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You searched for +publisher:"University of Newcastle" +contributor:("University of Newcastle. Faculty of Education and Arts, School of Education"). Showing records 1 – 30 of 30 total matches.

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University of Newcastle

1. McGrath, Jason David. Collaborative teaching partnerships: towards cycles for success in supporting new teachers.

Degree: MEdSt, 2012, University of Newcastle

Masters Research - Master of Educational Studies (MEdSt)

New teachers enter the profession facing all the challenges of learning to teach (Feiman-Nemser, 2001) at a… (more)

Subjects/Keywords: mentoring; teachers

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APA (6th Edition):

McGrath, J. D. (2012). Collaborative teaching partnerships: towards cycles for success in supporting new teachers. (Masters Thesis). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/931645

Chicago Manual of Style (16th Edition):

McGrath, Jason David. “Collaborative teaching partnerships: towards cycles for success in supporting new teachers.” 2012. Masters Thesis, University of Newcastle. Accessed September 26, 2020. http://hdl.handle.net/1959.13/931645.

MLA Handbook (7th Edition):

McGrath, Jason David. “Collaborative teaching partnerships: towards cycles for success in supporting new teachers.” 2012. Web. 26 Sep 2020.

Vancouver:

McGrath JD. Collaborative teaching partnerships: towards cycles for success in supporting new teachers. [Internet] [Masters thesis]. University of Newcastle; 2012. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1959.13/931645.

Council of Science Editors:

McGrath JD. Collaborative teaching partnerships: towards cycles for success in supporting new teachers. [Masters Thesis]. University of Newcastle; 2012. Available from: http://hdl.handle.net/1959.13/931645


University of Newcastle

2. Smith, David. "Are schools ready to go online?" A study that examines the current state of information and communication technologies in secondary schools and explores the possibility of the introduction of a more flexible educational structure though online technology.

Degree: PhD, 2009, University of Newcastle

Research Doctorate - Doctor of Philosophy (PhD)

This study investigated the extent to which secondary schools utilised online technologies and eLearning within the curriculum. It… (more)

Subjects/Keywords: eLearning; schools and the Internet; learning portal; ICT and students

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APA (6th Edition):

Smith, D. (2009). "Are schools ready to go online?" A study that examines the current state of information and communication technologies in secondary schools and explores the possibility of the introduction of a more flexible educational structure though online technology. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/39493

Chicago Manual of Style (16th Edition):

Smith, David. “"Are schools ready to go online?" A study that examines the current state of information and communication technologies in secondary schools and explores the possibility of the introduction of a more flexible educational structure though online technology.” 2009. Doctoral Dissertation, University of Newcastle. Accessed September 26, 2020. http://hdl.handle.net/1959.13/39493.

MLA Handbook (7th Edition):

Smith, David. “"Are schools ready to go online?" A study that examines the current state of information and communication technologies in secondary schools and explores the possibility of the introduction of a more flexible educational structure though online technology.” 2009. Web. 26 Sep 2020.

Vancouver:

Smith D. "Are schools ready to go online?" A study that examines the current state of information and communication technologies in secondary schools and explores the possibility of the introduction of a more flexible educational structure though online technology. [Internet] [Doctoral dissertation]. University of Newcastle; 2009. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1959.13/39493.

Council of Science Editors:

Smith D. "Are schools ready to go online?" A study that examines the current state of information and communication technologies in secondary schools and explores the possibility of the introduction of a more flexible educational structure though online technology. [Doctoral Dissertation]. University of Newcastle; 2009. Available from: http://hdl.handle.net/1959.13/39493


University of Newcastle

3. Chaikaew, Monthiwa. An investigation of social and emotional skills and their relationship with behaviour problems in Thai secondary students.

Degree: TSESRS) developed by the author. The measurement model of this material is a three factor model containing social skills, emotional skills, and social-cognitive skills. These factors were measured from eight indicators. Data were collected from 685 lower secondary school students who were studying in schools under the jurisdiction of the Phatthalung Educational Area Office, Thailand. Materials used in this phase were the trial version of the TSESRS, the Thai Emotional Skill Scale (TESS) and the Thai Social Skill Scale (TSSS). The evidence suggested that the following psychometric properties of the TSESRS are within the acceptable cut-off levels: item-validity, item-reliability, item-discrimination, test-reliability, construct validity, criterion related validity, and factorial validity. It was also found that a three factor model was the best fitting model. These results suggest that the TSESRS measures three distinct latent constructs, that is, social skills, emotional skills, and social-cognitive skills. The second aim was to examine the structural relationship of three exogenous variables, that is, social skills, emotional skills, and social-cognitive skills with two types of behaviour problems, that is, internalizing and externalizing problems. Data for this phase were collected from 951 students drawn from the same population as the first phase. Materials used for data collection were the TSESRS and the Thai version of the Youth Self-Report (YSR, schools under the jurisdiction of the Phatthalung Educational Area Office, Thailand. Materials used in this phase were the trial version of the TSESRS, the Thai Emotional Skill Scale (TESS) and the Thai Social Skill Scale (TSSS). The evidence suggested that the following psychometric properties of the TSESRS are within the acceptable cut-off levels: item-validity, item-reliability, item-discrimination, test-reliability, construct validity, criterion related validity, and factorial validity. It was also found that a three factor model was the best fitting model. These results suggest that the TSESRS measures three distinct latent constructs, that is, social skills, emotional skills, and social-cognitive skills. The second aim was to examine the structural relationship of three exogenous variables, that is, social skills, emotional skills, and social-cognitive skills with two types of behaviour problems, that is, internalizing and externalizing problems. Data for this phase were collected from 951 students drawn from the same population as the first phase. Materials used for data collection were the TSESRS and the Thai version of the Youth Self-Report (YSR, 2009, University of Newcastle

Research Doctorate - Doctor of Philosophy

There were two major aims in the current study. The first was to investigate the psychometric properties of the… (more)

Subjects/Keywords: social skills; emotional skills; social-cognitive skills; Thai secondary students; behaviour problems

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APA (6th Edition):

Chaikaew, M. (2009). An investigation of social and emotional skills and their relationship with behaviour problems in Thai secondary students. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/44600

Chicago Manual of Style (16th Edition):

Chaikaew, Monthiwa. “An investigation of social and emotional skills and their relationship with behaviour problems in Thai secondary students.” 2009. Doctoral Dissertation, University of Newcastle. Accessed September 26, 2020. http://hdl.handle.net/1959.13/44600.

MLA Handbook (7th Edition):

Chaikaew, Monthiwa. “An investigation of social and emotional skills and their relationship with behaviour problems in Thai secondary students.” 2009. Web. 26 Sep 2020.

Vancouver:

Chaikaew M. An investigation of social and emotional skills and their relationship with behaviour problems in Thai secondary students. [Internet] [Doctoral dissertation]. University of Newcastle; 2009. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1959.13/44600.

Council of Science Editors:

Chaikaew M. An investigation of social and emotional skills and their relationship with behaviour problems in Thai secondary students. [Doctoral Dissertation]. University of Newcastle; 2009. Available from: http://hdl.handle.net/1959.13/44600


University of Newcastle

4. Buchanan, Rachel Anne. New frontiers of feminist education: challenging the presumptions of epistemological and rationalist patriarchy in the context of emancipatory pedagogy.

Degree: PhD, 2010, University of Newcastle

Research Doctorate - Doctor of Philosophy (PhD)

This study builds on and contributes to work in the area of educational epistemology and feminist theory. The… (more)

Subjects/Keywords: education; feminist education; educational philosophy; feminist epistemology

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APA (6th Edition):

Buchanan, R. A. (2010). New frontiers of feminist education: challenging the presumptions of epistemological and rationalist patriarchy in the context of emancipatory pedagogy. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/805648

Chicago Manual of Style (16th Edition):

Buchanan, Rachel Anne. “New frontiers of feminist education: challenging the presumptions of epistemological and rationalist patriarchy in the context of emancipatory pedagogy.” 2010. Doctoral Dissertation, University of Newcastle. Accessed September 26, 2020. http://hdl.handle.net/1959.13/805648.

MLA Handbook (7th Edition):

Buchanan, Rachel Anne. “New frontiers of feminist education: challenging the presumptions of epistemological and rationalist patriarchy in the context of emancipatory pedagogy.” 2010. Web. 26 Sep 2020.

Vancouver:

Buchanan RA. New frontiers of feminist education: challenging the presumptions of epistemological and rationalist patriarchy in the context of emancipatory pedagogy. [Internet] [Doctoral dissertation]. University of Newcastle; 2010. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1959.13/805648.

Council of Science Editors:

Buchanan RA. New frontiers of feminist education: challenging the presumptions of epistemological and rationalist patriarchy in the context of emancipatory pedagogy. [Doctoral Dissertation]. University of Newcastle; 2010. Available from: http://hdl.handle.net/1959.13/805648


University of Newcastle

5. Lu, Yanping. Journal peer review: comparing the perceptions and quality judgments of experienced Australian reviewers in education and the physical sciences.

Degree: PhD, 2010, University of Newcastle

Research Doctorate - Doctor of Philosophy (PhD)

Journal peer review has often been the subject of research especially its practices, but most studies focus on… (more)

Subjects/Keywords: peer review; research assessment; journal publication; criteria for evaluation

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APA (6th Edition):

Lu, Y. (2010). Journal peer review: comparing the perceptions and quality judgments of experienced Australian reviewers in education and the physical sciences. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/916004

Chicago Manual of Style (16th Edition):

Lu, Yanping. “Journal peer review: comparing the perceptions and quality judgments of experienced Australian reviewers in education and the physical sciences.” 2010. Doctoral Dissertation, University of Newcastle. Accessed September 26, 2020. http://hdl.handle.net/1959.13/916004.

MLA Handbook (7th Edition):

Lu, Yanping. “Journal peer review: comparing the perceptions and quality judgments of experienced Australian reviewers in education and the physical sciences.” 2010. Web. 26 Sep 2020.

Vancouver:

Lu Y. Journal peer review: comparing the perceptions and quality judgments of experienced Australian reviewers in education and the physical sciences. [Internet] [Doctoral dissertation]. University of Newcastle; 2010. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1959.13/916004.

Council of Science Editors:

Lu Y. Journal peer review: comparing the perceptions and quality judgments of experienced Australian reviewers in education and the physical sciences. [Doctoral Dissertation]. University of Newcastle; 2010. Available from: http://hdl.handle.net/1959.13/916004


University of Newcastle

6. Whalan, Frances. An investigation of teachers' collective responsibility for student learning.

Degree: PhD, 2010, University of Newcastle

Research Doctorate - Doctor of Philosophy (PhD)

The subject of this thesis is an investigation of teachers’ collective responsibility for student learning. This research expands… (more)

Subjects/Keywords: professional community; professional development; collective responsibility; trust; leadership; quality teaching

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APA (6th Edition):

Whalan, F. (2010). An investigation of teachers' collective responsibility for student learning. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/805553

Chicago Manual of Style (16th Edition):

Whalan, Frances. “An investigation of teachers' collective responsibility for student learning.” 2010. Doctoral Dissertation, University of Newcastle. Accessed September 26, 2020. http://hdl.handle.net/1959.13/805553.

MLA Handbook (7th Edition):

Whalan, Frances. “An investigation of teachers' collective responsibility for student learning.” 2010. Web. 26 Sep 2020.

Vancouver:

Whalan F. An investigation of teachers' collective responsibility for student learning. [Internet] [Doctoral dissertation]. University of Newcastle; 2010. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1959.13/805553.

Council of Science Editors:

Whalan F. An investigation of teachers' collective responsibility for student learning. [Doctoral Dissertation]. University of Newcastle; 2010. Available from: http://hdl.handle.net/1959.13/805553


University of Newcastle

7. Ambler, Nerida C. The knowledge growth and clincial decision making of student and experienced midwives: a comparative study.

Degree: PhD, 2010, University of Newcastle

Research Doctorate - Doctor of Philosophy (PhD)

A midwife is a professional who assists women to birth and is legally accountable within her scope of… (more)

Subjects/Keywords: student midwives; midwives; congitive and metacognitive knolwedge development; clincial decision making

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APA (6th Edition):

Ambler, N. C. (2010). The knowledge growth and clincial decision making of student and experienced midwives: a comparative study. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/918362

Chicago Manual of Style (16th Edition):

Ambler, Nerida C. “The knowledge growth and clincial decision making of student and experienced midwives: a comparative study.” 2010. Doctoral Dissertation, University of Newcastle. Accessed September 26, 2020. http://hdl.handle.net/1959.13/918362.

MLA Handbook (7th Edition):

Ambler, Nerida C. “The knowledge growth and clincial decision making of student and experienced midwives: a comparative study.” 2010. Web. 26 Sep 2020.

Vancouver:

Ambler NC. The knowledge growth and clincial decision making of student and experienced midwives: a comparative study. [Internet] [Doctoral dissertation]. University of Newcastle; 2010. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1959.13/918362.

Council of Science Editors:

Ambler NC. The knowledge growth and clincial decision making of student and experienced midwives: a comparative study. [Doctoral Dissertation]. University of Newcastle; 2010. Available from: http://hdl.handle.net/1959.13/918362


University of Newcastle

8. De Bortoli, Tania. Complex contextual influences on the communicative interactions of students with multiple and severe disabilities: a qualitative study.

Degree: PhD, 2012, University of Newcastle

Research Doctorate - Doctor of Philosophy (PhD)

Although researchers have reported for more than two decades low frequencies of communicative interactions for students with multiple… (more)

Subjects/Keywords: multiple and severe disability; communication; contextual influences; complexity

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APA (6th Edition):

De Bortoli, T. (2012). Complex contextual influences on the communicative interactions of students with multiple and severe disabilities: a qualitative study. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/931190

Chicago Manual of Style (16th Edition):

De Bortoli, Tania. “Complex contextual influences on the communicative interactions of students with multiple and severe disabilities: a qualitative study.” 2012. Doctoral Dissertation, University of Newcastle. Accessed September 26, 2020. http://hdl.handle.net/1959.13/931190.

MLA Handbook (7th Edition):

De Bortoli, Tania. “Complex contextual influences on the communicative interactions of students with multiple and severe disabilities: a qualitative study.” 2012. Web. 26 Sep 2020.

Vancouver:

De Bortoli T. Complex contextual influences on the communicative interactions of students with multiple and severe disabilities: a qualitative study. [Internet] [Doctoral dissertation]. University of Newcastle; 2012. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1959.13/931190.

Council of Science Editors:

De Bortoli T. Complex contextual influences on the communicative interactions of students with multiple and severe disabilities: a qualitative study. [Doctoral Dissertation]. University of Newcastle; 2012. Available from: http://hdl.handle.net/1959.13/931190


University of Newcastle

9. Kelty, Tracey. Feasibility of the ‘Girls Recreational Activity Support Program using Information Technology’ (GRASP-IT) pilot study: a randomised controlled trial to increase physical activity among older adolescent girls using a social networking website.

Degree: MPhil, 2012, University of Newcastle

Masters Research - Master of Philosophy (MPhil)

This study evaluated the feasibility and preliminary efficacy of the Girls Recreational Activity Support Program using Internet Technology… (more)

Subjects/Keywords: physical activity; intervention; adolescent girls

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APA (6th Edition):

Kelty, T. (2012). Feasibility of the ‘Girls Recreational Activity Support Program using Information Technology’ (GRASP-IT) pilot study: a randomised controlled trial to increase physical activity among older adolescent girls using a social networking website. (Masters Thesis). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/929810

Chicago Manual of Style (16th Edition):

Kelty, Tracey. “Feasibility of the ‘Girls Recreational Activity Support Program using Information Technology’ (GRASP-IT) pilot study: a randomised controlled trial to increase physical activity among older adolescent girls using a social networking website.” 2012. Masters Thesis, University of Newcastle. Accessed September 26, 2020. http://hdl.handle.net/1959.13/929810.

MLA Handbook (7th Edition):

Kelty, Tracey. “Feasibility of the ‘Girls Recreational Activity Support Program using Information Technology’ (GRASP-IT) pilot study: a randomised controlled trial to increase physical activity among older adolescent girls using a social networking website.” 2012. Web. 26 Sep 2020.

Vancouver:

Kelty T. Feasibility of the ‘Girls Recreational Activity Support Program using Information Technology’ (GRASP-IT) pilot study: a randomised controlled trial to increase physical activity among older adolescent girls using a social networking website. [Internet] [Masters thesis]. University of Newcastle; 2012. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1959.13/929810.

Council of Science Editors:

Kelty T. Feasibility of the ‘Girls Recreational Activity Support Program using Information Technology’ (GRASP-IT) pilot study: a randomised controlled trial to increase physical activity among older adolescent girls using a social networking website. [Masters Thesis]. University of Newcastle; 2012. Available from: http://hdl.handle.net/1959.13/929810


University of Newcastle

10. Young, Myles. Physical activity during weight loss and weight loss maintenance in men: an experimental application of social cognitive theory.

Degree: PhD, 2015, University of Newcastle

Research Doctorate - Doctor of Philosophy (PhD)

Background: Australian men are a high-risk group for weight-related disease. Although behavioural weight loss programs have well-documented short-term… (more)

Subjects/Keywords: men; weight loss maintenance; social cognitive theory; physical activity

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APA (6th Edition):

Young, M. (2015). Physical activity during weight loss and weight loss maintenance in men: an experimental application of social cognitive theory. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/1310583

Chicago Manual of Style (16th Edition):

Young, Myles. “Physical activity during weight loss and weight loss maintenance in men: an experimental application of social cognitive theory.” 2015. Doctoral Dissertation, University of Newcastle. Accessed September 26, 2020. http://hdl.handle.net/1959.13/1310583.

MLA Handbook (7th Edition):

Young, Myles. “Physical activity during weight loss and weight loss maintenance in men: an experimental application of social cognitive theory.” 2015. Web. 26 Sep 2020.

Vancouver:

Young M. Physical activity during weight loss and weight loss maintenance in men: an experimental application of social cognitive theory. [Internet] [Doctoral dissertation]. University of Newcastle; 2015. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1959.13/1310583.

Council of Science Editors:

Young M. Physical activity during weight loss and weight loss maintenance in men: an experimental application of social cognitive theory. [Doctoral Dissertation]. University of Newcastle; 2015. Available from: http://hdl.handle.net/1959.13/1310583


University of Newcastle

11. Beaumaris, Arini. Moral judgement to moral action - implications for education.

Degree: PhD, 2010, University of Newcastle

Research Doctorate - Doctor of Philosophy (PhD)

Recent educational research has pointed to the potential for values education to enhance student wellbeing by helping to… (more)

Subjects/Keywords: character education; values education; moral action; moral learning; moral functioning; brain based learning

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APA (6th Edition):

Beaumaris, A. (2010). Moral judgement to moral action - implications for education. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/805543

Chicago Manual of Style (16th Edition):

Beaumaris, Arini. “Moral judgement to moral action - implications for education.” 2010. Doctoral Dissertation, University of Newcastle. Accessed September 26, 2020. http://hdl.handle.net/1959.13/805543.

MLA Handbook (7th Edition):

Beaumaris, Arini. “Moral judgement to moral action - implications for education.” 2010. Web. 26 Sep 2020.

Vancouver:

Beaumaris A. Moral judgement to moral action - implications for education. [Internet] [Doctoral dissertation]. University of Newcastle; 2010. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1959.13/805543.

Council of Science Editors:

Beaumaris A. Moral judgement to moral action - implications for education. [Doctoral Dissertation]. University of Newcastle; 2010. Available from: http://hdl.handle.net/1959.13/805543


University of Newcastle

12. Nguyen, Ly Thi Phi. Quality assurance and accreditation in upper secondary schools in Hatinh Province in Vietnam.

Degree: QAA) in upper secondary schools in Vietnam. The aim is to investigate the perceptions of multiple stakeholders in the education system on the strengths and limitations of the implementation of QAA and the extent to which QAA has played a role in meeting the demands for school accountability and school improvement in Vietnam since the nationwide roll-out of QAA in the schooling sector in 2009. Through close examination of the achievements and constraints of QAA implementation in the study context and quality assurance (QA) practices in other education systems internationally, the study draws implications for the improvement of QAA policy and practice in Vietnam and other nations. Adopting a convergent mixed methods design, quantitative data was collected from 733 school leaders and teachers in 36 public upper secondary schools in Hatinh province using a self-report survey (January to March 2014), while in-depth semi-structured interviews were conducted with three senior Ministry officials, three senior provincial officials, and 11 school leaders and 16 teachers from nine of these schools in the qualitative phase of the study (February to May 2014, upper secondary schools in Vietnam. The aim is to investigate the perceptions of multiple stakeholders in the education system on the strengths and limitations of the implementation of QAA and the extent to which QAA has played a role in meeting the demands for school accountability and school improvement in Vietnam since the nationwide roll-out of QAA in the schooling sector in 2009. Through close examination of the achievements and constraints of QAA implementation in the study context and quality assurance (QA) practices in other education systems internationally, the study draws implications for the improvement of QAA policy and practice in Vietnam and other nations. Adopting a convergent mixed methods design, quantitative data was collected from 733 school leaders and teachers in 36 public upper secondary schools in Hatinh province using a self-report survey (January to March 2014), while in-depth semi-structured interviews were conducted with three senior Ministry officials, three senior provincial officials, and 11 school leaders and 16 teachers from nine of these schools in the qualitative phase of the study (February to May 2014, 2016, University of Newcastle

Research Doctorate - Doctor of Philosophy

This thesis examines the implementation of Quality Assurance and Accreditation (QAA) in upper secondary schools in Vietnam. The aim… (more)

Subjects/Keywords: quality assurance; accreditation; secondary schools; Vietnam

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APA (6th Edition):

Nguyen, L. T. P. (2016). Quality assurance and accreditation in upper secondary schools in Hatinh Province in Vietnam. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/1312102

Chicago Manual of Style (16th Edition):

Nguyen, Ly Thi Phi. “Quality assurance and accreditation in upper secondary schools in Hatinh Province in Vietnam.” 2016. Doctoral Dissertation, University of Newcastle. Accessed September 26, 2020. http://hdl.handle.net/1959.13/1312102.

MLA Handbook (7th Edition):

Nguyen, Ly Thi Phi. “Quality assurance and accreditation in upper secondary schools in Hatinh Province in Vietnam.” 2016. Web. 26 Sep 2020.

Vancouver:

Nguyen LTP. Quality assurance and accreditation in upper secondary schools in Hatinh Province in Vietnam. [Internet] [Doctoral dissertation]. University of Newcastle; 2016. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1959.13/1312102.

Council of Science Editors:

Nguyen LTP. Quality assurance and accreditation in upper secondary schools in Hatinh Province in Vietnam. [Doctoral Dissertation]. University of Newcastle; 2016. Available from: http://hdl.handle.net/1959.13/1312102


University of Newcastle

13. Martucci, Katrina Maree. Young children's developing theory of mind and shared storybook reading in the preschool setting.

Degree: MEd, 2011, University of Newcastle

Masters Research - Master of Education (MEd)

How we come to understand other people’s thoughts and feelings when we are young (our theory of mind)… (more)

Subjects/Keywords: theory of mind; shared storybook reading; preschool; early childhood

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APA (6th Edition):

Martucci, K. M. (2011). Young children's developing theory of mind and shared storybook reading in the preschool setting. (Masters Thesis). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/917885

Chicago Manual of Style (16th Edition):

Martucci, Katrina Maree. “Young children's developing theory of mind and shared storybook reading in the preschool setting.” 2011. Masters Thesis, University of Newcastle. Accessed September 26, 2020. http://hdl.handle.net/1959.13/917885.

MLA Handbook (7th Edition):

Martucci, Katrina Maree. “Young children's developing theory of mind and shared storybook reading in the preschool setting.” 2011. Web. 26 Sep 2020.

Vancouver:

Martucci KM. Young children's developing theory of mind and shared storybook reading in the preschool setting. [Internet] [Masters thesis]. University of Newcastle; 2011. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1959.13/917885.

Council of Science Editors:

Martucci KM. Young children's developing theory of mind and shared storybook reading in the preschool setting. [Masters Thesis]. University of Newcastle; 2011. Available from: http://hdl.handle.net/1959.13/917885


University of Newcastle

14. Matthes, Andrew. The relationship between the principal's leadership characteristics and the ability of primary teachers to deal successfully with the challenges associated with change: a teacher's perspective. A study within the Seventh-Day Adventist Church Education System in Australia.

Degree: PhD, 2010, University of Newcastle

Research Doctorate - Doctor of Philosophy (PhD)

The literature suggests that there is significant change occurring in the education systems in most countries around the… (more)

Subjects/Keywords: leadership; change; teachers; teaching role

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APA (6th Edition):

Matthes, A. (2010). The relationship between the principal's leadership characteristics and the ability of primary teachers to deal successfully with the challenges associated with change: a teacher's perspective. A study within the Seventh-Day Adventist Church Education System in Australia. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/808007

Chicago Manual of Style (16th Edition):

Matthes, Andrew. “The relationship between the principal's leadership characteristics and the ability of primary teachers to deal successfully with the challenges associated with change: a teacher's perspective. A study within the Seventh-Day Adventist Church Education System in Australia.” 2010. Doctoral Dissertation, University of Newcastle. Accessed September 26, 2020. http://hdl.handle.net/1959.13/808007.

MLA Handbook (7th Edition):

Matthes, Andrew. “The relationship between the principal's leadership characteristics and the ability of primary teachers to deal successfully with the challenges associated with change: a teacher's perspective. A study within the Seventh-Day Adventist Church Education System in Australia.” 2010. Web. 26 Sep 2020.

Vancouver:

Matthes A. The relationship between the principal's leadership characteristics and the ability of primary teachers to deal successfully with the challenges associated with change: a teacher's perspective. A study within the Seventh-Day Adventist Church Education System in Australia. [Internet] [Doctoral dissertation]. University of Newcastle; 2010. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1959.13/808007.

Council of Science Editors:

Matthes A. The relationship between the principal's leadership characteristics and the ability of primary teachers to deal successfully with the challenges associated with change: a teacher's perspective. A study within the Seventh-Day Adventist Church Education System in Australia. [Doctoral Dissertation]. University of Newcastle; 2010. Available from: http://hdl.handle.net/1959.13/808007


University of Newcastle

15. Page, John Arthur. Philosophical and theological reflection on the Bible as a significant body of non-sectarian literature in religious education.

Degree: PhD, 2013, University of Newcastle

Research Doctorate - Doctor of Philosophy (PhD)

This Thesis discusses the limitations and dangers to an equitable religious educational policy of exclusive religious beliefs, in… (more)

Subjects/Keywords: inerrancy; hermaneutics; Biblical interpretation

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APA (6th Edition):

Page, J. A. (2013). Philosophical and theological reflection on the Bible as a significant body of non-sectarian literature in religious education. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/937008

Chicago Manual of Style (16th Edition):

Page, John Arthur. “Philosophical and theological reflection on the Bible as a significant body of non-sectarian literature in religious education.” 2013. Doctoral Dissertation, University of Newcastle. Accessed September 26, 2020. http://hdl.handle.net/1959.13/937008.

MLA Handbook (7th Edition):

Page, John Arthur. “Philosophical and theological reflection on the Bible as a significant body of non-sectarian literature in religious education.” 2013. Web. 26 Sep 2020.

Vancouver:

Page JA. Philosophical and theological reflection on the Bible as a significant body of non-sectarian literature in religious education. [Internet] [Doctoral dissertation]. University of Newcastle; 2013. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1959.13/937008.

Council of Science Editors:

Page JA. Philosophical and theological reflection on the Bible as a significant body of non-sectarian literature in religious education. [Doctoral Dissertation]. University of Newcastle; 2013. Available from: http://hdl.handle.net/1959.13/937008


University of Newcastle

16. Gentle, Frances Irene. Transforming the education systems for children with disability in Papua New Guinea and Timor-Leste.

Degree: PhD, 2012, University of Newcastle

Research Doctorate - Doctor of Philosophy (PhD)

A great deal of research indicates that over 100 million children worldwide are marginalised from education, including about… (more)

Subjects/Keywords: inclusive education; disability; Papua New Guinea; Timor Leste; children

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APA (6th Edition):

Gentle, F. I. (2012). Transforming the education systems for children with disability in Papua New Guinea and Timor-Leste. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/930750

Chicago Manual of Style (16th Edition):

Gentle, Frances Irene. “Transforming the education systems for children with disability in Papua New Guinea and Timor-Leste.” 2012. Doctoral Dissertation, University of Newcastle. Accessed September 26, 2020. http://hdl.handle.net/1959.13/930750.

MLA Handbook (7th Edition):

Gentle, Frances Irene. “Transforming the education systems for children with disability in Papua New Guinea and Timor-Leste.” 2012. Web. 26 Sep 2020.

Vancouver:

Gentle FI. Transforming the education systems for children with disability in Papua New Guinea and Timor-Leste. [Internet] [Doctoral dissertation]. University of Newcastle; 2012. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1959.13/930750.

Council of Science Editors:

Gentle FI. Transforming the education systems for children with disability in Papua New Guinea and Timor-Leste. [Doctoral Dissertation]. University of Newcastle; 2012. Available from: http://hdl.handle.net/1959.13/930750


University of Newcastle

17. StGeorge, Jennifer. The subjectivity of musical learning: understanding participation in instrumental music instruction.

Degree: PhD, 2010, University of Newcastle

Research Doctorate - Doctor of Philosophy (PhD)

Learning a musical instrument in childhood invites a future that holds lifelong pleasure and companionship, yet although thousands… (more)

Subjects/Keywords: instrumental music education; motivation; attrition; retention; learning approaches; participation

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APA (6th Edition):

StGeorge, J. (2010). The subjectivity of musical learning: understanding participation in instrumental music instruction. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/804316

Chicago Manual of Style (16th Edition):

StGeorge, Jennifer. “The subjectivity of musical learning: understanding participation in instrumental music instruction.” 2010. Doctoral Dissertation, University of Newcastle. Accessed September 26, 2020. http://hdl.handle.net/1959.13/804316.

MLA Handbook (7th Edition):

StGeorge, Jennifer. “The subjectivity of musical learning: understanding participation in instrumental music instruction.” 2010. Web. 26 Sep 2020.

Vancouver:

StGeorge J. The subjectivity of musical learning: understanding participation in instrumental music instruction. [Internet] [Doctoral dissertation]. University of Newcastle; 2010. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1959.13/804316.

Council of Science Editors:

StGeorge J. The subjectivity of musical learning: understanding participation in instrumental music instruction. [Doctoral Dissertation]. University of Newcastle; 2010. Available from: http://hdl.handle.net/1959.13/804316


University of Newcastle

18. Suryati, Nunung. Developing an effective classroom interaction framework to promote lower secondary school students' English communicative competence in Malang, East Java, Indonesia.

Degree: PhD, 2013, University of Newcastle

Research Doctorate - Doctor of Philosophy (PhD)

In response to the growing importance attached to mastering English, the Indonesia’s 2006 English Curriculum has as one… (more)

Subjects/Keywords: EFL; classroom interaction; Indonesia

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APA (6th Edition):

Suryati, N. (2013). Developing an effective classroom interaction framework to promote lower secondary school students' English communicative competence in Malang, East Java, Indonesia. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/1038812

Chicago Manual of Style (16th Edition):

Suryati, Nunung. “Developing an effective classroom interaction framework to promote lower secondary school students' English communicative competence in Malang, East Java, Indonesia.” 2013. Doctoral Dissertation, University of Newcastle. Accessed September 26, 2020. http://hdl.handle.net/1959.13/1038812.

MLA Handbook (7th Edition):

Suryati, Nunung. “Developing an effective classroom interaction framework to promote lower secondary school students' English communicative competence in Malang, East Java, Indonesia.” 2013. Web. 26 Sep 2020.

Vancouver:

Suryati N. Developing an effective classroom interaction framework to promote lower secondary school students' English communicative competence in Malang, East Java, Indonesia. [Internet] [Doctoral dissertation]. University of Newcastle; 2013. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1959.13/1038812.

Council of Science Editors:

Suryati N. Developing an effective classroom interaction framework to promote lower secondary school students' English communicative competence in Malang, East Java, Indonesia. [Doctoral Dissertation]. University of Newcastle; 2013. Available from: http://hdl.handle.net/1959.13/1038812


University of Newcastle

19. Bandur, Agustinus. A study of the implementation of school-based management in Flores Primary Schools in Indonesia.

Degree: PhD, 2008, University of Newcastle

Research Doctorate - Doctor of Philosophy (PhD)

School-Based Management (SBM) with devolution has become the most prominent feature of public school management systems in most… (more)

Subjects/Keywords: School-Based Management; Indonesian school management

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APA (6th Edition):

Bandur, A. (2008). A study of the implementation of school-based management in Flores Primary Schools in Indonesia. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/33103

Chicago Manual of Style (16th Edition):

Bandur, Agustinus. “A study of the implementation of school-based management in Flores Primary Schools in Indonesia.” 2008. Doctoral Dissertation, University of Newcastle. Accessed September 26, 2020. http://hdl.handle.net/1959.13/33103.

MLA Handbook (7th Edition):

Bandur, Agustinus. “A study of the implementation of school-based management in Flores Primary Schools in Indonesia.” 2008. Web. 26 Sep 2020.

Vancouver:

Bandur A. A study of the implementation of school-based management in Flores Primary Schools in Indonesia. [Internet] [Doctoral dissertation]. University of Newcastle; 2008. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1959.13/33103.

Council of Science Editors:

Bandur A. A study of the implementation of school-based management in Flores Primary Schools in Indonesia. [Doctoral Dissertation]. University of Newcastle; 2008. Available from: http://hdl.handle.net/1959.13/33103


University of Newcastle

20. San Antonio, Diosdado. Participatory School Administration, Leadership And Management (PSALM): Its impact on the creation of better Philippine public secondary schools.

Degree: PhD, 2006, University of Newcastle

Research Doctorate - Doctor of Philosophy (PhD)

This thesis examines the impact of implementing participatory school administration, leadership and management (PSALM) via Advisory School Councils… (more)

Subjects/Keywords: school-based management; empowerment; trust; school improvement; school councils

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APA (6th Edition):

San Antonio, D. (2006). Participatory School Administration, Leadership And Management (PSALM): Its impact on the creation of better Philippine public secondary schools. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/25809

Chicago Manual of Style (16th Edition):

San Antonio, Diosdado. “Participatory School Administration, Leadership And Management (PSALM): Its impact on the creation of better Philippine public secondary schools.” 2006. Doctoral Dissertation, University of Newcastle. Accessed September 26, 2020. http://hdl.handle.net/1959.13/25809.

MLA Handbook (7th Edition):

San Antonio, Diosdado. “Participatory School Administration, Leadership And Management (PSALM): Its impact on the creation of better Philippine public secondary schools.” 2006. Web. 26 Sep 2020.

Vancouver:

San Antonio D. Participatory School Administration, Leadership And Management (PSALM): Its impact on the creation of better Philippine public secondary schools. [Internet] [Doctoral dissertation]. University of Newcastle; 2006. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1959.13/25809.

Council of Science Editors:

San Antonio D. Participatory School Administration, Leadership And Management (PSALM): Its impact on the creation of better Philippine public secondary schools. [Doctoral Dissertation]. University of Newcastle; 2006. Available from: http://hdl.handle.net/1959.13/25809


University of Newcastle

21. Wallace, Cale. The effects of sprint and bounds training on 0-30 m running speed in elite adolescent rugby league players.

Degree: 12-17 years) participated in a nine-week study to determine the effects of three exercise training programs on 0-30 metres sprint running time and bounds performance (10 bounds). Subjects were randomly assigned to a rugby league fitness group (F) n=12, a sprint group (S) n= 14 and a sprint-bounds group (SB) n= 20. Forty-two subjects completed the study. Methods: Separate sessions for fitness, speed, and bounds were conducted once a week for nine weeks. To determine the effect of training a two-way analysis of variance was performed, followed by post-hoc paired t-tests to allow pairwise comparisons when significant interactions were found. Significance was set at p<0.05. Statistical analysis was performed using SPSS for Mac (version 13.1, a nine-week study to determine the effects of three exercise training programs on 0-30 metres sprint running time and bounds performance (10 bounds). Subjects were randomly assigned to a rugby league fitness group (F) n=12, a sprint group (S) n= 14 and a sprint-bounds group (SB) n= 20. Forty-two subjects completed the study. Methods: Separate sessions for fitness, speed, and bounds were conducted once a week for nine weeks. To determine the effect of training a two-way analysis of variance was performed, followed by post-hoc paired t-tests to allow pairwise comparisons when significant interactions were found. Significance was set at p<0.05. Statistical analysis was performed using SPSS for Mac (version 13.1, 2008, University of Newcastle

Masters Research - Master of Philosophy

Introduction Forty-six elite adolescent male rugby league players (12-17 years) participated in a nine-week study to determine the effects… (more)

Subjects/Keywords: adolescent males; rugby league; sprint; bounds; running speed

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Wallace, C. (2008). The effects of sprint and bounds training on 0-30 m running speed in elite adolescent rugby league players. (Masters Thesis). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/32864

Chicago Manual of Style (16th Edition):

Wallace, Cale. “The effects of sprint and bounds training on 0-30 m running speed in elite adolescent rugby league players.” 2008. Masters Thesis, University of Newcastle. Accessed September 26, 2020. http://hdl.handle.net/1959.13/32864.

MLA Handbook (7th Edition):

Wallace, Cale. “The effects of sprint and bounds training on 0-30 m running speed in elite adolescent rugby league players.” 2008. Web. 26 Sep 2020.

Vancouver:

Wallace C. The effects of sprint and bounds training on 0-30 m running speed in elite adolescent rugby league players. [Internet] [Masters thesis]. University of Newcastle; 2008. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1959.13/32864.

Council of Science Editors:

Wallace C. The effects of sprint and bounds training on 0-30 m running speed in elite adolescent rugby league players. [Masters Thesis]. University of Newcastle; 2008. Available from: http://hdl.handle.net/1959.13/32864


University of Newcastle

22. Heeney, Michael Francis. Classroom sound field amplification, listening and learning.

Degree: PhD, 2007, University of Newcastle

Research Doctorate - Doctor of Philosophy (PhD)

Sound field distribution is becoming increasingly known as a method to overcome problems associated with noise, distance, and… (more)

Subjects/Keywords: sound field amplification; sound field distribution; classroom; listening; learning; listening comprehension; middle ear dysfunction; teacher benefits

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APA (6th Edition):

Heeney, M. F. (2007). Classroom sound field amplification, listening and learning. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/25777

Chicago Manual of Style (16th Edition):

Heeney, Michael Francis. “Classroom sound field amplification, listening and learning.” 2007. Doctoral Dissertation, University of Newcastle. Accessed September 26, 2020. http://hdl.handle.net/1959.13/25777.

MLA Handbook (7th Edition):

Heeney, Michael Francis. “Classroom sound field amplification, listening and learning.” 2007. Web. 26 Sep 2020.

Vancouver:

Heeney MF. Classroom sound field amplification, listening and learning. [Internet] [Doctoral dissertation]. University of Newcastle; 2007. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1959.13/25777.

Council of Science Editors:

Heeney MF. Classroom sound field amplification, listening and learning. [Doctoral Dissertation]. University of Newcastle; 2007. Available from: http://hdl.handle.net/1959.13/25777


University of Newcastle

23. Lidbury, Ross. A Comparative study of the Metal Fabrication and Welding (Heavy) Trade Course in TAFE NSW between 2001 and 2004.

Degree: PhD, 2007, University of Newcastle

Research Doctorate - Doctor of Philosophy (PhD)

This comparative study between the old Metal Fabrication and Welding (MF&W) trade course 7792 and the newly introduced… (more)

Subjects/Keywords: metal fabrication and welding; boilermaking; TAFE; trade courses; apprenticeships

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APA (6th Edition):

Lidbury, R. (2007). A Comparative study of the Metal Fabrication and Welding (Heavy) Trade Course in TAFE NSW between 2001 and 2004. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/25816

Chicago Manual of Style (16th Edition):

Lidbury, Ross. “A Comparative study of the Metal Fabrication and Welding (Heavy) Trade Course in TAFE NSW between 2001 and 2004.” 2007. Doctoral Dissertation, University of Newcastle. Accessed September 26, 2020. http://hdl.handle.net/1959.13/25816.

MLA Handbook (7th Edition):

Lidbury, Ross. “A Comparative study of the Metal Fabrication and Welding (Heavy) Trade Course in TAFE NSW between 2001 and 2004.” 2007. Web. 26 Sep 2020.

Vancouver:

Lidbury R. A Comparative study of the Metal Fabrication and Welding (Heavy) Trade Course in TAFE NSW between 2001 and 2004. [Internet] [Doctoral dissertation]. University of Newcastle; 2007. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1959.13/25816.

Council of Science Editors:

Lidbury R. A Comparative study of the Metal Fabrication and Welding (Heavy) Trade Course in TAFE NSW between 2001 and 2004. [Doctoral Dissertation]. University of Newcastle; 2007. Available from: http://hdl.handle.net/1959.13/25816


University of Newcastle

24. Eacott, Scott. Strategy and the Principal.

Degree: PhD, 2008, University of Newcastle

Research Doctorate - Doctor of Philosophy (PhD)

This thesis builds on and contributes to work on the strategic role of educational leaders, and particularly public… (more)

Subjects/Keywords: educational leadership; strategy; school governance; educational administration; educational management; principal leadership

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APA (6th Edition):

Eacott, S. (2008). Strategy and the Principal. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/32855

Chicago Manual of Style (16th Edition):

Eacott, Scott. “Strategy and the Principal.” 2008. Doctoral Dissertation, University of Newcastle. Accessed September 26, 2020. http://hdl.handle.net/1959.13/32855.

MLA Handbook (7th Edition):

Eacott, Scott. “Strategy and the Principal.” 2008. Web. 26 Sep 2020.

Vancouver:

Eacott S. Strategy and the Principal. [Internet] [Doctoral dissertation]. University of Newcastle; 2008. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1959.13/32855.

Council of Science Editors:

Eacott S. Strategy and the Principal. [Doctoral Dissertation]. University of Newcastle; 2008. Available from: http://hdl.handle.net/1959.13/32855


University of Newcastle

25. Smith, Susen R. The relationship between student literacy diversity, instructional differentiation and academic engagement in inclusive primary classrooms.

Degree: PhD, 2006, University of Newcastle

Research Doctorate - Doctor of Philosophy (PhD)

This study investigated the relationship between student literacy diversity, instructional differentiation and academic engagement in four Australian primary… (more)

Subjects/Keywords: curriculum; differentiation; education; primary; learning difficulties; gifted; diversity; inclusion; literacy; student engagement; multi-age classes; differentiation strategies; model of dynamic differentiation; catering for individual student needs

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APA (6th Edition):

Smith, S. R. (2006). The relationship between student literacy diversity, instructional differentiation and academic engagement in inclusive primary classrooms. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/804126

Chicago Manual of Style (16th Edition):

Smith, Susen R. “The relationship between student literacy diversity, instructional differentiation and academic engagement in inclusive primary classrooms.” 2006. Doctoral Dissertation, University of Newcastle. Accessed September 26, 2020. http://hdl.handle.net/1959.13/804126.

MLA Handbook (7th Edition):

Smith, Susen R. “The relationship between student literacy diversity, instructional differentiation and academic engagement in inclusive primary classrooms.” 2006. Web. 26 Sep 2020.

Vancouver:

Smith SR. The relationship between student literacy diversity, instructional differentiation and academic engagement in inclusive primary classrooms. [Internet] [Doctoral dissertation]. University of Newcastle; 2006. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1959.13/804126.

Council of Science Editors:

Smith SR. The relationship between student literacy diversity, instructional differentiation and academic engagement in inclusive primary classrooms. [Doctoral Dissertation]. University of Newcastle; 2006. Available from: http://hdl.handle.net/1959.13/804126


University of Newcastle

26. Macqueen, Suzanne Elizabeth. The effects of regrouping students for literacy and numeracy in primary schools.

Degree: MEd, 2008, University of Newcastle

Masters Research - Master of Education (MEd)

The grouping of students by academic achievement level has been practised in a wide variety of forms and… (more)

Subjects/Keywords: primary education; ability grouping; class size; academic achievement; affective outcomes; organisation of classes; grouping structures; teaching practices

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APA (6th Edition):

Macqueen, S. E. (2008). The effects of regrouping students for literacy and numeracy in primary schools. (Masters Thesis). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/805624

Chicago Manual of Style (16th Edition):

Macqueen, Suzanne Elizabeth. “The effects of regrouping students for literacy and numeracy in primary schools.” 2008. Masters Thesis, University of Newcastle. Accessed September 26, 2020. http://hdl.handle.net/1959.13/805624.

MLA Handbook (7th Edition):

Macqueen, Suzanne Elizabeth. “The effects of regrouping students for literacy and numeracy in primary schools.” 2008. Web. 26 Sep 2020.

Vancouver:

Macqueen SE. The effects of regrouping students for literacy and numeracy in primary schools. [Internet] [Masters thesis]. University of Newcastle; 2008. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1959.13/805624.

Council of Science Editors:

Macqueen SE. The effects of regrouping students for literacy and numeracy in primary schools. [Masters Thesis]. University of Newcastle; 2008. Available from: http://hdl.handle.net/1959.13/805624


University of Newcastle

27. Faull, Glenda Adelle. Exceptional teachers: a case study that emphasises dispositions when differentiating between teachers.

Degree: PhD, 2008, University of Newcastle

Research Doctorate - Doctor of Philosophy (PhD)

The principal aim of this study is to contribute to the debate on effective teaching and learning by… (more)

Subjects/Keywords: exceptional teachers; teacher dispositions

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APA (6th Edition):

Faull, G. A. (2008). Exceptional teachers: a case study that emphasises dispositions when differentiating between teachers. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/38325

Chicago Manual of Style (16th Edition):

Faull, Glenda Adelle. “Exceptional teachers: a case study that emphasises dispositions when differentiating between teachers.” 2008. Doctoral Dissertation, University of Newcastle. Accessed September 26, 2020. http://hdl.handle.net/1959.13/38325.

MLA Handbook (7th Edition):

Faull, Glenda Adelle. “Exceptional teachers: a case study that emphasises dispositions when differentiating between teachers.” 2008. Web. 26 Sep 2020.

Vancouver:

Faull GA. Exceptional teachers: a case study that emphasises dispositions when differentiating between teachers. [Internet] [Doctoral dissertation]. University of Newcastle; 2008. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1959.13/38325.

Council of Science Editors:

Faull GA. Exceptional teachers: a case study that emphasises dispositions when differentiating between teachers. [Doctoral Dissertation]. University of Newcastle; 2008. Available from: http://hdl.handle.net/1959.13/38325


University of Newcastle

28. Grushka, Kathryn Meyer. Identity, Image and Meaning Beyond the Classroom: Visual and Performative Communicative Practice in a Visual 21st Century.

Degree: PhD, 2007, University of Newcastle

Research Doctorate - Doctor of Philosophy (PhD)

Visual Art education, in an increasingly globalized visual world, is gaining significance for its contribution to the intuitive,… (more)

Subjects/Keywords: visual art education; visual and performative learning; identity; image and meaning; communicative knowing

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APA (6th Edition):

Grushka, K. M. (2007). Identity, Image and Meaning Beyond the Classroom: Visual and Performative Communicative Practice in a Visual 21st Century. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/31745

Chicago Manual of Style (16th Edition):

Grushka, Kathryn Meyer. “Identity, Image and Meaning Beyond the Classroom: Visual and Performative Communicative Practice in a Visual 21st Century.” 2007. Doctoral Dissertation, University of Newcastle. Accessed September 26, 2020. http://hdl.handle.net/1959.13/31745.

MLA Handbook (7th Edition):

Grushka, Kathryn Meyer. “Identity, Image and Meaning Beyond the Classroom: Visual and Performative Communicative Practice in a Visual 21st Century.” 2007. Web. 26 Sep 2020.

Vancouver:

Grushka KM. Identity, Image and Meaning Beyond the Classroom: Visual and Performative Communicative Practice in a Visual 21st Century. [Internet] [Doctoral dissertation]. University of Newcastle; 2007. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1959.13/31745.

Council of Science Editors:

Grushka KM. Identity, Image and Meaning Beyond the Classroom: Visual and Performative Communicative Practice in a Visual 21st Century. [Doctoral Dissertation]. University of Newcastle; 2007. Available from: http://hdl.handle.net/1959.13/31745


University of Newcastle

29. Griffiths, Tom G. The development of secondary school education in revolutionary Cuba, 1959-1991: A world-systems approach.

Degree: PhD, 1998, University of Newcastle

Research Doctorate - Doctor of Philosophy (PhD)

In 1959 the popular Revolution of national liberation and independence triumphed in Cuba, extended a few years later… (more)

Subjects/Keywords: Cuba; Cuban education; Cuban Revolution; Marxism; Leninism; Communism; Socialism; world-systems theory; Wallerstein; Marxist education; Cuban history; radical education; alternative education; world systems; Fidel Castro

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APA (6th Edition):

Griffiths, T. G. (1998). The development of secondary school education in revolutionary Cuba, 1959-1991: A world-systems approach. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/31764

Chicago Manual of Style (16th Edition):

Griffiths, Tom G. “The development of secondary school education in revolutionary Cuba, 1959-1991: A world-systems approach.” 1998. Doctoral Dissertation, University of Newcastle. Accessed September 26, 2020. http://hdl.handle.net/1959.13/31764.

MLA Handbook (7th Edition):

Griffiths, Tom G. “The development of secondary school education in revolutionary Cuba, 1959-1991: A world-systems approach.” 1998. Web. 26 Sep 2020.

Vancouver:

Griffiths TG. The development of secondary school education in revolutionary Cuba, 1959-1991: A world-systems approach. [Internet] [Doctoral dissertation]. University of Newcastle; 1998. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1959.13/31764.

Council of Science Editors:

Griffiths TG. The development of secondary school education in revolutionary Cuba, 1959-1991: A world-systems approach. [Doctoral Dissertation]. University of Newcastle; 1998. Available from: http://hdl.handle.net/1959.13/31764


University of Newcastle

30. Douglas, Brian Ernest. Ways of Knowing in the Anglican Eucharistic Tradition: Ramifications for Theological Education.

Degree: 2006, University of Newcastle

 This thesis concerns ways of knowing in the Anglican eucharistic tradition. It also explores the ramifications of these ways of knowing for theological education in… (more)

Subjects/Keywords: Anglican; Eucharist; Theological Education; Habermas; communicative action; philosophical assumptions; realism; nominalism; Armstrong

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APA (6th Edition):

Douglas, B. E. (2006). Ways of Knowing in the Anglican Eucharistic Tradition: Ramifications for Theological Education. (Thesis). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/24727

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Douglas, Brian Ernest. “Ways of Knowing in the Anglican Eucharistic Tradition: Ramifications for Theological Education.” 2006. Thesis, University of Newcastle. Accessed September 26, 2020. http://hdl.handle.net/1959.13/24727.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Douglas, Brian Ernest. “Ways of Knowing in the Anglican Eucharistic Tradition: Ramifications for Theological Education.” 2006. Web. 26 Sep 2020.

Vancouver:

Douglas BE. Ways of Knowing in the Anglican Eucharistic Tradition: Ramifications for Theological Education. [Internet] [Thesis]. University of Newcastle; 2006. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1959.13/24727.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Douglas BE. Ways of Knowing in the Anglican Eucharistic Tradition: Ramifications for Theological Education. [Thesis]. University of Newcastle; 2006. Available from: http://hdl.handle.net/1959.13/24727

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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