Our research

Research underpins all academy activity. Through commissioned mission-partner projects, longitudinal studies and national collaborations, the academy generates evidence-based frameworks informing policy, practice and formation strategy. The academy's publication record reflects its commitment to advancing research and theoretical knowledge while also providing practical resources for Catholic education practitioners.

Outputs include books, peer-reviewed journal articles, professional publications and stewardship of the Journal of Religious Education. The academy also contributes significantly to ACU’s research culture.

Our Research Overview

Books

Sultmann, W., Lamb, J., & Hall, D. (In Print 2026). Leadership Accompaniment: Capabilities Wholeness and Connection. Springer.

Sultmann, W., Lamb, J., Hall, D. & Kidson, P. (2026). Leading for Mission in the Catholic School. Springer.

Sultmann, W., Goldburg, P., & Hall, D. (2025). Particularity in Dialogue with Diversity. Sultmann, W., Goldburg, P., & Hall, D. (Guest Editors). Engaging Religious Plurality Within Australian and New Zealand Catholic Schools. Multidisciplinary Digital Publishing Institute (MDPI).

Sultmann, W., Lamb, J., Ivers, P. & Craig, M. (2023). Re-imagining Senior Secondary Religious Education: Evaluating the Religion Meaning and Life Curriculum. SpringerBriefs in Education, Singapore: Springer. https://link.springer.com/book/10.1007/978-981-19-9180-6

Sultmann, W. F., Lamb, J. & Hall, D. (2022). Formation for mission: Transformation in an ecological space. SpringerBriefs in Education, Singapore: Springer. https://link.springer.com/book/10.1007/978-981-19-3770-5

Sultmann, W. F. (2018). Cornerstone: Encountering the Spirit of Christ in the Catholic School. Melbourne: Coventry Press.

Book chapters

Sultmann, W., Goldburg, P., & Hall, D. (2025). Engaging Religious Plurality Within Australian and New Zealand Catholic Schools: Particularity in Dialogue with Diversity. Religions, 16(12), 1535. https://doi.org/10.3390/rel16121535

Abstract

Catholic schools in Australia and Aotearoa New Zealand operate within increasingly complex contexts of cultural, social, and religious plurality. These changing conditions present both challenges and opportunities for Religious Education, requiring renewed attention to questions of mission, identity, curriculum, pedagogy, and formation. This chapter contributes to the broader conversation by situating Religious Education as a vital expression of the Catholic school’s mission, one that must remain faithful to tradition while engaging authentically with contemporary diversity.

Sultmann, W. F., Lamb, J. Ivers, P. & Craig, M. (2025). What matters to senior secondary students in RE: An Australian case study that compares an innovative curriculum with traditional approaches. In Sally Windsor & Olof Franck (Eds). Intersections of Religion, Education, and a Sustainable World. Singapore: Springer. DOI: 10.1007/978-3-031-81809-7

Abstract

Religious Education (RE) is central to the mission of Catholic schooling, yet its contemporary delivery is challenged by pluralism, student agency, declining religious participation, and increasing expectations for curriculum relevance in the non-compulsory years of senior secondary schooling. This chapter reports an Australian case study examining what matters most to Year 11–12 students in RE by comparing an innovative, reconceptualist approach, Religion, Meaning and Life (RML), with more traditional senior secondary options (Study of Religion and Religion and Ethics). The study asked whether RML students differ from students undertaking other RE courses in overall satisfaction, and which RE topics, pedagogies, and outcomes students consider most significant. Data were collected through an anonymous online Qualtrics survey administered across 17 pilot RML schools (Brisbane Catholic Education and Religious Institute/Ministerial PJP authorities). Participants included 353 students, with 42.5% studying RML and 57.5% studying other RE options; most (81%) were on an ATAR pathway. Survey items were developed from national RE framing documents, RML pilot materials, prior case study research, and a national colloquium on RE. Students rated statements on a 5-point Likert scale, and analysis used descriptive statistics (frequencies, percentages, means) alongside independent samples t-tests comparing RML and Other RE cohorts. Findings showed no difference in overall satisfaction between RML and other RE students. Across all courses, students rated Ethics and Other World Religions as the most significant content areas, while traditional topics such as Scripture, Church, Prayer, Sacraments, and related doctrinal content were generally rated lower. RML students reported significantly higher importance for Jesus and Other World Religions. In pedagogy, students consistently valued dialogue, media/technology, and solving real-life problems; dialogue was rated significantly higher by RML students, while textbook use and praying were least preferred. Outcome ratings were broadly positive, but RML students reported significantly stronger outcomes in listening to others, dialoguing, making connections, understanding self, and contributing to community. Implications are discussed for designing senior RE that integrates tradition with dialogical, applied, and inclusive learning responsive to diverse contemporary school communities.

Larkins, G., Sultmann, W. F. & Lamb, J. (2022). A formation journey with mentoring, supporting teaching and leading in Religious Education. Collected essays celebrating the contribution of Tom Doyle to Catholic Education. Melbourne: Catholic Education Commission Victoria.

Abstract

We report in this chapter the process elements of a formation experience for 23 teachers seeking accreditation for teaching and leading Religious Education (RE) in the Catholic school. The programme was a partnership initiative between the Sandhurst Diocese in Victoria and the Australian Catholic University. The programme was stimulated by the changing demographics of the teaching population and teacher accreditation requirements in support of Catholic school mission. The learning programme entailed the modification of a Graduate Certificate course (Graduate Certificate in Catholic Studies), the application of a self-report instrument (Catholic School Formation Index) for pre and post formation planning and evaluation, and the provision of mentoring by five diocesan consultants. The research was grounded in Practical Theology and used Interpretative Phenomenological Analysis to explore the themes within participant ministry statements and commentary from mentors. Professional mission statements emphasised the integration of learning with local mission, and the establishment of basic themes in mission and identity which were applicable across the curriculum. Content themes of Trinity, Sacrament, Faith Journey, RE teacher characteristics were identified and the influence of Christian values education highlighted. Mentors valued the progressive integration of the content, face to face dialogue, and sought more direct association with survey data. Overall, the program was established as effective, and recommendations were identified for continuing and wider application.

Hall, D. & Sultmann, W. F. (2019). Formation for mission: A systems model for advancing the formation of the religious educator within an Australian context. In M. T. Buchanan & A. M. Gellel, (Eds.). Global Perspectives on Catholic Religious Education Volume II: Learning and Leading in a Pluralist World. Netherlands: Springer Press.

The profile of the Catholic school in Australia is complex, multicultural, diverse and interdependent. While the mission of Catholic schools remains unchanged, Catholic employing authorities and Catholic entities are challenged to provide formation which is responsive to a new Catholic school community while being authentic to Church Tradition. Formation in this context cannot presume baptism into a Christian community nor the practice of a Catholic faith Tradition. Rather, formation provides access and invites participation in processes that support an understanding of what is happening in the school, Church and in the world. It is centred in a commitment to a shared moral purpose and an understanding of participant openness to the movement of the Spirit through meaningful encounters in ways that make a difference(O’Leary, 2008; Whelan, 2015). This is formation into a new consciousness, integrated with ‘heart’ and witness experiences that are life-giving, life-skilling, life-long and life-wide. It is formation that endeavours to be personally meaningful, ecclesially relevant and strategically effective (Gowdie, 2017a).

Journal articles 

Sultmann, W., Brown, R., Lamb, J., Hall, D. & Diezmann, C. (2024). Mission and practice: an exploration of the relationship in a Catholic school in Australia, Journal of Beliefs & Values, DOI: 10.1080/13617672.2024.2423478

The mission in practice relationship is explored with staff and students from a case study Catholic secondary school in Australia. Mission themes and sub-themes formed the basis of an online survey. A researcher observation tool informed the nature and extent of mission in practice. Findings included: 1. Mission as basis for identity. 2. A low level of appreciation of the mission in practice relationship. 3. Mission is differentially experienced by teachers and students. 4. Mission is manifested differently within the school. 5. Intervening variables influence the mission in practice relationship. Future research lies in establishing a baseline as to assumptions underpinning and exploration of mission, broadening the enquiry across different systems of schools and focusing on self-nominated exemplary practices to understand the processes and influences on advancing the mission in practice relationship.

Hall, D., Sultmann W.F., Lamb J.T. (2024). Religious Education in Australia: The Voices of Practitioners and Scholars. Religions. 15(9):1025. https://doi.org/10.3390/rel15091025

Religious education (RE) in Australia is challenged to support the religious and spiritual needs of Australia’s religiously plural student population. Within a national colloquium, practitioners and scholars (N = 57) gathered to discern ways forward in RE. Data were collected from small and whole group discussions reported across three days of integrated reflection on themes of Awaken, Celebrate, and Imagine. Interpretative phenomenological analysis (IPA) and Leximancer were used to analyse the respective data which confirmed domains of focus on Day 1 of Formation, Curriculum, Pedagogy, Partnerships, and Research. Day 2 (Celebrate) explored these domains and identified Themes and Theoretical Propositions that advanced each domain. Day 3 (Imagine) underlined foundations in faith for each domain and detailed generic propositions and themes. Propositions included advancing RE through Formation (being attentive to personal readiness, curriculum intention, and school identity), Pedagogy (engaging practices of inquiry, experiential learning, and encounter-based opportunities), Curriculum (characterised as inclusive, relevant, and life-giving), Partnerships (strengthening inclusion and engagement with family, parish, and community), and Research (integrating evidence-based practice).

Sultmann, W., Hall, D. & Lamb, J. (2024). Principal Accompaniment in Australian Faith-Based Schools: A Salutogenesis Approach. Journal of Religions and Health. https://doi.org/10.1007/s10943-023-01980-8

A program designed to provide accompaniment reflects a salutogenesis emphasis aimed at sustaining the professional well-being of experienced principals. A mixed methods pilot study focused on participant (N = 12) orientation, principles of accompaniment, mission-aligned processes, leadership agency, structured conversations, and nominated outcomes. Data were collected over twelve months at three stages using online survey. Australian Catholic principals reported a positive orientation experience, professional well-being, the comprehensiveness of the program, and the manageability of its implementation. Discussion confirmed design elements contributed to the wholistic nature of accompaniment linking body, mind, and spirit in conversational processes and the transformative effects of these exchanges on professional practice and well-being.

Sultmann, W., Lamb, J., Ivers, P., & Craig, M. (2024). Student priorities for topics, pedagogies, and outcomes in senior secondary religious education: An Australian perspective. Religions, 15(9), 1029. https://doi.org/10.3390/rel15091029

Abstract: This paper reports on one part of a larger longitudinal empirical study (2021–2023) that responds to the call for Religious Education (RE) to address religious plurality in the context of senior Catholic schooling within an Australian Archdiocese where students represent multiple faith traditions or no traditions. The research focuses on the level of satisfaction by students across Topics, Pedagogies, and Outcomes within a new and innovative senior school curriculum, Religion Meaning and Life (RML) based on national RE guidelines. Participants included 276 students across 17 schools whocompleted an online survey with 32 of these students participating in focus group interviews. Data analysis of quantitative data was both descriptive and inferential, and qualitative data were analysed using Interpretative Phenomenological Analysis (IPA). Topics of most interest were Ethics and Other World Religions; pedagogies entailing dialogue and use of media and technologies were rated highly; and learning outcomes entailed awareness of school mission, the religious dimension of the school, and pastoral care. Inferential statistical analyses confirm four core topics, pedagogies, and outcomes as significant to levels of satisfaction and in combination accounted for 42% of the variance of satisfaction with RML. Theoretical propositions for what matters most in senior secondary RE were advanced through four integrating principles (educational, formative, social, communitarian) and practice implications that preference Catholic tradition, and reference religious plurality

Sultmann, W. F. & Hall, D. (2022). Beyond the gates. Journal of Religious Education. https://doi.org/10.1007/s40839-022-00176-8

This reflective paper examines the evolving purpose, identity, and mission of Catholic schools in Australia within an increasingly pluralistic and secular social context. Tracing the historical development of Catholic schooling from its early colonial origins to the present, the paper highlights the ongoing need for renewal grounded in tradition while responding to contemporary cultural and educational realities. Drawing on Church teaching and educational practice, the reflection identifies four enduring constants—Faith, Learning, Community, and Formation—as foundational to Catholic school identity and mission. These constants provide a framework for understanding how Catholic schools promote holistic education, foster inclusive communities, and support formation for mission in diverse contexts. The paper argues that Catholic schools are called not only to preserve their heritage but to engage dynamically with their communities, contributing to the intellectual, spiritual, and moral development of students. Ultimately, the metaphor of going “beyond the school gates” captures the outward-looking, transformative role of Catholic education as both grounded in Gospel tradition and responsive to contemporary society.

Sultmann, W. F., Lamb, J., Hall, D., & Borg, G. (2022). Teacher and student evaluations of a trial RE curriculum: Implications for scale. British Journal of Religious Education. DOI:10.1080/01416200.2022.2042191

Teachers (n = 125) and students (n = 1478) evaluated a trial RE curriculum in Australia using an online survey. Results showed that teachers rated the curriculum significantly more highly than students. Type and size of school influenced teacher and student perceptions. Four conclusions were drawn: The trial RE curriculum was positively received by teachers and students and thereby warrants consideration for wider application at scale; Religious Education Development Principles as a basis for curriculum development were validated by students and teachers; student perceptions were lower than teachers’ perceptions suggesting potential for curriculum improvement; and resource allocation at scale should ideally be preferred for large secondary schools.

Sultmann, W. F., Lamb, J., Hall, D., & Borg, G. (2022). Into the deep: Teacher reflections of the development and implementation of a trial Religious Education curriculum. Religious Education. doi.org/10.1080/00344087.2021.1954341

The development and implementation of a trial Religious Education (RE) curriculum within a Catholic diocese of Australia was character ized by the scriptural metaphor “into the deep.” Commentary (5300 words) from teacher developers (n¼40) and implementers (n¼85) were analyzed using Interpretative Phenomenological Analysis. Findings indicate that the six RE Development Principles (REDP) were applied successfully to collaborative learning and teaching resources; and, significant to implementation were the application of creative pedagogies; a whole school approach to curriculum; and, teacher witness. Teachers affirmed the complementary support by school and system authority personnel, and within the local school commu nity, professional learning was reinforced by teacher educators

Branson, C. M., Hall, D. Sultmann, W., & Kidson, P. (2021). Catholic school leadership revisited. Educatio Catholica: Educational Leadership. Anno VII 3-4, p. 121-144.

Concerns about the capacity of Catholic school leaders to sustain and strengthen Catholic identity have persisted for several decades, particularly within increasingly secular and pluralistic educational contexts. This article argues that these concerns arise not primarily from deficiencies in leadership practice, but from limitations in the theoretical frameworks used to understand Catholic school leadership. Drawing on ecclesial sources, contemporary leadership theory, and theological reflection on the kingdom of God, the paper reconstructs a relational theory of Catholic school leadership grounded in the mission of the Church. It proposes that the central task of Catholic school leaders is to model and nurture organisational cultures characterised by authentic, mutually beneficial relationships that reflect Gospel values. By integrating ecclesial concepts such as evangelisation, synodality, and discipleship with contemporary secular leadership scholarship, the article presents leadership as a transrelational practice that unifies spiritual, educational, and organisational responsibilities. This reconceptualisation clarifies Catholic school leadership as fundamentally relational, mission-oriented, and formative, offering a coherent theoretical foundation to guide leadership practice in contemporary Catholic schools.

Sultmann, W. F., Larkins, G., & Lamb, J. (2021). Catholic School Formation Index (CSFI): Development and application of an instrument in support of formation for mission. Practical Theology. doi/full/10.1080/1756073X.2021.1935558

Consultants (N=8) and teachers (N=25) participated in the development and application of a self-assessment instrument for formation, the Catholic School Formation Index (CSFI). This instrument supported formation within a graduate certificate program offered by Australian Catholic University. The content validity of the CSFI was established from a review of Catholic school mission and identity literature, and from consultant commentary. Research outcomes confirmed the validity of the CSFI through implementation at the commencement and conclusion of the program. Results indicated statistically significant increases in teacher competency for mission across formation fields (Personal, Relational, Professional, and Communal) and mission capabilities (Knowledge, Skills, Behaviours, and Dispositions). The instrument is a useful resource for formation planning, delivery and monitoring by teachers, mentors and lecturers.

Sultmann, W. F., Lamb, J., Hall, D., & Borg, G. (2021). Into the deep: A quantitative analysis of teacher ratings of the development and implementation of a trial Religious Education curriculum. British Journal of Religious Education. https://doi.org/10.1080/01416200.2021.1951165

The Scriptural metaphor, ‘Into the Deep’, characterises a trial Religious Education curriculum within a Catholic diocese of Australia. Teacher developers (n = 40) and teacher implementers (n = 85) from 37 schools responded to the influence of six Religious Education Development Principles (REDP), and statements on the implementation processes at school and across the diocese. Responses to the REDP achieved a high and consistent overall mean rating of 4.25 on a 5-point Likert scale and a mean of 3.97 for resourcing and strategic implementation processes. Least confidence was reported for development principles of Experiential Learning and Learning Through Integration. Implementation processes favoured resourcing and strategic support at the school level. Overall, responses of teacher developers, in comparison to teacher implementers, were statistically significant, with ratings improving with years of teacher experience and from primary school personnel. Implications of findings were that early career teachers and teachers across school types, other than primary, should be prioritised for support.

Sultmann, W. F., Lamb, J., Hall, D., & Borg, G. (2020). Student perceptions of a trial Religious Education curriculum: Establishing baseline data. Journal of Beliefs and Values. doi/10.1080/13617672.2020.1818923

Australian students’ perception of a trial Religious Education (RE) pro gramme is the focus of this paper. Students (N = 1478) from 37 schools, primary and secondary, completed an online survey that included six Likert style items that aligned with six RE development principles that guided the development of the trial. Curriculum development was inclusive and student centred, giving voice to student input. Results indicate that the students generally held high perceptions of the trial RE curriculum with the highest ratings for principles being Jesus as Model and Message, Experiential Learning through Inquiry and Deep Learning. Female students, those in the earlier years of schooling, and students from smaller schools most valued the trial curriculum as indexed by measures of its development principles. Implications from student evaluations demonstrated an overall high level of satisfaction with learning engagement while highlighting the complexity of language and developmental differences for interpreting student learning in Religious Education.

Hall, D. & Sultmann, W.F. (2020). Ways forward in Religious Education: Reflections of an Australian colloquium. eJournal of Catholic Education in Australasia. Vol 4 (1) p.1-23.

Religious education (RE) in Australia is challenged to support the religious and spiritual needs of Australia’s religiously plural student population. Within a national colloquium, practitioners and scholars (N = 57) gathered to discern ways forward in RE. Data were collected from small and whole group discussions reported across three days of integrated reflection on themes of Awaken, Celebrate, and Imagine. Interpretative phenomenological analysis (IPA) and Leximancer were used to analyse the respective data which confirmed domains of focus on Day 1 of Formation, Curriculum, Pedagogy, Partnerships, and Research. Day 2 (Celebrate) explored these domains and identified Themes and Theoretical Propositions that advanced each domain. Day 3 (Imagine) underlined foundations in faith for each domain and detailed generic propositions and themes. Propositions included advancing RE through Formation (being attentive to personal readiness, curriculum intention, and school identity), Pedagogy (engaging practices of inquiry, experiential learning, and encounter-based opportunities), Curriculum (characterised as inclusive, relevant, and life-giving), Partnerships (strengthening inclusion and engagement with family, parish, and community), and Research (integrating evidence-based practice).

Sultmann, W.F. & Brown, R. (2019). Mission and teacher identity: a case for relationships. Journal of Religious Education, 67 (2), 153-163.

Eight Catholic school communities across Australia nominated teacher identity characteristics aligned with an understanding of Catholic school mission from a local community perspective. A data mining process (Leximancer Manual in https ://www.leximancer .com. Version 2.23, 2017) of the collated narratives from focus groups (n = 73) highlighted the mission concept, ‘School’, with a frequency of 295 appearances. An interpretative phenomenological analysis (IPA) of the concept revealed characteristics of tradition, integration and participation and characterised their essence as ‘a shared sacred mission’. Participant utterances that referenced teacher characteristics and frequencies within the narrative focused on: Community (38), Faith (13), and Life (9). Community utterances identified teacher ‘connections with students’, ‘staff relationships’, ‘associations with the broader community’ and ‘involvement in the life of the school’. Faith was expressed in teacher ‘leadership’, ‘Gospel values’, ‘spiritual growth’, ‘experience of church and connection with the charism of the Religious Institute.’ Life involved teachers advancing student ‘welfare’, ‘service’, ‘tradition’ and ‘advocacy’. Overall, teacher identity characteristics integral to mission were discussed as Relational Agency, Equity and Authenticity. Relational Agency entailed facilitation of student capabilities; Relational Equity enacted social justice values of inclusion and respect; and Relational Authenticity advanced and witnessed a foundational meaning system aligned with Catholic school tradition. The implications of the findings identified a case for relationships as being pertinent to mission for all teachers in Catholic schools, but teachers of Religious Education in particular.

Hall, D., Sultmann, W.F. & Townend, G. (2018). Constants in context: Conciliar and post-conciliar documents on the Catholic school. Journal of Religious Education. DOI:10.1007/s40839-019-00074-6.

Conciliar and post-conciliar documents provide a consistent stream of inspirational and informative directions for Catholic Education. This study explores the thematic constants within and across these releases, specifically in relation to the mission of the Catholic school. A series of Leximancer analyses, digital data mining processes of narrative text (Leximancer Manual in https ://www.leximancer .com. Version 2.23, 2017), were applied to the eight individual and the overall combination of documents. Findings from the individual analyses emphasised the challenges, opportunities and strategies for the Catholic school relevant to time and context. Results from the combined narratives offered a syn thesis of these characteristics and revealed four dominant themes; School, Life, People and Communion. The theme of School was linked with sub-themes of catholic, community, mission, education and church; Life, was accompanied by the sub-themes of work, person, human, God, culture, dialogue, faith and society; People, was expanded upon through educational, formation, students, teachers, religious, cultural, different, and social sub-themes; and Communion was reflected in the sub-themes of mission and church. Pictorial illustrations and numerical frequencies of themes and relationships suggested four dominant themes, the constants of Catholic school mission. These included: Mission Alignment (Catholic school mission as integral to the life and mission of Church); Christian Anthropology (Catholic school mission founded on what it means to be fully human); Engagement Typology (Catholic school mission in dialogue with and in service of the world); and School as a Formative Place (Catholic school mission informed by the Gospel and insights of the new evangelisation). A hermeneutic of continuity was established from the individual and collective document analyses, associated research, and commentary by Magisterium leaders. Mission constants and accompanying characteristics were nominated as paradigms of Faith, Learning, Leadership, Community and Formation. These paradigm constants are discussed as holographic in nature and the mission of the Catholic school as a dynamic and interdependent cluster of foundational characteristics.

Our publications

ACU is committed to teaching excellence. La Salle Academy has been established by ACU to support and enhance the preparation of teachers and leaders by utilising the capacity, skills and commitment of those engaged in the ministry of Catholic education.

To learn more about our activities, download and read our publications.

No 1 – Formation for Mission (PDF)

No 2 – Constants in Context (PDF)

No 3 – Ways Forward in Religious Education (PDF)

No 4 – An ecological approach to school reviews (PDF)

No 5 – Deep Learning, Thriving Lives (PDF)

No 6 – Hospitality to difference: Catholic schools and students who identify as 'LGBT' (PDF)

No 7 – Beyond the school gates (PDF)

No 8 – When the mission system is the bottom line (PDF)

No 9 – A New Annunciation (PDF)

No 10 – Fratelli Tutti: Inspiration and Challenge for Catholic Education (PDF)

No 11 – Catholic School Leadership Revisited (PDF, 2.1MB)

No 12 – A Future for Education The Principles of the Global Compact on Education (PDF, 657KB)

No 13 – Teachers in Catholic secondary schools and the New Evangelisation (PDF, 8.5MB)

No 14 – Wellsprings Formation for mission surveys. Readiness, Quality, Impact. (PDF, 6.18MB)

No 15 – Accompaniment in the Spirit of Mamre (PDF, 2.5MB)

Non-traditional research output

Doogue, G. (Host). (2023). New approaches to Religious Education (Season 4, Episode 2) [Audio podcast episode; guests: W. Sultmann, M. Craig, & C. Rodden. In Plenary matters. ABC Radio National. Plenary Matters S4 Ep 2: New A... - Plenary Matters - Apple Podcasts

Dodds, E., Thompson, C., Dutton, M. Sultmann, W. & Lamb, J. (2022). Leading formation for mission: A practical guide. Sydney: National Catholic Education Commission. Leading Formation for Mission: A Practical Guide - NCEC

Davis, M., Sultmann, W. & Hall, D. (2018). Voices and Visions: Catholic Schools in Conversations. Sydney: La Salle Academy, ACU. Voices and Visions - ACU La Salle Academy

Davis, M. (2018). The nature of conversation [Video]. La Salle Academy, Australian Catholic University. La Salle Academy Voices and Visions

Davis, M. (2018). Creating conversations in small groups [Video]. La Salle Academy, Australian Catholic University. La Salle Academy Voices and Visions

Davis, M. (2018). Facilitating conversations [Video]. La Salle Academy, Australian Catholic University. La Salle Academy Voices and Visions

Mission project summaries

Sultmann, W. Lamb, J. & Hall, D. (2025). Accompaniment in the Spirit of Mamre. La Salle Academy.

Sultmann, W. Lamb, J. & Hall, D. ((2025). Introducing Wellsprings. La Salle Academy.