Book:

      Purnell, K. (2026). Wired to learn [Mini-book]. Zenodo. https://doi.org/10.5281/zenodo.18157452

Wired to Learn is a mini‑book that explains how human brains change across the lifespan and what this means for real classrooms, families, and workplaces. It translates contemporary neuroscience of neuroplasticity, memory, attention, stress, motivation, and adolescent brain development into clear, practical strategies for teaching, parenting, and leading. Across four sections, the book moves from core brain science to everyday practices, then to a reimagined view of adolescence (ages 9–32), and finally to future‑focused, brain‑smart teaching in an AI‑saturated world. Written for educators, parents, leaders, policymakers, and adult learners, it challenges fixed‑ability myths and shows how environments, relationships, and deliberate practice shape the developing brain. The emphasis is on accurate, myth‑free science and usable tools that make learning possible for everyone, at any age, in any setting.

You may wish to view the short video overviewing key aspects of this mini-book at  https://share.descript.com/view/zzOB7HRXAEB

Zenodo Educational Neuroscience Papers:

These open‑access Zenodo papers by Professor Ken Purnell showcase evidence‑informed, clearly explained work at the intersection of educational neuroscience and practice, written to support Master of Educational Neuroscience students and the wider community of educators and curious readers.

Each paper translates complex brain research into practical, brain‑friendly insights you can apply in real classrooms, workplaces, and everyday life. It is published on Zenodo with a stable DOI, ensuring the work remains reliably citable and accessible online over time.

Purnell, K. (2026). Cognitive Load Theory Informed by Educational Neuroscience and Artificial Intelligence: Implications for Preservice Teachers and Teacher Educators. Zenodo. https://doi.org/10.5281/zenodo.18370535   

This contemporary work extends from my collaboration with Professor John Sweller, my PhD supervisor at the University of New South Wales and developer of Cognitive Load Theory in the late 1980s, and connects that foundation to the new Australian Institute for Teaching and School Leadership Core Content 1: 'The Brain and Learning' for all initial teacher education course and a new standard for teachers Australia-wide from 2026, as well as to the ways AI is now influencing the brain systems our students rely on to learn well.

🎬  You may wish to view the short video overviewing key aspects of this paper at https://share.descript.com/view/1JHq5pt87zk

Purnell, K. (2026). AI’s Secrets. Zendo. https://doi.org/10.5281/zenodo.18452250

AI’s Secrets is a concise, practical guide for educators who want to use AI without compromising deep learning or academic integrity. Grounded in cognitive science and neuroscience, it explains what chatbots do well, where they distort memory and study habits, and how to design tasks and governance so AI amplifies rather than replaces students’ thinking. It also unpacks issues such as hallucinations, environmental costs, and the gap between vendors’ promises and real-world performance, offering clear questions and strategies you can apply immediately in your own context.

You may wish to view the short video overviewing key aspects of this paper at https://share.descript.com/view/3v6ZfAUEuEh

Purnell, K. (2026). Calm Brain, Strong Choices. Zendo. https://doi.org/10.5281/zenodo.19076563

What is happening in a student’s brain when they shut down, lash out, or cannot follow even a clear instruction? Calm Brain, Strong Choices answers this with both precision and practical relevance. Drawing on current neuroscience, it shows that dysregulated behaviour is not defiance. It is biology.

Professor Ken Purnell guides teachers through a clear, evidence-informed sequence: regulate, relate, then reason. He explains why calm must come before correction, and why the adult’s state is often the most powerful regulatory influence in the room.

From recognising nervous system cues to understanding how sleep deprivation leaves teenagers neurologically compromised, this paper translates complex brain science into strategies teachers can apply immediately.

If consequences alone have not worked, this paper explains why and shows what to do instead.

🎬  A five-minute explainer video for educators accompanies the paper and is available at: https://youtu.be/UX_-IF8GqFc

Purnell, K. (2026). Lost your mind? Zenodo. https://doi.org/10.5281/zenodo.18644724

Where is your mind right now, and why can no one find it, even with the best brain scanners on Earth? This short, accessible paper walks you through five deceptively simple questions that modern neuroscience still cannot answer about consciousness, from what it is to whether it can exist without a working brain, to whether your mind is sculpting your brain as much as your brain is shaping your mind. Blending vivid examples with up‑to‑date research, it invites you as an educator, student, or simply a curious person to rethink what you think you ‘know’ about the brain, consciousness, the mind, and who you really are.

🎬  You may wish to view the short video overviewing key aspects of this paper at https://share.descript.com/view/4jbW6kxEDn3

Purnell, K. (2026). What can neuroscience now measure? Zenodo. https://doi.org/10.5281/zenodo.18820479

Neuroscience has moved beyond educated guesswork. We can now record brain activity, trace neuronal pathways, and test cause-and-effect relationships in living brains.

This short article explains what today’s tools can genuinely measure, from single cells to whole-brain scans, and how the findings are beginning to connect. It also makes the limits clear, so you can distinguish solid brain-based evidence and speak about the brain with real confidence.

🎬  You may wish to view the short video overviewing key aspects of this paper at https://share.descript.com/embed/pd7t6XNtXQF

Beer, C. & Purnell, K. (2026). What can neuroscience now measure? Zenodo. https://zenodo.org/records/19382325

What If Small Talk Is the Most Important Thing You Do Today?

Every workplace runs on micro-conversations — the quick check-in, the hallway greeting, the email reply that takes ten seconds but lands for days. Small Talk, Big Impact argues these brief exchanges are not background noise. They are where trust is built or quietly broken.

Drawing on neuroscience, complex systems theory, and organisational research, Col Beer and Ken Purnell (CQUniversity Australia) show why management cultures built on metrics and control backfire — and what leaders can do instead. The paper also takes an honest look at AI: powerful for spotting patterns, but dangerous when it replaces the human moments that make people feel safe to speak up.

Readable, evidence-based, and practical — this one will change how you think about your next conversation.

🎬 Watch the 3-minute companion video: https://share.descript.com/view/I7OnH5PyzPV

Purnell, K. (2026). Consciousness and the brain. Zenodo. https://doi.org/10.5281/zenodo.18989516

This paper examines the relationship between consciousness and brain function, engaging with a question that sits at the intersection of neuroscience, philosophy, and human experience. It is written to be thought-provoking and accessible, and I warmly invite readers to explore the paper and consider its implications.

🎬  You may wish to view the short video overviewing key aspects of this paper at https://share.descript.com/view/bb6G5oq45qz

A recent article in The Conversation by Ken:

Purnell, K. (2026, March 8). School hours have barely changed since the 1800s. This doesn’t suit teenagers’ sleep. The Conversation. https://doi.org/10.64628/AA.hj9dpdvhj   

The full paper, Rethinking the school day for healthier brains, calmer classrooms and safer communities, is available at https://doi.org/10.5281/zenodo.18915817

What if many student behaviour and learning problems are shaped less by unwillingness and more by a school day that works against the adolescent brain? This full article brings together neuroscience and education research to show why rethinking school timing could improve focus, well-being, behaviour, and even community safety. It offers a fresh, evidence-based argument for designing schools around how young people actually function.

Brain Basics Model video by Ken:

Unlock how your brain really works in just a few minutes with this clear, no‑nonsense Brain Basics Model that turns “neuro-jargon” into everyday language you can actually use. This short video walks you through the brain’s core structures and functions using a simple visual model, helping you see why attention, emotion, and memory matter so much for learning.

Whether you are simply curious about your own brain, a teacher looking to make lessons stick, or an Educational Neuroscience student seeking a clear conceptual anchor, this is a fast, engaging watch that sharpens your thinking about thinking.

Purnell, K. (2021). Brain basics model [Video]. YouTube. https://www.youtube.com/watch?v=xAFbWOzSAJs

Refereed journals:

        Newman, J., & Purnell, K. (2023). Reshaping Leadership in Schools: A Social Neuroscience Lens. Archives in Neurology & Neuroscience, 14 (1), 1-5. https://irispublishers.com/ann/pdf/ANN.MS.ID.000829.pd

      Purnell, K., Playsted, S., & Kennedy, J. J. (2023). Using chatbots wisely in Education. MindBrainEd Think Tank+, March 2023, 20. https://www.mindbrained.org/2023/03/using-chatbots-wisely-in-education/

         Purnell, K. (2021, June). Stress education: Enhancing achievements and wellness by better understanding our brain. MindBrained Think Tank+. https://www.mindbrained.org/2021/06/how-a-deep-look-at-stress-and-the-brain-guides-us-in-teaching-students-about-it

      Purnell, K. (2021).  Trans/Informing our Practices Through Knowledge and Use of Educational Neuroscience. MindBrained Think Tank+, 7(2), 36-39. https://www.mindbrained.org/wp-content/uploads/2021/02/TT-S2S-p1.png

      Purje, R., & Purnell, K. (2020). Students using Responsibility Theory and their ‘powerhouse’ to maximise learning and wellbeing. Education Review, November 20.

      Purnell, K. (2020).  FutureLearn 4 short courses in Educational Neuroscience by Central Queensland University. MindBrained Think Tank+, 6(9), 39. https://www.mindbrained.org/september-2020-professional-development/

      Purnell, K. (2020).  Educational Neuroscience: Trans/Informing our practices through knowledge and use of Educational Neuroscience. MindBrained Think Tank+, 6(4), 33-36. https://www.mindbrained.org/april-2020-professional-development/

       Fasso, W., Knight, B. & Purnell, K. (2016). Distributed leadership of school curriculum change: an integrative approach. School leadership & management, 36 (2), 204-220. http://doi.org/10.1080/13632434.2016.1209177

       Purnell, K. (2013). Building Geography’s New Frontier: Implementing the Australian Curriculum Geography. Geographical Education, 26, 42-50. 

      Purnell, K., & Muldoon, N. (2012). Informed prescription and informed professionalism in geographical education. Geographical Education, 25, 29-38.

      Harrison,  A., & Purnell, K.N. (2011). Developing accurate student conceptions in Geography and Science. Geographical Education, 24, 34-40.

      Purnell, K. N.  (2010). Geography teaching: Sharing the expertise. Geographical Education, 23, 41-48.

      Purnell, K.N., McCarthy, R., & McLeod, M. (2010). Student success at university: Using early profiling and interventions to support learning. Studies in Learning, Evaluation, Innovation and Development, 7 (3), 77-86.

      Purnell, K. N.  (2009). Geography Teaching Standards and the development of teacher expertise. Geographical Education, 22, 6-8.

      Miles, B., Greer, L., Akbar, D., Dawson, M., Lyons, T., Purnell, K,. & Tabert, S., (2009). Investigating the barriers and enablers in attracting and retaining suitably qualified professionals to specialist teaching and non-teaching roles in Queensland State Schools. Brisbane: Department of Education and Training.

      Purnell, K. N. & Hutchinson, N.  (2008). Geography takes centre stage: Australia’s new national curriculum. Geographical Education, 21, 8-14.

      Grainger, P. Purnell, K.N., & Zipf, R.  (2008). Judging quality through substantive conversations between markers. Assessment & Evaluation in Higher Education, 33, 133 – 142. https://doi.org/10.1080/02602930601125681

       McKavanagh, M, & Purnell, K.N. (2007). Student Learning Journey: Supporting student success through the Student Readiness Questionnaire. Studies in Learning, Evaluation, Innovation and Development, 4, 27-38.

      Purnell, K. N.  (2007). Geography fieldwork: Making a difference by using a ‘backward design process’ to enhance learning. Geographical Education, 20, 45-50.

      Tabert, S. & Purnell, K. (2007). Making Energy a Priority in Schools: An Analysis of Energy Behaviours. CQU Edited Collection.

      Tabert, S. & Purnell, K. (2007). Making energy a priority in schools: An evaluation of the Queensland Solar Schools Initiative. In B. A. Knight, B. Walker-Gibbs, & J. Delamoir (eds.), Research Into 21st Century Communities. Ch. 14.

      Purnell, K. N. (2006). Making connections and creating sustainable futures through a residential learning program in the middle years of schooling. Geographical Education, 19, 37-45.

      Purnell, K. N. (2006). Geography – Making connections and creating futures. Geographical Education, 19, 2-3.

     Miles, R. & Purnell, K. N. (2005). Climate change: How real is it? The issues and implications, Geographical Education, 18, 31-45.

     Gralton, A., Sinclair, M. & Purnell, K.  (2004). Changes in Attitudes, Beliefs and Behaviour: A Critical Review of Research into the Impacts of Environmental Education Initiatives, Australian Journal of Environmental Education, 20(2). 41-52. https://doi.org/10.1017/S0814062600002196

      Purnell, K., Sinclair, M. & Gralton, A.  (2004). Sustainable Schools: Making energy efficiency a lifestyle priority, Australian Journal of Environmental Education, 20(2), 81-91. https://doi.org/10.1017/S0814062600002226 

      Purnell, K. N.  (2004). Creating sustainable futures through experiential learning in an energy efficiency in schools program. Geographical Education, 17, 40-51.

      Purnell, K. N., Callan, J., Whymark, G., & Gralton, A. (2004). Managing learner interactivity: A precursor to knowledge exchange. In S. Aldred, L. Hinton & P. A. Danaher (Eds.), Best practice in university learning and teaching: Learning from our challenges (Part 2). Theme issue of Studies in Learning, Evaluation, Innovation and Development, 1(2), 32-44.

      Whymark, G., Callan, J., & Purnell, K. N. (2004). Online learning predicates teamwork: Collaboration underscores student engagement. In S. Aldred, L. Hinton & P. A. Danaher (Eds.),  Best practice in university learning and teaching: Learning from our challenges (Part 2). Theme issue of Studies in Learning, Evaluation, Innovation and Development, 1(2), 61-71.

      Purnell, K. & Waters, N. (2003). Geography futures: Assessing student achievement using ICTs to enhance student learning. Geographical Education, 16. 18-23.

      Purnell, K. N.  (2002).  Geography for all. Geographical Education, 15, 3.

      Purnell, K. N.  (2000).  Contextualised learning through in-school vocational education: Aspects of the Queensland experience.  International Journal of Vocational Education and training, 8, 45-68.

      Jeffery, S. & Purnell, K. N.  (1998).  Selecting to study at a regional university:  Factors influencing enrolment choices of school leavers and beginning students.  Journal of College Admissions, 160.

      Cuskelly, E. & Purnell, K. N.  (1997).  Hearing distance education student voices: Issues and implications for practice.  Distance Education, 18 (2).

      Crock, M., & Purnell, K. N.  (1996).  Improving learning through computer based assessment.  Education Journal.

      Purnell, K. N., Cuskelly, E., Danaher, P.  (1996). Improving distance education for university students:  Issues and experiences of students in cities and rural areas.  Journal of Distance Education, XI (2), 75-101.

      Purnell, K. N.  (1995).  Empirical research and geography teaching [Review of Empirical research and geography teaching].  International Research in Geographical and Environmental Education, 4, 110-111.

     Purnell, K. N. & Hallinan, P.  (1995).  School-based senior school curriculum studies for preservice teachers.  South Pacific Journal of Teacher Education, 23, 35-43.

      Purnell, K. N., Lee, C. & Lambert, D.  (1995).  Promoting world class standards in geography with junior high school students.  International Research in Geographical and Environmental Education, 4,  32-43.

      Purnell, S. E., & Purnell, K. N.  (1995).  Infant regulation of breastmilk intakes and the effects on milk supply and composition.  Research report.  Nunawading, Victoria: NMAA.  (Refereed paper of 6 pages.)

      Lambert, D. & Purnell, K. N.  (1994).  International testing in geography:  Comparing students' achievements within and between countries.  Assessment in Education: Principles, Policy and Practice, 1, (2), 167-179.

      Purnell, K. N.  (1993).  Evaluating quality geographical and environmental education research.  International Research in Geographical and Environmental Education, 2, (1), 70-72.

      Purnell, K. N., & Solman, R. T.  (1993).  Improving learners' comprehension of technical material using developments in cognitive science.  Queensland Researcher, 9, 24-30.

      Purnell, K. N., & Solman, R. T.  (1993).  The application of cognitive load theory to improve the learning of spatial information.  International Research in Geographical and Environmental Education, 2, (2), 80-91.

      Danaher, P. A. & Purnell. K. N.  (1992).  Object categorisation and concept development of adult learners.  Queensland Researcher., 8, (1) 13-20.

From my PhD at the University of New South Wales (1988 to 1991)  with Professor Robert Solman and Professor John Sweller of Cognitive Load Theory fame - see https://research.unsw.edu.au/people/emeritus-professor-john-sweller/publications.  St. Andrews Cathedral School in Sydney, where I taught as Head of Department for eleven years in the 1980s, has a video interview that outlines central aspects of the theory from 2019: https://youtu.be/srkgXMHdaUs

      Purnell, K. N., & Solman, R. T.  (1991).  The influence of technical illustrations upon students' comprehension in geography.  Reading Research Quarterly, 26, 277-299. https://doi.org/10.2307/747764     (Reading Research Quarterly, at the time, was the world's leading journal in reading.)

      Purnell, K. N., Solman, R. T., & Sweller, J.  (1991).  The effects of technical illustrations on cognitive load.  Instructional Science, 20, 443-462.  https://doi.org/10.1007/BF00116358

Book chapters - refereed:

     Fasso, W., Knight, B. & Purnell, K. (2016). Navigating, negotiating and nullifying research around school curriculum change. In D. Rossi, F. Gacenda, & P. A. Danaher (Eds.), Navigating the education research maze: Contextual, conceptual, methodological and transformational challenges and opportunities for researchers (pp 145-161). Melbourne, Victoria: Palgrave Macmillan. http://doi.org/10.1007/978-3-319-39853-2

     Harrison, A. & Purnell, K.N. (2012). Sustainability education in Australia: Using the evidence. In M. Robertson (Ed.) Schooling for Sustainable Development: A focus on Australia, New Zealand and the Oceanic region. Sydney: Springer.

     Tabert, S. & Purnell, K. (2007). Making energy a priority in schools: An evaluation of the Queensland Solar Schools Initiative. In B. A. Knight, B. Walker-Gibbs, & J. Delamoir (eds.), Research Into 21st Century Communities. Ch. 14.

Book chapters:

     Purnell, K. (2025). From study buddy to critical friend: How GenAI is reshaping teaching and learning. In M. Jha, E. Yadegaridehkordi, &  P. Oliveri (Eds.), Exploring GenAI in the classroom: Best practices (pp. 45–58). CQUniversity Australia.

     Ackworth, K. & Purnell, K. (2014). Marine environments. In C.Acworth, R.Cook, T. Eggleton, X. Guo, k. Hargroves, D. Marinova, P. Newman, K. Purnell, J. Sammut, K. Thompson & F. Tonnizo (Eds.), Geography for the Australian Curriculum 10 (pp. 123-139). Melbourne: Cambridge University Press.

     Purnell, K. N.  (1996).  Case studies.  In M. Naish & R. Gerber (Eds.), Qualitative Research Methods in Geography (pp. 85-94).  Armidale, NSW: International Geographical Union.

     Purnell, K. N. & Cuskelly, E.  (1996).  University students learning at a distance in rural and metropolitan settings: Focus groups research.  In G. Lawrence, K. Lyons & S. Momtaz (Eds.), Social change in rural Australia: Perspectives from the Social Sciences (pp. 201-217).  Rockhampton: Central Queensland University, Rural Social and Economic Research Centre.

Chief Editor for International Symposium Refereed Proceedings:

     Purnell, K., Lidstone, J. & Hodgson, S. (2006)  Changes in Geographical Education: Past, Present and Future. Proceedings of the International Geographical Union Commission on Geographical Education Symposium, Brisbane. International Geographical Union Commission on Geographical Education and Royal Geographical Society of Queensland, ISBN: 0 949286141

Conference presentations and proceedings (including refereed conference proceedings)

         Newman, J. & Purnell, K. (2026, January 8-11, in press). Viewing Learning Science through the Teaching Lens: The DREAM Framework in Action. Proceedings of the Hawaii International Conference on Education, USA. https://hiceducation.org/proceedings-library/

        Purnell, K. (2026, January 8-11, in press). Neuroeducation: Why Understanding the Brain Matters for Teachers and Students. Proceedings of the Hawaii International Conference on Education, USA. https://hiceducation.org/proceedings-library/

        Purnell, K. & Burgos, D.  (2026, January 8-11, in press). Beyond the Hype: Harnessing AI in Schools Without Losing the Human Edge. Proceedings of the Hawaii International Conference on Education, USA. https://hiceducation.org/proceedings-library/

       Purnell, K. (2025). From study buddy to critical friend: How GenAI is reshaping teaching and learning. In M. Jha, E. Yadegaridehkordi, & P. Oliveri (Eds.), Exploring GenAI in the classroom: Best practices (pp. 45–58). CQUniversity Australia.

        Purnell, K. (2026, January 19). Brains, Habits, and the Social Classroom.  [Workshop presented to CQU School of Trades staff with 150 attendees]. Central Queensland University. See the two-minute overview video here and a related two-minute video, Future-Ready Brain-Smart Teaching

        Purnell, K. (2025, December 4). Empowering Learners in our AI Age: Study Buddy, Future Skills, and Classroom Strategies  [Professional development workshop]. St Brendan’s College, Yeppoon. 100 staff.

     Purnell, K. (2025, January 22). Classroom management session – Neuroscience-backed strategies for VET classroom success [Workshop presented to CQU School of Trades staff]. Central Queensland University.

        Purnell, K. N. (2025, February 12). Designing brain-friendly micro-credentials: Lessons from practice [Conference presentation]. Lillehammer Lifelong Learning Virtual Conference 2025 – Norway. https://www.lillehammerlll.no/programme-2025/ with 815 participants from 80 countries.

        Purnell, K. (2025, January 4-7). EVs and the Road Ahead: Teachers and Students Balancing Innovation and Reality. Proceedings of the Hawaii International Conference on Education, USA. https://hiceducation.org/proceedings-library/

            Purnell, K. (2025, January 4-7). Teaching and Learning by Using Our Three Brains: Head, Heart, and Gut. Proceedings of the Hawaii International Conference on Education, USA. https://hiceducation.org/proceedings-library/

            Purnell, K. & Newman, J.  (2025, January 4-7). Teachers as Architects of Brain Plasticity: Amplifying Your Neuroplastic Power. Proceedings of the Hawaii International Conference on Education, USA. https://hiceducation.org/proceedings-library/

            Purnell, K. (2024, December 5). Brain-friendly teaching to maximise achievements and well-being [Professional development workshop]. St Brendan’s College, Yeppoon. https://www.loom.com/share/d35b3dd6f194459885855c65163c2c41?sid=33ea1e3b-6c72-4346-81da-0038b9a5fa93

            Newman, J. & Purnell, K. (2024, January 3-7). The 8 Steps to Engage the Learner: Neuroscience for Evidence-Based Teaching. Proceedings of the Hawaii International Conference on Education, USA. http://hiceducation.org/wp-content/uploads/2024/03/EDU202.pdf

           Purnell, K. (2024, January 3-7). Maximizing Learning Impact: Embracing Interactive Feedback with Students. Proceedings of the Hawaii International Conference on Education, USA. https://hiceducation.org/proceedings-library/

            Purnell, K.  & Newman, J. (2024, January 3-7). Neuroplasticity, Neuromyths, and Memory: What My Students and I Should Know About the Brain and Learning. Proceedings of the Hawaii International Conference on Education, USA. https://hiceducation.org/proceedings-library/

           Newman, J. & Purnell, K. (2023, 22-24 June). Disrupt autopilot during social interactions between leaders and team members to build trust, connect, grow and thrive. Australian Curriculum Studies Association Conference, Brisbane.

         Newman, J. & Purnell, K. (2023, 3-6 January). Redefining Leadership in Schools: A Neuroscience Perspective. Proceedings of the Hawaii International Conference on Education, USA.  https://hiceducation.org/proceedings-library/

        Purnell, K. (2023, 3-6 January). Student Feedback Using Video. Proceedings of the Hawaii International Conference on Education, USA. https://hiceducation.org/proceedings-library/

        Purnell, K., & Teghe, D. (2023, January 3-6).  Addressing Teacher Shortages and Education in Pandemic Times: Quality Remote Learning Informed by Educational Neuroscience. Proceedings of the Hawaii International Conference on Education, USA.  https://hiceducation.org/proceedings-library/

        Purje, R. & Purnell, K. (2020). Responsibility Theory®:  A leap forward in behaviour management using brain-friendly strategies by students and teachers. Proceedings of the Hawaii International Conference on Education, USA, 755-756. https://hiceducation.org/proceedings-library/

        Purnell, K. (2020). Brain Science and the Future of Education. Proceedings of the 2020 Hawaii University International Conferences: Arts, Humanities, Social Sciences and Education, USA. 1-2.  https://hiceducation.org/proceedings-library/

      Purnell, K. (2020). Using Educational Neuroscience to maximize teacher and student learning and wellness. Proceedings of the Hawaii International Conference on Education, USA, 757-758. https://hiceducation.org/proceedings-library/

       Teghe, D. & Purnell, K. (2020). The Social Brain: lessons from the development and delivery of PD online in Educational Neuroscience at a university. Proceedings of the Hawaii International Conference on Education, USA, 582-583. https://hiceducation.org/proceedings-library/

      White, M. & Purnell, K. (2020). Neuroeducation for teachers and school students. Proceedings of the Hawaii International Conference on Education, USA, 759-760. https://hiceducation.org/proceedings-library/

      Purje, R. & Purnell, K. (2019, January). Nurturing our powerhouse – the brain – to optimize learning. Proceedings of the Hawaii International Conference on Education, USA, 2019. https://hiceducation.org/proceedings-library/

      Purnell, K. (2019, January). Building teacher assessment capabilities to improve instrument quality and teacher marking reliability. Proceedings of the Hawaii International Conference on Education, USA, 2019. https://hiceducation.org/proceedings-library/

     Teghe, D. & Purnell, K. (2019, January). ‘The Social Brain’ - an online professional development module in educational neuroscience. Proceedings of the Hawaii International Conference on Education, USA, 2019. https://hiceducation.org/proceedings-library/

      Purje, R. & Purnell, K. (2018, January). Learning using Complex Brain-Based Multi-Movement Therapy: The case of former World Champion Boxer, John Famechon and school student examples. Proceedings of the Hawaii International Conference on Education, USA, 2018, 505-525. https://hiceducation.org/proceedings-library/

     Purnell, K. (2018, January). World-class assessment practices in Grades 11 and 12. Proceedings of the Hawaii International Conference on Education, USA, 2018, 495-497. https://hiceducation.org/proceedings-library/

     White, M. & Purnell, K. (2018, January). Enhancing everyday resilience in adolescents through neuroeducation. Proceedings of the Hawaii International Conference on Education, USA, 2018, 283-299. https://hiceducation.org/proceedings-library/

      Purnell, K. (2016, August). Improving assessment in Geography. International Geographical Union – Commission for Geographical Education International Conference, Singapore, 2016, 9. Available http://files.seaga.webnode.com/200000387-218de22870/Proceedings%20IGU-CGE%202016.pdf

     Purnell, K. (2016, January). Should we fail more students? Hawaii International Conference on Education. Retrieved from http://www.hiceducation.org/EDU2016.pdf. Available in digital proceedings ISSN #1541-5880.

     Purnell, K. (2016, January). Strengthening marker judgments using calibration processes. Hawaii International Conference on Education. Retrieved from http://www.hiceducation.org/EDU2016.pdf.  Available in digital proceedings ISSN #1541-5880.

     Purnell, K. (2015, October). Blended general and vocational education: Experiences from schools. October VET Conference – invited speaker. Mackay: Central Queensland University.

     Purnell, K. (2015, September). Building student resilience to increase retention. Strategies for Student Retention Conference – invited speaker. Melbourne: Criterion Conferences.

     Purnell, K. (2015, May). I have the power: using my brain plasticity and stretch goals to improve my learning. Central Queensland University Seminar for Year 12 students, Rockhampton.

     Purnell, K. (2015, March). Retention, stretch goals and self-monitoring. Student Recruitment and Retention Forum – Invited speaker, Sydney: Informa.

     Purnell, K. (2014, March). Implementing the Australian Curriculum Economics and Business: Lessons from early trials. Australian Curriculum Aligning Learning Areas Conference of the Queensland Studies Authority, Brisbane Convention & Exhibition Centre.

     Purnell, K. (2014, February). Pre-birth to age 5: Contemporary messages from neuroscience. Children’s Champions Conference in Rockhampton, Queensland.

     Purnell, K. (2014, January). Letting students into the secret: Aligning assessment and using exemplars. Hawaii International Conference on Education. Retrieved from http://www.hiceducation.org/EDU2014.pdf

     Purnell, K. (2012, April). Quality assessment practices using Information Technology: Lessons from neuroscience. Brisbane: QSA.

     Purnell, K. & Dudley, B. (2012, January). Developing assessor expertise through social moderation. Hawaii International Conference on Education. Available on CD Rom:  ISSN #1541-5880.

     Purnell, K. (2011, December). You can teach an ‘old dog’ new tricks: Neuroplasticity and improving assessment culture. Brisbane: QSA.

     Purnell, K. & Dudley, B. (2011, July). The quality of judgments of standards evidenced in student responses to assessment: Moderation, neuroplasticity and learning. Brisbane: QSA.

     Purnell, K. (2007, September). Literacy outcomes from extended Middle Years of Learning Programs at NKIEEC.  Queensland Outdoor and Environmental Education Annual Conference, North Keppel Island.

     Purnell, K. (2007, April). Human ethics and implications for research. Central Queensland University Research Higher Degree Students and Supervisors Seminar, Rockhampton.

     Purnell, K., Tennent, B. & Cardnell, (2007, March). Quality feedback on assessment. Central Queensland University Learning & Teaching Seminar, Rockhampton.

     Purnell, K., Ames, K. & Cardnell, (2007, March). Assessment for learning. Central Queensland University Staff Induction Seminar, Rockhampton.

     Grainger, P., Purnell, K. & Zipf, R. (2006, October). Judging quality through substantive conversations between markers. Central Queensland University Learning & Teaching Seminar, Rockhampton.

     Purnell, K. N. (2006, September).  Sustainability and climate change: Implications for practices. Rockhampton Diocese Spring School, Rockhampton.

     Purnell, K. N. (2006, August).  Climate change – how real is it and what does it mean? Greening Australia and Livingstone Shire Council, Enviro-living Expo, Yeppoon.

     Purnell, K. N. (2006, June). Teachers and what they do matters: The importance of direct instruction to achieve learning gains for all learners. Queensland Studies Authority, Bardon Centre, Brisbane.

     Purnell, K. N. (2006, June). Education for sustainability: Innovative learning experiences for middle year students on a tropical island. International Geographical Union – Commission for Geographical Education International Conference, Brisbane, Queensland. Refereed.

     Purnell, K. N. (2006, January). Creating preferred sustainable futures through residential learning and industry connections. Australian Geography Teachers Association Conference, Launceston, Tasmania. Refereed.

     Purnell, K. N.  (2005, March). Working partnerships for sustainability: Industry, schools and university creating a more energy efficient future.  Beyond Declarations – Working Partnerships for Sustainability National Conference, Sydney.

     Purnell, K. N.  (2004, September).  EEIS and middle schooling.  Education Queensland Environmental Education Centre Principals Conference, North Keppel Island.

     Purnell, K. N. & Searle, I. (2004, July).  Dimensions of learning: Higher order thinking and decision-making.  Presented at the Queensland Studies Authority Annual State Conference at Bardon Conference Centre, Brisbane.

     Purnell, K. N, & Hossack, G.  (2004, July). EEIS program: Achieving learning outcomes & making industry links to create a preferred futures.  Queensland Environmentally Sustainable Schools Initiative Conference, Lennon’s Hotel, Brisbane.

      Purnell, K. N.  (2004, June).  Research outcomes for the Energy efficiency in schools program.  Launch of the 2004 EEIS Program with the Minister for the Environment, The Honourable John Mickel at Gracemere State School, Rockhampton.

     Purnell, K. N., Callan, J., Whymark, G., & Gralton, A. (2004, February). Managing learner interactivity: A precursor to knowledge exchange. Paper presented at the 2nd Teaching and Learning Showcase, Central Queensland University, Rockhampton, Qld.  Refereed.

      Purnell, K., Sinclair, M. Gralton, A.  (2004, February). Sustainable schools: Making energy efficiency a lifestyle priority.  Presented at the Effective Sustainability Education National Conference at the University of NSW, Sydney.

     Whymark, G., Callan, J., & Purnell, K. N.  (2004, February). Teamwork predicates online learning: Collaboration underscores student engagement. Paper presented at the 2nd Teaching and Learning Showcase, Central Queensland University, Rockhampton, Qld. Refereed.

      Purnell, K., Callan, J. & Munnerley, T. (2003, July).  Managing learning and maximising outcomes with ICTs using a Group Support System. Presented at the Transformational Tools for the 21st Century Minds: National Conference 2003, Sea World Nara Resort, Gold Coast, Queensland. (Refereed Conference paper published by Knowledge Creation Press at Eveleigh, NSW.) Pp. 80-85. Refereed.

     Purnell, K. N.  (1999, April).  Evaluation of the SOSE syllabus, Sourcebook modules, Sourcebook guidelines and Initial inservice materials. Queensland School Curriculum Council SOSE Conference: Brisbane.

     Cuskelly, E., Danaher, P. & Purnell, K.  (1997, September).  Just which technology do distance students really want?  Results of focus group research.  Presented at the 13th Biennial Forum of the Open and Distance Learning Association of Australia.  Launceston, Tasmania: The University of Tasmania.

     Danaher, P. Cuskelly, E. & Purnell, K.  (1997, September).  Students’ constructions of their learning requirements: Implications for “customising” Australian university distance education.  Presented at the 13th Biennial Forum of the Open and Distance Learning Association of Australia.  Launceston, Tasmania: The University of Tasmania.

     Purnell, K. N.  (1996).  Studying university subjects at a distance in rural Australia: Issues and experiences of students.  TASA ’96.  Hobart, Tasmania: The University of Tasmania.

     Roberts, L., Moriarty, B. & Purnell, K.  (1996, August).  Third year students’ perceptions of their first year statistics course. Presented at the New Zealand Statistical Association Annual Conference: Research in the Learning of Statistics, Wellington.

     Purnell, K. N.  (1995).  International testing in geography for junior secondary students.  Proceedings of the Institute of Australian Geographers Conference (p. 125).  Newcastle, NSW: The University of Newcastle.

     Purnell, K. N. & Cuskelly, E.  (1995).  University student experiences of distance education: Findings from focus group research.  TASA ‘95: Tolerance, Diversity and Social Inequality (p. 157).  Newcastle, NSW: The University of Newcastle.

     Purnell, K. N.  (1994).  International testing in geography: The InterGeo project.  In H. Haubrich (Ed.), Europe and the world in geography education (pp. 155-160).  Nurnberg: International Geographical Union.

     Purnell, K. N., & Hallinan, P.  (1993, July).  Partnerships between schools and universities to deliver selected discipline studies for graduates.  Paper presented at the Australian Teacher Educators Association Conference, Fremantle, Western Australia.

     Purnell, K. N., & Solman, R. T.  (1992).  Cognitive science and technical illustrations:  What can geographers learn?  In A. D. Hill (Ed.), Interdependence in Geographic Education Proceedings of the International Geographical Union Commission for Geographical Education (pp. 175-177).  University of Colorado: Centre for Geographic Education.  

       Purnell, K. (2022, September). Switched on Learning: Are specific left and right brain exercises likely to help students learn better? PacMag. https://pakmag.com.au

       Purnell, K. (2022, June 30). Could more online learning help fix Australia's teacher shortage? The Conversation. https://theconversation.com/could-more-online-learning-help-fix-australias-teacher-shortage-185877

       Purje, R., & Purnell, K. (2022, May 13). Our amazing brain plasticity and the importance of social connectedness, part 2. Campus Review. https://www.campusreview.com.au/2022/05/our-amazing-brain-plasticity-and-the-importance-of-social-connectedness-part-2-opinion/

       Purje, R., & Purnell, K. (2022, May 2). Our amazing brain plasticity and the importance of social connectedness, part 1. Campus Review. https://www.campusreview.com.au/2022/05/our-amazing-brain-plasticity-and-the-importance-of-social-connectedness-part-1-opinion/

       Purnell, K. (2022, March 21). Getting Brains on Board to Boost Learning. PacMag. https://pakmag.com.au/education/getting-brains-on-board-to-boost-learning/

       Purje, R., & Purnell, K. (2022, March 7). The Brain, Multimovement Therapy, Neuroscience, Pedagogy and Education: part 6. Campus Review. https://www.campusreview.com.au/2022/03/the-brain-multimovement-therapy-neuroscience-pedagogy-and-education-part-6/

       Purje, R., & Purnell, K. (2022, February 21). The Brain, Multimovement Therapy, Neuroscience, Pedagogy and Education: part 5. Campus Review. https://www.campusreview.com.au/2022/02/the-brain-multimovement-therapy-neuroscience-pedagogy-and-education-part-5/

       Purje, R., & Purnell, K. (2022, February 7). The Brain, Multimovement Therapy, Neuroscience, Pedagogy and Education: part 4. Campus Review. https://www.campusreview.com.au/2022/02/the-brain-multimovement-therapy-neuroscience-pedagogy-and-education-part-4/

        Purje, R., & Purnell, K. (2022, January 31). The Brain, Multimovement Therapy, Neuroscience, Pedagogy and Education: part 3. Campus Review. https://www.campusreview.com.au/2022/01/the-brain-multimovement-therapy-neuroscience-pedagogy-and-education-part-3/

        Purje, R., & Purnell, K. (2022, January 24). The Brain, Multimovement Therapy, Neuroscience, Pedagogy and Education: part 2. Campus Review.  https://www.campusreview.com.au/2022/01/the-brain-multimovement-therapy-neuroscience-pedagogy-and-education-part-2/

       Purnell, K. (2021, July 19). More sleep, less traffic: here's what we know about the benefits of staggered school start (and finish) times. The Conversation. https://theconversation.com/more-sleep-less-traffic-heres-what-we-know-about-the-benefits-of-staggered-school-start-and-finish-times-164313

       Purje, R., & Purnell, K. (2021, May 31). The Brain, Multimovement Therapy, Neuroscience, Pedagogy and Education: part 1. Campus Review. https://www.campusreview.com.au/2021/05/the-brain-multimovement-therapy-neuroscience-pedagogy-and-education-part-1/?utm_medium=email&utm_campaign=CR+BN+Email+-+31+May+2021%2A%27Open+Universities&utm_content=The+brain%2C+multimovement+therapy%2C+neuroscien

       Purje, R. & Purnell, K. (2021, April 27). The brain, multimovement therapy, neuroscience, pedagogy and education: part 6. Education Review. https://www.educationreview.com.au/2021/04/the-brain-multimovement-therapy-neuroscience-pedagogy-and-education-part-6/

       Purje, R. & Purnell, K. (2021, April 21). The brain, multimovement therapy, neuroscience, pedagogy and education: part 5. Education Review. https://www.educationreview.com.au/2021/04/the-brain-multimovement-therapy-neuroscience-pedagogy-and-education-part-5/

       Purje, R. & Purnell, K. (2021, April 15). The brain, multimovement therapy, neuroscience, pedagogy and education: part 4. Education Review. https://www.educationreview.com.au/2021/04/the-brain-multimovement-therapy-neuroscience-pedagogy-and-education-part-4/

       Purje, R. & Purnell, K. (2021, April 13). The brain, multimovement therapy, neuroscience, pedagogy and education: part 3. Education Review. https://www.educationreview.com.au/2021/04/the-brain-multimovement-therapy-neuroscience-pedagogy-and-education-part-3/

       Purje, R. & Purnell, K. (2021, April 8). The brain, multimovement therapy, neuroscience, pedagogy and education: part 2. Education Review. https://www.educationreview.com.au/2021/04/the-brain-multimovement-therapy-neuroscience-pedagogy-and-education-part-2/

       Purje, R. & Purnell, K. (2021, April 6). The brain, multimovement therapy, neuroscience, pedagogy and education: part 1. Education Review. https://www.educationreview.com.au/2021/04/the-brain-multimovement-therapy-neuroscience-pedagogy-and-education-part-1/

        Cuskelly, E., Lawerence, G., & Purnell K., (1997).  Improving distance education delivery: Listening to students’ needs.  Northern Radius, 4, (2), 13-15.

       Purnell, K. N.  (1995).  Initiatives in Studies of Society and Environment and the Key Competencies.  Econopac, June, 83-103.

       Purnell, K. N.  (1994).  Studies of Society and Environment: A case study of developments in the national curriculum.  Economics, 30, 8-12.

       Purnell, K. N.  (1995).  Update on Studies of Society and Environment.  Economics, 31,

      Purnell, K. N.  (1993).  Preservice teacher education: Developing stronger partnerships between university and school practitioners.  Australian Council for Educational Administration Research Newsletter, 1, 3.

       Purnell, K. N.  (1993).  The effects of recent sales tax reforms on market behaviour.  Economics, 29, 4-5.

       Purnell, K. N., & Collins, R. E.  (1990).  A global issue of local origins: The greenhouse we live in.  Geography Bulletin, 22, 35-50.

       Purnell, K. N.  (1988).  Using vertical air photographs to facilitate the development of topographic map reading and interpretation skills in high school students.  Geography Bulletin, 20, 156-162.

       Purnell, K. N.  (1986).  Landsat: Reading and interpreting colour MSS imagery.  Geography Bulletin, 18, 48-55.

Major Reviews

       Kinnear, S., Purnell K., & Stanton, R. (2022, December). Research Higher Degrees Supervisor Survey: Report on Baseline Data Collection. CQUniversity Australia. 25 pages.

       Kinnear, S., Purnell K., & Stanton, R. (2021, December). Research Higher Degrees Supervisor Survey: Report on Baseline Data Collection. CQUniversity Australia. 29 pages.

       Kinnear, S., Purnell K., & Stanton, R. (2020, December). Research Higher Degrees Supervisor Survey: Report on Baseline Data Collection. CQUniversity Australia. 24 pages.

       Kinnear, S., Purnell, K., & Luck, J. (2019, December). Research Higher Degrees Supervisor eSurvey: Report on Baseline Data Collection. CQUniversity Australia.  26 pages.

      Kinnear, S., Luck, J., & Purnell, K. (2018, December). Research Higher Degrees Supervisor eSurvey: Report on Baseline Data Collection. CQUniversity Australia.  22 pages.

      Graham, C., Knight, C., Lancaster, D., Moore, T. & Purnell, K.  (2006, June). Bachelor of Learning Management program and course review. Rockhampton: Central Queensland University.  43 pages.

     Purnell, K. N. & James, K.  (2006, January). Middle Years of Learning: Reconnecting to nature and improving learning gains.  Rockhampton: Central Queensland University.  13 pages.

     Purnell, K. N. & James, K.  (2005, November). Sustainable energy education in Queensland.  Rockhampton: Central Queensland University.  41 pages.

     Purnell, K. N. & James, K.  (2005, November). Powering to success.  Rockhampton: Central Queensland University.  12 pages.

     Purnell, K. N. & James, K.  (2005, February). Solar towns and energy efficiency.  Rockhampton: Central Queensland University.  25 pages.

     Purnell, K, N., Sinclair, M. & James, K.  (2004, March). Sustainable schools: Making energy efficiency a lifestyle priority. Rockhampton: Central Queensland University.  28 pages.

     Purnell, K, N., Sinclair, M. & Gralton, A.  (2002, December). Sustainable schools: Making energy efficiency a lifestyle priority. 22 pages.

     Purnell, K, Catts, R. & Rogers, M.  (2000).  School to Work in Rural and Remote Areas Project: External Evaluation Report (Final).  Canberra: Commonwealth of Australia. 67 pages.

     Purnell, K, Catts, R. & Rogers, M.  (1999, June).  School to Work in Rural and Remote Areas Project: External Evaluation Report 3.  34 pages.

     Purnell, K, Catts, R. & Rogers, M.  (1999, Dec).  School to Work in Rural and Remote Areas Project: External Evaluation Report 4.  22 pages.

     Purnell, K. N., Moran, P. & Rogers, M.  (1999, April).   Studies of Society and Environment Key Learning Area: Evaluation report 2.  Rockhampton: Central Queensland University.  (64 pages.)

     Purnell, K. N., Moran, P. & Rogers, M.  (1999, July).   Studies of Society and Environment Key Learning Area: Evaluation final report.  Rockhampton: Central Queensland University.  (51 pages.)

     Bowser, D., Fitzsimmons, J., Jones, D., Kennedy, M., Nouwens, F., Orr, D., Purnell, K., Rideout, J., Schofield, G & Shepherd, D.  (1999).  Final Report from a Task Force formed to consider the issues requiring University-wide policy in the provision of support for students and staff in an online teaching/learning environment.  Rockhampton: Central Queensland University.

     Purnell, K. N., Catts, R, Maher, M. & Rogers, M.  (1998a).  Evaluation Report on the School to Work in Rural and Remote Areas project: Report 1.  Rockhampton: Central Queensland University.  (4 pages.)

     Purnell, K. N., Catts, R, Maher, M. & Rogers, M.  (1998b).  School to Work in Rural and Remote Areas project: Evaluation report 2.  Rockhampton: Central Queensland University.  (67 pages.)

     Cuskelly, E., Purnell, K., & Lawrence, G.  (1998).  Hearing distance education student voices: Issues and implications for practice.  Rockhampton: Central Queensland University.  (15 pages.)

A copy of this report was provided to all distance education students at Central Queensland University.

     Purnell, K. N., Maher, M. & Rogers, M.  (1998).   Studies of Society and Environment Key Learning Area: Evaluation report 1.  Rockhampton: Central Queensland University.  (6 pages.)

     Purnell, K. N., Smith, L., & Rogers, M.  (1998).  Community involvement in strategic planning at Taranganba Sate School.  Rockhampton: Central Queensland University.  (6 pages.)

     Purnell, K. N., Moran, P. & Rogers, M.  (1998).   Studies of Society and Environment Key Learning Area: Evaluation final report.  Rockhampton: Central Queensland University.  (22 pages.)

     Purnell, K. N.  (1997).  Arbor Day 1996:  Making a difference in primary schools in Central Queensland.  Report for Central Queensland Arbor Day Committee.

     Purnell, K. N.  (1997).  Vocational education in Queensland schools:  A preliminary evaluation of the effects of BSSSS initiatives under delegation from VETEC.  Brisbane: Queensland Board of Senior Secondary School Studies.  

Report distributed to all Queensland secondary schools by the Board.

     Purnell, K., Cuskelly, E. & Lawrence, G.  (1996).  Studying by distance education?  You are not alone!  Rockhampton: Central Queensland University.  (11 pages.)

     Cuskelly, E., Purnell, K., & Lawrence, G.  (1995).  Student experiences of distance education at Central Queensland University:  Findings from focus group research.  Rockhampton: Central Queensland University, Rural Social and Economic Research Centre.  (63 pages.) 

CQU Chancellery provided a copy of this report to every staff member at the University.

Poster

     Kindt, I., Woodrow, C., Hallinan, P. Rose, C., Duncum, P., Thompson, R., Danaher, P., Moran, P., Wyer, D. & Purnell, K.  (1992).  Practices and issues in the evaluation of itinerant students: A case study of Showmen's Guild children.  Queensland Researcher, 8, (2), 18.

Podcasts and Professional Interviews

     Purnell, K. (2021). Building Teacher Assessment Capabilities to Improve Instrument Quality and Teacher Marking Reliability. Faculti. https://faculti.net/building-teacher-assessment-capabilities-to-improve-instrument-quality-and-teacher-marking-reliability/

     Purnell, K. (2020, June 2). Cancellation of NAPLAN due to COVID-19 a blessing in disguise (No. 9) [Audio podcast episode]. In CQUniversity Commentary.  https://cquniversitycommentary.podbean.com/e/cancellation-of-naplan-due-to-covid-19-a-blessing-in-disguise/

Summary

• At CQUniversity Australia, Ken has led or been a senior researcher in funded projects, including leading the evaluation of syllabus and resource development for a learning area for the State of Queensland and the European Union project on microcredentials (2025 to 2026).

• Ken has over 160 publications – details may be viewed above

• Ken has had 22 candidates successfully complete their Doctoral or Master's theses with him, and presently has 6 candidates

• Ken's invited presentations include international conferences in Melbourne in 2019 - Future Schools keynote with 3,000 delegates, Sydney and Melbourne in 2015 on student retention and others in Sydney, Brisbane, London, Singapore, and the United States on curriculum, assessment, and neuroeducation.