level chemistry students’ concepts of chemical bonding. Chemistry in New Zealand, 66(4), 39-42.

Coll, R., Taylor, N., & Fisher, D. (2002). The application of the Questionnaire on Teacher Interaction QTI and College and University Classroom Environment Inventory (CUCEI) instruments in a multicultural tertiary context. Research in Science and Technological Education, 20(2), 165-183.

Coll, R., Taylor, N., & Grainger, S. (2002). Can experiences from the teaching profession inform assessment practice for other work-based learning programmes? Asia-Pacific Journal of Cooperative Education, 3(1), 5-12.

Taylor, N., & Alchin, R. (2002). The development of the Pacific Science Reading Series. Asia-Pacific Book Development (UNESCO), 32(4), 9-11.

Taylor, N. & Coll, R. (2002). Assessing students’ prior concepts of physical change by the use of a purpose-designed survey instrument.  Journal of Science and Mathematics Education in South East Asia, 25(1), 25-40.

Taylor, N., & Coll, R. (2002). Using a constructivist-informed pedagogy to improve primary teachers’ understanding of physical science: A year-long study. Asia-Pacific Journal of Teacher Education and Development, 5(1), 47-76.

Taylor, N., & Coll, R. (2002). A comparison of pre-service primary teachers’ mental models of Kinetic Theory in three different cultures. Chemistry Education: Research and Practice, 3(3), 293-315.

Taylor, N., & Nathan, S. (2002). How science contributes to environmental reporting in British newspapers: A case study of the reporting of global warming and climate change. The Environmentalist, 22(4),325-331.

Taylor, N. (2001). A pragmatic approach to improving resources for primary science education in the South Pacific region. Asia-Pacific Journal of Education, 21(2), 124-130.

Taylor, N., & Coll, R. (2001). Employing models and analogies to engender conceptual change in science amongst pre-service primary school teachers in Fiji. Asia-Pacific Journal of Education, 21(1), 53-66.

Taylor, N., & Jones, P. (2001). Animal adaptation through modelling. Primary Science Review, 66, 17-20.

Taylor, N., & Nathan, S. (2001). Modelling a chain reaction in the classroom. School Science Review, 83(302), 103-104.

Taylor, N., & Lucas, K. (2001). Some learning outcomes from a science program for pre-service primary teachers undertaken in the context of a developing country. Evaluation and Research in Education, 15(4), 228-249.

Taylor, N., & Vlaardingerbroek, B. (2001). Reforming primary science through literacy: The Pacific Science Reading series. International Journal of Educational Reform, 10 (4), 347-355.

Coll, R., & Taylor, N. (2001). Alternative conceptions of chemical bonding held by upper secondary and tertiary students. Research in Science and Technological Education, 19(2),171-191.

Coll, R., & Taylor, N. (2001). Using constructivism to inform tertiary chemistry pedagogy. Chemistry Education: Research and Practice, 2(3), 215-226.

Coll, R., & Taylor, N. (2001). Alternative conceptions of chemical bonding amongst tertiary students: Nature and origins. Teaching and Learning, 21(1), 48-60.

Coll, R., Taylor, N., & Ali, S. (2001). Investigating Tertiary Level Teacher-Student Interactions in Fiji Using the Questionnaire on Teacher Interaction (QTI). Directions – Journal of Educational Studies, 23(2), 91-112.

Nathan, S., & Taylor, N. (2001). Education for Sustainability: An appropriate concept for Pacific Island Schools? Pacific Curriculum Network, 10(2), 3-7.

Taylor, N. (2000). Primary science in the South Pacific. Primary Science Review, 64, 16-19.

Taylor, N., & Coll, R. (2000). Concept mapping as a tool for monitoring student learning in science. Teaching and Learning, 20(2), 84-90.

Taylor, N., & Kings, C. (2000). Evaluating Pacific curricula - making learning relevant. Pacific Curriculum Network, 9(2),2-5.

Taylor, N., & Lucas, K. (2000). Implementing and evaluating a sequence of instruction on gaseous pressure with pre-service primary school student teachers. Australian Science Teachers' Journal, 46 (4), 34-42.

Taylor, N., & Vlaardingerbroek, B. (2000). A case study of educational planning for small developing nations: Pacific elementary science. International Journal of Educational Reform, 9(2), 155-162.

Coll, R., & Taylor, N. (2000). How do we see ourselves? Measuring perceptions of teaching style using the Questionnaire on Teacher Interaction (QTI) instrument. Teaching and Learning, 20(2), 20-30.

Coll, R., & Taylor, N. (2000).  Improving chemistry teaching through the study of the classroom learning environment. Chemistry in New Zealand, 64(1), 16-22.

Coll, R., & Taylor, N. (2000). Reply to Gray. Chemistry in New Zealand, 64(3), 7.

Coll, R., & Taylor, N. (2000). Improving tertiary chemistry teaching: Implications of science education research for classroom practice. Chemistry in New Zealand, 64(4), 17-24.

Kings, C., & Taylor, N. (2000). In-service education programmes in developing countries: Addressing the real needs of teachers. Journal of Practice in Education for Development, 5(2), 31-35

Lowery, R., Taylor, N., & Nathan, S. (2000). Some techniques for teaching about the structure and function of chromosomes. Australian Science Teachers' Journal, 46(1), 47-53.

Taylor, N. (1999). Using a constructivist teaching approach to enhance conceptual understanding of science: The pre-service training of Fiji primary teachers. Directions – Journal of Educational Studies, 21(2), 3-23.

Taylor, N. (1999). Pre-service primary teachers’ understanding of ‘Matter and how it changes’: A cross-cultural comparison. Journal of Science and Mathematics Education in South East Asia, 22(2), 14-29.

Taylor, N., & Coll, R. (1999). Pre-service primary teachers’ self efficacy in science teaching: The Fiji perspective. Pacific-Asian Education Journal, 11(1),32-45.

Taylor, N., & Coll, R. (1999).  The science learning environment: Some views from Fiji pre-service primary school teachers. Pacific-Asian Education Journal, 11(2),19-31.

Taylor, N., Lucas, K., & Watters, J. (1999). Collaborative science activities and the social construction of understanding of physical science concepts by pre-service teachers in Fiji. Research in Science Education, 29(4), 479- 500.

Taylor, N., Macpherson, C., & Nathan S. (1998). Ideas in conflict–learning about evolution in Fiji. Pacific-Asian Education Journal, 10(2),32-43.

Coll, R., & Taylor, N. (1998). The use of student profiles in science education: An alternative means of establishing student cognitive development. Journal of Science and Mathematics Education in South East Asia, 21(1), 1-15.

Kings, C., & Taylor, N. (1998). Evaluating science education in Pacific primary schools. Pacific Curriculum Network, 7(1),3-7.

Lucas, K., & Taylor, N. (1998). Some cautionary notes about employing the Socio-Cultural Environment Scale in different cultural contexts.

Journal of Science and Mathematics Education in South East Asia, 21(2), 37-43.

Tulip, D., Taylor, N., & Green, S. (1998). A technique to show the aging of human skin as a result of exposure to the sun. Australian Science Teachers' Journal, 44(1), 56-58.

Taylor, N. (1997). Some reflections on the challenge facing science educators in Fiji. Journal of Practice in Education for Development, 3(2), 67-69.

Taylor, N., & Coll, R. (1997). The use of analogy in the teaching of solubility to pre-service primary teachers. Australian Science Teachers' Journal, 43(4), 58-65.

Taylor, N., & Lucas, K. (1997). The trial of an innovative science program for pre-service primary teachers in Fiji. Asia-Pacific Journal of Teacher Education, 25(3), 325-343.

Taylor, N., & Macpherson, C. (1997). Traditional and religious beliefs and the teaching of science in Fiji. New Zealand Journal of Educational Studies, 32(2), 191-205.

Taylor, N., & Tulip, D. (1997). Constructing a model cell. Australian Science Teachers' Journal, 43(3), 43-45.

Taylor, N., & Tulip, D. (1997). Three activities to assist biology teachers in presenting conceptually difficult topics. Australian Science Teachers' Journal, 43(4), 49-51.

Taylor, N. (1996). Special educational needs provision in mainstream education: A look at two different approaches. Education Today, 46(1), 19-27.

Taylor, N., & Topalian, T. (1995). Environmental education in the South Pacific: An evaluation of progress in three countries. The Environmentalist, 15(3), 159-169.

Cook, A., & Taylor, N. (1995). The sustainability of aided curriculum development projects: The need for robust adaptive processes. Pacific-Asian Education Journal, 7(1&2), 67-71.

Macpherson, C., & Taylor, N. (1995). Some problems associated with the national trial of the standardized testof achievement in science for Fiji. Journal of Science and Mathematics Education in South East Asia, 18(2), 61-70.

Taylor, N. (1994). The primary-secondary transition: A case study of a Midland comprehensive school. Education Today, 44(1), 30-35.

Taylor, N. (1994). A regional approach to environmental education in the South Pacific. The Forum for Basic Education and Literacy - The Harvard Institute of International Development, 3(3), 12-13.

Taylor, N. (1994). Improving environmental education in the Republic of Kiribati: Constraints and future prospects. Pacific-Asian Education Journal, 6(1), 4-10.

Cook, A., & Taylor, N. (1994). Robust adaptive processes: The case for laboratory technicians in Fiji schools. Journal of Science and Mathematics Education in South East Asia, 17(2), 7-15.

Macpherson, C., & Taylor, N. (1994). The national trial of the new standardised test of achievement in primary science for Fiji: A comparison of sub-groups performances within the sample population.Journal of Science and Mathematics Education in South East Asia, 17(1), 8-14.

Taylor, N. (1993). Teaching science at the University of the South Pacific: Its special problems. Journal of Indian Education, 18(5), 18-24.

Taylor, N. (1993). The current status of primary science in the Republic of the Marshall Islands. Pacific Curriculum Network,2(1), 4-6.

Taylor, N. (1993). Ability-groupingand its effect on pupil behaviour: A case study of a Midland comprehensive school. Education Today, 43(2), 14-18.

Taylor, N., & Macpherson, C. (1993). Environmental education in Fiji. International Research in Geographical and Environmental Education, 2(1), 3-10.

McDowell, R., & Taylor, N. (1993). Marine information in the South Pacific: A survey of user information-seeking behaviour. Information Development, 9(3), 134-142.

Taylor, N. (1992). Fragile environments, robust solutions. Pacific Curriculum Network, 1(1), 24-25.

Taylor, N. (1992). Guest editorial. Directions – Journal of Educational Studies, 14(1), 1-2.

Taylor, N., & Macpherson, C. (1992). Primary science in Fiji: Some reflections on activity-based lessons. Journal of Science and Mathematics Education in South East Asia, 15(2), 40-45.

Taylor, N., & Brierley, D. (1992). The impact of the law on the development of a sex education program at a Leicestershire comprehensive school. Journal for Pastoral Care and Personal and Social Education, 10(1), 23-29.

Taylor, N., & Macpherson, C. (1992). Developing the standardized test of achievement in science for Fiji. Journal of Science and Mathematics Education in South East Asia, 15(1), 19-31.

Taylor, N. (1991). An analysis of the Fiji Junior Certificate Basic Science examination and its implications for the teaching of science in Fiji. Journal of Science and Mathematics Education in South East Asia, 14(2), 73-78.

Reviews

Taylor, N. (2011). A review of ‘Children Learning Outside the Classroom: From Birth to Eleven’ Sage, edited by Sue Waite, Children, Youth and Environments Journal, 21(1), http://www.colorado.edu/journals/cye/21_1/index.htm

Taylor, N. (2008). A review of ‘Looking South: Australia’s Antarctic agenda’ The Federation Press, edited by Lorne Kriwoken, Julia Jabour & Alan Hemmings, Australian Journal of Environmental Education, 24, 77-79.

Taylor, N. (2008). A review of ‘Essential skills for Science and Technology’ Oxford University Press, by Peter Zeegers, Kate Deller-Evans, Sandra Egege & Christopher Klinger, Higher Education Research and Development, 27(3), 298-300.

Taylor, N. (2005). A review of ‘Independent Science Challenges’ Hawker Browlow Education, by Charlotte Samiec, TalentED, 23(1&2), 57-58.

Taylor, N. (2005). A review of ‘Sustainability and Changing Rural Australia’ UNSW Press, edited by Chris Cocklin & Jaqui Dibden, Geographical Education, 18, 54-55.

Davies, P., & Taylor, N. (1986). Audio visual reviews: Bones, breaks and mends. Journal of Biological Education,20(1), 76-77.

id21 Education Research Highlights - University of Sussex-Institute of Development Studies (www.id21.org)

Taylor, N., & Lucas, K. (2002). Experiments in teacher training: Improving primary science education in Fiji (www.id21.org/education/E3nt1g2.html)

Taylor, N., & Vlaardingerbroek, B. (2002). Elementary science teaching in the Pacific: National, regional or imported models? (www.id21.org/education/E3nt1g1.html)

Children’s books and sections in children’s books

Lumelume, S., & Taylor, N. (1999). Mere and the caterpillar (pp. 17). Suva, Fiji: University of the South Pacific, Waka Books. (Marketed by Learning Media Ltd., Wellington, New Zealand.)

Takaro, M., & Taylor, N. (1999). Colours everywhere (pp. 7).Suva, Fiji: University of the South Pacific, Waka Books.

Taylor, N. (2002). Coral and coral reefs. In F. Pene and C. Manueli (Eds.) Coral Reefs in Pacific (pp. 1-3). Suva, Fiji: The University of the South Pacific.

Taylor, N. (2002). Reef relations. In F. Pene and C. Manueli (Eds.) Coral Reefs in Pacific (pp. 8-10). Suva, Fiji: The University of the South Pacific.

Taylor, N. (2002). Using the reef. In F. Pene and C. Manueli (Eds.) Coral Reefs in Pacific (pp. 26-29). Suva, Fiji: The University of the South Pacific.

Conference Proceedings & Presentations

Ambusaidi, A, Al-Yahyai, R., & Taylor, N. (2016). Introducing school garden into Omani schools: what we learned from piloting experiment. Paper presented in ISTEL-2016 Winter (2016 International Symposium on Teaching, Education and Learning-Winter Session), Bali, 2-4/2/2016.

Serow, P., Taylor, N., Sullivan, T., Tarrant, J., Burnett, G., Smardon, D., & Angell, E. (2014, October). Pre-service teacher education in Nauru: Where, who, and why. Paper presented at Society for the Provision of Education in Rural Australia. SPERA 2014. University of New England, Australia.

Keynote address: Taylor, N. (2013, May). Environmental and health education in context: An international perspective on their development and implementation. International Conference for Science Educators and Teachers. Pattaya, Thailand.

Quinn, F, Littledyke, M, Taylor, N., & Davis, C. (June, 2010). Integrating education for sustainability into pre-service primary teacher education: Forging connections in science and technology. Proceedings of the 14th International Organisation of Science and Technology Educators Symposium: Socio-cultural and Human Values in Science and Technology Education. Bled, Slovenia.

Rodríguez, M., Boyes, E., Stanisstreet, M., Skamp, K., Malandrakis, G., Fortner, R., Kilinc, A., Taylor, N., Chhokar, K., Dua, S., Ambusaidi, A., & Cheong, I. (2010, November). Can science education help to reduce Global Warming? An international study of the links between students’ beliefs and their willingness to act. Paper to be presented at the Second International Conference on Science in Society, Carlos III University of Madrid, Spain.

Kennelly, J., Taylor, N., & Serow, P. (2008, July). Engagement, self-efficacy and intention to teach environmental Education in two pre-service primary teachers. In T. Hays & R. Hussein (Eds.), Proceedings of the Inaugural Postgraduate Research Conference: Bridging the Gap between Ideas and Doing Research (pp. 115-122), Armidale, Australia.

Coll, R.K., & Taylor, N. (2007, July). Science education in context.  An international perspective on curriculum development and implementation.  Paper presented at the 38th Annual Conference of the Australian Association of Science Education, Freemantle, Australia.

Kennelly, J.A., Taylor, N., & Jenkins, K.A. (2007, August). Using mixed methods in an essentially qualitative study: Reflections on design and process in an education for sustainability context. In R. Hussein & T. Hays (Eds.), Proceedings of the Inaugural Postgraduate Research Conference: Bridging the Gap between Ideas and Doing Research (pp. 184-197), Armidale, Australia.

Vlaardingerbroek, B., & Taylor, N. (2006, December). How ‘green’ are our prospective teachers?  A comparative Lebanon/Australia study. Paper presented at the Centre for Science and Mathematics Education Research Colloquium. American University of Beirut, Lebanon.

Taylor, N. (2006, December). Environmental knowledge and attitudes amongst a cohort of pre-service primary school teachers in Fiji.  Paper presented at the Annual Conference of the Australian and New Zealand Comparative and International Education Society, Canberra, Australia.

McConaghy, C., Graham, L., Bloomfield, D., Miller, J., Paterson, D., Lloyd, L. Jenkins, K., Taylor, N., Hardy, J., & Noone, G. (2005, November). The Bush Tracks Collective: Researching rural teaching transitions in pedagogy and leadership.  Symposium 52: Australian Association for Research in Education (AARE) International Conference Sydney, www.aare.edu.au: McC05688

Coll, R.K., Taylor N., & Lay, M.C. (2005, October). Making sense of science: Insights from scientists.  In B. Hand, L. Yore, & M. Shelley (Eds.), Proceedings of the Gold Standards(s) of Science Literacy Conference (pp. 1-44). Victoria, BC.

Coll, R.K., Taylor N., & Lay, M.C. (2005, July). Probing scientists' beliefs. Paper presented at the 36th annual conference of the Australasian Science Education Research Association. Hamilton, New Zealand.

Coll, R.K., & Taylor, N. (2004, April). An investigation of cognitive dissonance between religious beliefs and scientific thinking. In D.B. Zandvliet (Ed.), Proceedings of the Annual Meeting of the National Association for Research in Science Teaching (pp. 1-16).  Vancouver, BC.

Corrigan, G., & Taylor, N. (2003, July). An exploratory study of the effect a self-regulated learning environment has on pre-service primary teachers' perceptions of teaching science and technology.  Paper presented at the 34th Annual Conference of the Australian Association of Science Education, Melbourne, Australia.

Taylor, N., Nathan, S., & Coll, R.K. (2003, March). Examining the potential role of cooperative education in education for sustainability. In C. Gribble (Ed.), Proceedings of the Seventh Annual New Zealand Conference on Cooperative Education (pp. 84-92).  Christchurch, New Zealand.

Taylor, N., Vlaardingerbroek, B., & Coll, R. (2002, December). Primary science education development in the South Pacific: Some views about interventions. P. Ninnes & L. Tamatea (Eds.) Proceedings of the 30th Annual Conference of the Australian and New Zealand Comparative and International Education Society (pp. 227-238), Armidale, Australia.

Coll, R.K., & Taylor, N. (2002, November). Probing scientific beliefs. Paper presented at the 3rd Annual New Zealand Science Education Symposium. Wellington, New Zealand.

Jarvis, T., McKeon, F., & Taylor, N. (2002, September). Promoting conceptual change through group discussion of thought provoking science problems.  Paper presented at the Annual Conference of the British Educational Research Association, Exeter, England.

Coll, R., Taylor, N., & Grainger, S. (2002, March). Can experiences from the teaching profession inform assessment practice for other work-based learning programmes? Proceedings of the 6th Annual New Zealand Association for Cooperative Education Conference (p. 28-37), Christchurch, New Zealand.

Coll, R., Taylor, N., & Fisher, D. (2002, April). An application of the Questionnaire on Teacher Interaction and College and University Classroom Environment Inventory in a multicultural tertiary context.  Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, New Orleans, LO.

Taylor, N. (1999, March). Improving primary school teachers’ understanding of physical science. Invited presentation to Nauru’s primary school teachers: Director of Education, Nauru.

Taylor, N. (1999, January). Using a constructivist teaching approach to enhance conceptual understanding of science: The pre-service training of Fiji primary teachers.  Paper presented at the Pacific Association of Teacher Educators’ Conference, Suva, Fiji: University of the South Pacific.

Taylor, N., Lucas, K., & Watters, J. (1998, April). Challenging pre-service elementary teachers' assumptions about the teaching of science in Fiji. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, San Diego, CA.

Taylor, N. (1991, July). AIDS: The local and global situations. R. Charan (Ed.). Proceedings of the Chemical Society of the South Pacific Conference - Science in the '90s (pp. 125-135). Lautoka, Western Division, Fiji.

Technical Reports

Taylor, N. (2004). A review of the Doctor of Education degree at the University of New England (pp. 88). Armidale, Australia: The University of New England.

Taylor, N. (1992). Environmental education in Fiji (pp. 77). Suva, Fiji: The Ministry of the Environment, National Environmental Management Project.

Taylor, N. (1992). Environmental education in the Republic of Kiribati (pp. 19). Apia, Western Samoa:South Pacific Regional Environmental Program.

Magazine Articles

Taylor, N. (1986). The probationary teacher's diary, STEAM, Imperial Chemical Industry (ICI) Science Teachers' Magazine, 8, 4-5.

Curriculum and Assessment Materials
Tertiary (Postgraduate)

Taylor, N., Maiwaikatakata, T., & Buikoto, E. (2006).  Science Education 2:  Lecturers’ Handbook (pp. 305). Fiji: Ministry of Education, Lautoka Teachers’ College.

Taylor, N., Maiwaikatakata, T., & Buikoto, E. (2005).  Science Education 1:  Lecturers’ Handbook (pp. 315). Fiji: Ministry of Education, Lautoka Teachers’ College.

Taylor, N., Maiwaikatakata, T., & Buikoto, E. (2005).  Foundation Science: Lecturers’ Handbook (pp. 200). Fiji: Ministry of Education, Lautoka Teachers’ College.

Lucas, K., & Taylor, N. (1997). Curriculum studies in science education (pp. 36).Brisbane, Australia: Open Learning, Queensland University of Technology.

Secondary

McClune, B., Jarman, R., Alexander, J., Walsh, P., & Taylor N. (2007). Learning science – Making news (A Teachers’ Guide) (pp. 50). Belfast: Queen’s University of Belfast Media Services.

Charan, D., Singh, A., & Taylor, N. (1993). Fiji Year 11 chemistry practical manual (pp. 64). Suva, Fiji:Ministry of Education.

Charan, D., Singh, A., & Taylor, N. (1993). Fiji Year 12 chemistry practical manual (pp. 57). Suva, Fiji:Ministry of Education.

Primary

Taylor, N., & Timon, B. (Eds.) (1999). Environmental science for Kiribati (Year 4, Teacher’s Guide) (pp. 52). Tarawa, Kiribati: Ministry of Education, Training and Technology.

Taylor, N. (1994). The sun and its heat: Environmental science for Kiribati (Year 6, Teacher's Guide) (pp. 32). Suva, Fiji: University of the South Pacific.

Taylor, N. (1994). The sun and its heat: Environmental science for Kiribati (Year 6, Pupil Book) (pp. 18). Suva, Fiji: University of the South Pacific.

Taylor, N. (1993). The standardised test of achievement in science for Fiji (Year: Version X). Suva, Fiji:Ministry of Education.

Taylor, N. (1993). The standardised test of achievement in science for Fiji  (Year 6:Version Y). Suva, Fiji:Ministry of Education.

Taylor, N. (1993). Plants: Environmental science for Kiribati (Year 6, Pupil Book) (pp. 20). Suva, Fiji: University of the South Pacific.

Taylor, N. (1993). Plants: Environmental science for Kiribati (Year 6, Teacher's Guide) (pp. 25).Suva, Fiji: University of the South Pacific.

Taylor, N., Salesa, G., & Taribo, A. (1992). Our food: Environmental science for Kiribati (Year 6, Pupil Book) (pp. 25). Suva, Fiji: University of the South Pacific.

Taylor, N., Salesa, G., & Taribo, A. (1992). Our food: Environmental science for Kiribati (Year 6, Teacher's Guide) (pp. 43). Suva, Fiji: University of the South Pacific.