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You searched for +publisher:"Victoria University of Wellington" +contributor:("Gleeson, Margaret"). Showing records 1 – 12 of 12 total matches.

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Victoria University of Wellington

1. Kassing, Rachmania Bachtiar. Perceptions of Motivational Teaching Strategies in an EFL Classroom: The Case of a Class in a Private University in Indonesia.

Degree: 2011, Victoria University of Wellington

 Students’ motivation in an English as a Foreign Language (EFL) classroom is affected by their perceptions of the teaching strategies used. These perceptions are influenced… (more)

Subjects/Keywords: EFL (English as a foreign language); Motivational teaching strategies

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APA (6th Edition):

Kassing, R. B. (2011). Perceptions of Motivational Teaching Strategies in an EFL Classroom: The Case of a Class in a Private University in Indonesia. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/1835

Chicago Manual of Style (16th Edition):

Kassing, Rachmania Bachtiar. “Perceptions of Motivational Teaching Strategies in an EFL Classroom: The Case of a Class in a Private University in Indonesia.” 2011. Masters Thesis, Victoria University of Wellington. Accessed May 20, 2019. http://hdl.handle.net/10063/1835.

MLA Handbook (7th Edition):

Kassing, Rachmania Bachtiar. “Perceptions of Motivational Teaching Strategies in an EFL Classroom: The Case of a Class in a Private University in Indonesia.” 2011. Web. 20 May 2019.

Vancouver:

Kassing RB. Perceptions of Motivational Teaching Strategies in an EFL Classroom: The Case of a Class in a Private University in Indonesia. [Internet] [Masters thesis]. Victoria University of Wellington; 2011. [cited 2019 May 20]. Available from: http://hdl.handle.net/10063/1835.

Council of Science Editors:

Kassing RB. Perceptions of Motivational Teaching Strategies in an EFL Classroom: The Case of a Class in a Private University in Indonesia. [Masters Thesis]. Victoria University of Wellington; 2011. Available from: http://hdl.handle.net/10063/1835


Victoria University of Wellington

2. Cho, Jeong Hyun. Teachers’ perceptions of changes to teaching practice and the influence of professional development: Experienced EFL teachers in South Korea.

Degree: 2014, Victoria University of Wellington

 This multiple-case study investigated experienced English-as-a-foreign-language (EFL) teachers’ perceptions of changes to teaching practice as a result of professional development (PD) in South Korea. The… (more)

Subjects/Keywords: Teacher professional development; Experienced EFL teachers; Changes to teaching practice

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APA (6th Edition):

Cho, J. H. (2014). Teachers’ perceptions of changes to teaching practice and the influence of professional development: Experienced EFL teachers in South Korea. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/3434

Chicago Manual of Style (16th Edition):

Cho, Jeong Hyun. “Teachers’ perceptions of changes to teaching practice and the influence of professional development: Experienced EFL teachers in South Korea.” 2014. Masters Thesis, Victoria University of Wellington. Accessed May 20, 2019. http://hdl.handle.net/10063/3434.

MLA Handbook (7th Edition):

Cho, Jeong Hyun. “Teachers’ perceptions of changes to teaching practice and the influence of professional development: Experienced EFL teachers in South Korea.” 2014. Web. 20 May 2019.

Vancouver:

Cho JH. Teachers’ perceptions of changes to teaching practice and the influence of professional development: Experienced EFL teachers in South Korea. [Internet] [Masters thesis]. Victoria University of Wellington; 2014. [cited 2019 May 20]. Available from: http://hdl.handle.net/10063/3434.

Council of Science Editors:

Cho JH. Teachers’ perceptions of changes to teaching practice and the influence of professional development: Experienced EFL teachers in South Korea. [Masters Thesis]. Victoria University of Wellington; 2014. Available from: http://hdl.handle.net/10063/3434


Victoria University of Wellington

3. Flavell, Margaret. Pacific Island families’ perceptions of the parental role in the learning process – in a high school setting.

Degree: 2014, Victoria University of Wellington

 The New Zealand Ministry of Education has acknowledged the need for schools to work collaboratively with Pacific Island families so that parents can support their… (more)

Subjects/Keywords: Pacific; Parental; Involvement; Parent; Learning

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APA (6th Edition):

Flavell, M. (2014). Pacific Island families’ perceptions of the parental role in the learning process – in a high school setting. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/3468

Chicago Manual of Style (16th Edition):

Flavell, Margaret. “Pacific Island families’ perceptions of the parental role in the learning process – in a high school setting.” 2014. Masters Thesis, Victoria University of Wellington. Accessed May 20, 2019. http://hdl.handle.net/10063/3468.

MLA Handbook (7th Edition):

Flavell, Margaret. “Pacific Island families’ perceptions of the parental role in the learning process – in a high school setting.” 2014. Web. 20 May 2019.

Vancouver:

Flavell M. Pacific Island families’ perceptions of the parental role in the learning process – in a high school setting. [Internet] [Masters thesis]. Victoria University of Wellington; 2014. [cited 2019 May 20]. Available from: http://hdl.handle.net/10063/3468.

Council of Science Editors:

Flavell M. Pacific Island families’ perceptions of the parental role in the learning process – in a high school setting. [Masters Thesis]. Victoria University of Wellington; 2014. Available from: http://hdl.handle.net/10063/3468


Victoria University of Wellington

4. Tate, Annette. What are the perceptions of stakeholders of an online ESOL programme?: The case of one intermediate school in New Zealand.

Degree: 2014, Victoria University of Wellington

 Online teaching for English language learners in New Zealand schools is a recent phenomenon. Increasingly complex technologies allow expanding and far reaching options in the… (more)

Subjects/Keywords: Perceptions; Online; ESOL; English for speakers of other languages

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APA (6th Edition):

Tate, A. (2014). What are the perceptions of stakeholders of an online ESOL programme?: The case of one intermediate school in New Zealand. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/3523

Chicago Manual of Style (16th Edition):

Tate, Annette. “What are the perceptions of stakeholders of an online ESOL programme?: The case of one intermediate school in New Zealand.” 2014. Masters Thesis, Victoria University of Wellington. Accessed May 20, 2019. http://hdl.handle.net/10063/3523.

MLA Handbook (7th Edition):

Tate, Annette. “What are the perceptions of stakeholders of an online ESOL programme?: The case of one intermediate school in New Zealand.” 2014. Web. 20 May 2019.

Vancouver:

Tate A. What are the perceptions of stakeholders of an online ESOL programme?: The case of one intermediate school in New Zealand. [Internet] [Masters thesis]. Victoria University of Wellington; 2014. [cited 2019 May 20]. Available from: http://hdl.handle.net/10063/3523.

Council of Science Editors:

Tate A. What are the perceptions of stakeholders of an online ESOL programme?: The case of one intermediate school in New Zealand. [Masters Thesis]. Victoria University of Wellington; 2014. Available from: http://hdl.handle.net/10063/3523


Victoria University of Wellington

5. King, Lucy Rose. "Gokum showed me how": Four Cree children's perspectives on language and culture maintenance.

Degree: 2016, Victoria University of Wellington

 Eighty percent of Indigenous children in Canada attend provincial schools off-reserve where there is no legal requirement for inclusion of Indigenous language or content in… (more)

Subjects/Keywords: Indigenous; Education; Quebec

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APA (6th Edition):

King, L. R. (2016). "Gokum showed me how": Four Cree children's perspectives on language and culture maintenance. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/5168

Chicago Manual of Style (16th Edition):

King, Lucy Rose. “"Gokum showed me how": Four Cree children's perspectives on language and culture maintenance.” 2016. Masters Thesis, Victoria University of Wellington. Accessed May 20, 2019. http://hdl.handle.net/10063/5168.

MLA Handbook (7th Edition):

King, Lucy Rose. “"Gokum showed me how": Four Cree children's perspectives on language and culture maintenance.” 2016. Web. 20 May 2019.

Vancouver:

King LR. "Gokum showed me how": Four Cree children's perspectives on language and culture maintenance. [Internet] [Masters thesis]. Victoria University of Wellington; 2016. [cited 2019 May 20]. Available from: http://hdl.handle.net/10063/5168.

Council of Science Editors:

King LR. "Gokum showed me how": Four Cree children's perspectives on language and culture maintenance. [Masters Thesis]. Victoria University of Wellington; 2016. Available from: http://hdl.handle.net/10063/5168


Victoria University of Wellington

6. Tran, Hue. Professional Learning and Development (PLD) in Higher Education: The experiences of teacher educators in Vietnam.

Degree: 2016, Victoria University of Wellington

 A key challenge for educators in Vietnamese higher education (HE) lies in the implementation of top-down national educational reforms. Professional learning and development (PLD) is… (more)

Subjects/Keywords: Professional learning and development; Higher education; Vietnam; EFL teacher educators; PLD

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APA (6th Edition):

Tran, H. (2016). Professional Learning and Development (PLD) in Higher Education: The experiences of teacher educators in Vietnam. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/5137

Chicago Manual of Style (16th Edition):

Tran, Hue. “Professional Learning and Development (PLD) in Higher Education: The experiences of teacher educators in Vietnam.” 2016. Doctoral Dissertation, Victoria University of Wellington. Accessed May 20, 2019. http://hdl.handle.net/10063/5137.

MLA Handbook (7th Edition):

Tran, Hue. “Professional Learning and Development (PLD) in Higher Education: The experiences of teacher educators in Vietnam.” 2016. Web. 20 May 2019.

Vancouver:

Tran H. Professional Learning and Development (PLD) in Higher Education: The experiences of teacher educators in Vietnam. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2016. [cited 2019 May 20]. Available from: http://hdl.handle.net/10063/5137.

Council of Science Editors:

Tran H. Professional Learning and Development (PLD) in Higher Education: The experiences of teacher educators in Vietnam. [Doctoral Dissertation]. Victoria University of Wellington; 2016. Available from: http://hdl.handle.net/10063/5137

7. Sithraputhran, Thilegawathy. Negotiating multiple identities in educational contexts: Stories of Tamil Heritage Language Users as Multilingual Malaysians.

Degree: 2017, Victoria University of Wellington

 Malaysia is a multilingual and multicultural society comprising of ethnic Malays (dominant group) followed by ethnic Chinese, Indians and other indigenous groups. The national language… (more)

Subjects/Keywords: Sociolinguistics of mobility; Linguistic hegemony; Positioning; Affiliation to heritage; Identity; Dynamic; Identity practices

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APA (6th Edition):

Sithraputhran, T. (2017). Negotiating multiple identities in educational contexts: Stories of Tamil Heritage Language Users as Multilingual Malaysians. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/6213

Chicago Manual of Style (16th Edition):

Sithraputhran, Thilegawathy. “Negotiating multiple identities in educational contexts: Stories of Tamil Heritage Language Users as Multilingual Malaysians.” 2017. Doctoral Dissertation, Victoria University of Wellington. Accessed May 20, 2019. http://hdl.handle.net/10063/6213.

MLA Handbook (7th Edition):

Sithraputhran, Thilegawathy. “Negotiating multiple identities in educational contexts: Stories of Tamil Heritage Language Users as Multilingual Malaysians.” 2017. Web. 20 May 2019.

Vancouver:

Sithraputhran T. Negotiating multiple identities in educational contexts: Stories of Tamil Heritage Language Users as Multilingual Malaysians. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2017. [cited 2019 May 20]. Available from: http://hdl.handle.net/10063/6213.

Council of Science Editors:

Sithraputhran T. Negotiating multiple identities in educational contexts: Stories of Tamil Heritage Language Users as Multilingual Malaysians. [Doctoral Dissertation]. Victoria University of Wellington; 2017. Available from: http://hdl.handle.net/10063/6213


Victoria University of Wellington

8. Agustina, Dwi. A complex system of teachers' beliefs and practices in developing learner autonomy in Indonesian junior high school contexts: A mixed-methods study.

Degree: 2017, Victoria University of Wellington

 The new junior high school curriculum in Indonesia requires teachers to develop learner autonomy and create a student-centred approach in English classrooms. It is therefore… (more)

Subjects/Keywords: Teachers' beliefs; Learner autonomy; Complex systems; EFL; English as a Foreign Language; Perceptions; Complexity theory; Mixed-methods

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APA (6th Edition):

Agustina, D. (2017). A complex system of teachers' beliefs and practices in developing learner autonomy in Indonesian junior high school contexts: A mixed-methods study. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/6351

Chicago Manual of Style (16th Edition):

Agustina, Dwi. “A complex system of teachers' beliefs and practices in developing learner autonomy in Indonesian junior high school contexts: A mixed-methods study.” 2017. Doctoral Dissertation, Victoria University of Wellington. Accessed May 20, 2019. http://hdl.handle.net/10063/6351.

MLA Handbook (7th Edition):

Agustina, Dwi. “A complex system of teachers' beliefs and practices in developing learner autonomy in Indonesian junior high school contexts: A mixed-methods study.” 2017. Web. 20 May 2019.

Vancouver:

Agustina D. A complex system of teachers' beliefs and practices in developing learner autonomy in Indonesian junior high school contexts: A mixed-methods study. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2017. [cited 2019 May 20]. Available from: http://hdl.handle.net/10063/6351.

Council of Science Editors:

Agustina D. A complex system of teachers' beliefs and practices in developing learner autonomy in Indonesian junior high school contexts: A mixed-methods study. [Doctoral Dissertation]. Victoria University of Wellington; 2017. Available from: http://hdl.handle.net/10063/6351


Victoria University of Wellington

9. Prapunta, Sudatip. Pieces of the puzzle: Stories from EFL Thai university students' language learning motivation, experiences, and self-identities in their imagined communities.

Degree: 2017, Victoria University of Wellington

 Despite the growth of English, the lingua franca of today’s world, most Thai undergraduates struggle to attain a high level of communicative skills in environments… (more)

Subjects/Keywords: L2 Motivation; EFL students; L2 self-identities; English is a Foreign Language

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APA (6th Edition):

Prapunta, S. (2017). Pieces of the puzzle: Stories from EFL Thai university students' language learning motivation, experiences, and self-identities in their imagined communities. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/6900

Chicago Manual of Style (16th Edition):

Prapunta, Sudatip. “Pieces of the puzzle: Stories from EFL Thai university students' language learning motivation, experiences, and self-identities in their imagined communities.” 2017. Doctoral Dissertation, Victoria University of Wellington. Accessed May 20, 2019. http://hdl.handle.net/10063/6900.

MLA Handbook (7th Edition):

Prapunta, Sudatip. “Pieces of the puzzle: Stories from EFL Thai university students' language learning motivation, experiences, and self-identities in their imagined communities.” 2017. Web. 20 May 2019.

Vancouver:

Prapunta S. Pieces of the puzzle: Stories from EFL Thai university students' language learning motivation, experiences, and self-identities in their imagined communities. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2017. [cited 2019 May 20]. Available from: http://hdl.handle.net/10063/6900.

Council of Science Editors:

Prapunta S. Pieces of the puzzle: Stories from EFL Thai university students' language learning motivation, experiences, and self-identities in their imagined communities. [Doctoral Dissertation]. Victoria University of Wellington; 2017. Available from: http://hdl.handle.net/10063/6900

10. Pepper, Kiely Frances. A phenomenological exploration of how bilingual police recruits join the police community during their initial training.

Degree: 2014, Victoria University of Wellington

 New Zealand seeks to increase the diversity of its police organisation and this research provides an insight into perspectives of bilingual police learners. Learning to… (more)

Subjects/Keywords: Bilingual; Police; Recruits

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APA (6th Edition):

Pepper, K. F. (2014). A phenomenological exploration of how bilingual police recruits join the police community during their initial training. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/3756

Chicago Manual of Style (16th Edition):

Pepper, Kiely Frances. “A phenomenological exploration of how bilingual police recruits join the police community during their initial training.” 2014. Masters Thesis, Victoria University of Wellington. Accessed May 20, 2019. http://hdl.handle.net/10063/3756.

MLA Handbook (7th Edition):

Pepper, Kiely Frances. “A phenomenological exploration of how bilingual police recruits join the police community during their initial training.” 2014. Web. 20 May 2019.

Vancouver:

Pepper KF. A phenomenological exploration of how bilingual police recruits join the police community during their initial training. [Internet] [Masters thesis]. Victoria University of Wellington; 2014. [cited 2019 May 20]. Available from: http://hdl.handle.net/10063/3756.

Council of Science Editors:

Pepper KF. A phenomenological exploration of how bilingual police recruits join the police community during their initial training. [Masters Thesis]. Victoria University of Wellington; 2014. Available from: http://hdl.handle.net/10063/3756

11. Azis, Astuti. Indonesian junior secondary school teachers' conceptions of assessment: A mixed methods study.

Degree: 2014, Victoria University of Wellington

 Understanding teachers’ conceptions of assessment is important because of their influence on teachers’ assessment practices. Despite numerous quantitative studies on teachers’ conceptions and practices of… (more)

Subjects/Keywords: Indonesia; Conceptions of assessment; Mixed methods

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APA (6th Edition):

Azis, A. (2014). Indonesian junior secondary school teachers' conceptions of assessment: A mixed methods study. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/3201

Chicago Manual of Style (16th Edition):

Azis, Astuti. “Indonesian junior secondary school teachers' conceptions of assessment: A mixed methods study.” 2014. Doctoral Dissertation, Victoria University of Wellington. Accessed May 20, 2019. http://hdl.handle.net/10063/3201.

MLA Handbook (7th Edition):

Azis, Astuti. “Indonesian junior secondary school teachers' conceptions of assessment: A mixed methods study.” 2014. Web. 20 May 2019.

Vancouver:

Azis A. Indonesian junior secondary school teachers' conceptions of assessment: A mixed methods study. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2014. [cited 2019 May 20]. Available from: http://hdl.handle.net/10063/3201.

Council of Science Editors:

Azis A. Indonesian junior secondary school teachers' conceptions of assessment: A mixed methods study. [Doctoral Dissertation]. Victoria University of Wellington; 2014. Available from: http://hdl.handle.net/10063/3201

12. Perumanathan, Prema Shoba. Formative assessment and feedback in the primary classroom: An interplay between teachers' beliefs and practices.

Degree: 2014, Victoria University of Wellington

 This study explores the interplay between teachers’ beliefs and practices in understanding and implementing formative assessment and feedback to enhance student learning. Particularly, it explores… (more)

Subjects/Keywords: Formative assessment; Feedback; Teachers' beliefs; Writing

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

APA (6th Edition):

Perumanathan, P. S. (2014). Formative assessment and feedback in the primary classroom: An interplay between teachers' beliefs and practices. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/3312

Chicago Manual of Style (16th Edition):

Perumanathan, Prema Shoba. “Formative assessment and feedback in the primary classroom: An interplay between teachers' beliefs and practices.” 2014. Doctoral Dissertation, Victoria University of Wellington. Accessed May 20, 2019. http://hdl.handle.net/10063/3312.

MLA Handbook (7th Edition):

Perumanathan, Prema Shoba. “Formative assessment and feedback in the primary classroom: An interplay between teachers' beliefs and practices.” 2014. Web. 20 May 2019.

Vancouver:

Perumanathan PS. Formative assessment and feedback in the primary classroom: An interplay between teachers' beliefs and practices. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2014. [cited 2019 May 20]. Available from: http://hdl.handle.net/10063/3312.

Council of Science Editors:

Perumanathan PS. Formative assessment and feedback in the primary classroom: An interplay between teachers' beliefs and practices. [Doctoral Dissertation]. Victoria University of Wellington; 2014. Available from: http://hdl.handle.net/10063/3312

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