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You searched for +publisher:"Victoria University of Wellington" +contributor:("Hynds, Anne"). Showing records 1 – 11 of 11 total matches.

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Victoria University of Wellington

1. Grundy, Jeannette. What Counts in the Development of Teachers' Learning Conversations?: a Case Study of a Group of New Zealand Educators Working Together to Improve Learning Outcomes for Students in Year 9 Classes.

Degree: 2010, Victoria University of Wellington

 This research was undertaken in a New Zealand secondary school. Using case study methodology, it examines teachers' learning conversations as they work together in a… (more)

Subjects/Keywords: Learning; Communication in education; Professional development; Learning Conversations; Professional education

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APA (6th Edition):

Grundy, J. (2010). What Counts in the Development of Teachers' Learning Conversations?: a Case Study of a Group of New Zealand Educators Working Together to Improve Learning Outcomes for Students in Year 9 Classes. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/1395

Chicago Manual of Style (16th Edition):

Grundy, Jeannette. “What Counts in the Development of Teachers' Learning Conversations?: a Case Study of a Group of New Zealand Educators Working Together to Improve Learning Outcomes for Students in Year 9 Classes.” 2010. Masters Thesis, Victoria University of Wellington. Accessed June 02, 2020. http://hdl.handle.net/10063/1395.

MLA Handbook (7th Edition):

Grundy, Jeannette. “What Counts in the Development of Teachers' Learning Conversations?: a Case Study of a Group of New Zealand Educators Working Together to Improve Learning Outcomes for Students in Year 9 Classes.” 2010. Web. 02 Jun 2020.

Vancouver:

Grundy J. What Counts in the Development of Teachers' Learning Conversations?: a Case Study of a Group of New Zealand Educators Working Together to Improve Learning Outcomes for Students in Year 9 Classes. [Internet] [Masters thesis]. Victoria University of Wellington; 2010. [cited 2020 Jun 02]. Available from: http://hdl.handle.net/10063/1395.

Council of Science Editors:

Grundy J. What Counts in the Development of Teachers' Learning Conversations?: a Case Study of a Group of New Zealand Educators Working Together to Improve Learning Outcomes for Students in Year 9 Classes. [Masters Thesis]. Victoria University of Wellington; 2010. Available from: http://hdl.handle.net/10063/1395


Victoria University of Wellington

2. MacDonald, Liana. Ki te Taumata: a Personal Journey into the Multiple Identities of Academically High Achieving Māori Girls.

Degree: 2011, Victoria University of Wellington

 This thesis investigates the multiple identities of four academically high achieving, Māori girls negotiated in one English Medium mainstream schooling environment. The study sought to… (more)

Subjects/Keywords: Identities; Māori girls; Māori youth; Ethnic identity; Māori cultural studies

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APA (6th Edition):

MacDonald, L. (2011). Ki te Taumata: a Personal Journey into the Multiple Identities of Academically High Achieving Māori Girls. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/2031

Chicago Manual of Style (16th Edition):

MacDonald, Liana. “Ki te Taumata: a Personal Journey into the Multiple Identities of Academically High Achieving Māori Girls.” 2011. Masters Thesis, Victoria University of Wellington. Accessed June 02, 2020. http://hdl.handle.net/10063/2031.

MLA Handbook (7th Edition):

MacDonald, Liana. “Ki te Taumata: a Personal Journey into the Multiple Identities of Academically High Achieving Māori Girls.” 2011. Web. 02 Jun 2020.

Vancouver:

MacDonald L. Ki te Taumata: a Personal Journey into the Multiple Identities of Academically High Achieving Māori Girls. [Internet] [Masters thesis]. Victoria University of Wellington; 2011. [cited 2020 Jun 02]. Available from: http://hdl.handle.net/10063/2031.

Council of Science Editors:

MacDonald L. Ki te Taumata: a Personal Journey into the Multiple Identities of Academically High Achieving Māori Girls. [Masters Thesis]. Victoria University of Wellington; 2011. Available from: http://hdl.handle.net/10063/2031


Victoria University of Wellington

3. Bowell, Ian. Developing Confidence: Visual Art Teaching in a Primary School.

Degree: 2009, Victoria University of Wellington

 In New Zealand specialist courses in the arts at undergraduate level, and one year diplomas in teaching have been reduced. Visual art advisory time allocated… (more)

Subjects/Keywords: Education; Visual art; Primary teachers

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APA (6th Edition):

Bowell, I. (2009). Developing Confidence: Visual Art Teaching in a Primary School. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/878

Chicago Manual of Style (16th Edition):

Bowell, Ian. “Developing Confidence: Visual Art Teaching in a Primary School.” 2009. Masters Thesis, Victoria University of Wellington. Accessed June 02, 2020. http://hdl.handle.net/10063/878.

MLA Handbook (7th Edition):

Bowell, Ian. “Developing Confidence: Visual Art Teaching in a Primary School.” 2009. Web. 02 Jun 2020.

Vancouver:

Bowell I. Developing Confidence: Visual Art Teaching in a Primary School. [Internet] [Masters thesis]. Victoria University of Wellington; 2009. [cited 2020 Jun 02]. Available from: http://hdl.handle.net/10063/878.

Council of Science Editors:

Bowell I. Developing Confidence: Visual Art Teaching in a Primary School. [Masters Thesis]. Victoria University of Wellington; 2009. Available from: http://hdl.handle.net/10063/878


Victoria University of Wellington

4. Nihan, Aminath. Adjusting Sails: A Narrative Inquiry into the Transfer Experience of Three Secondary Teachers in the Maldives.

Degree: 2011, Victoria University of Wellington

 'Adjusting Sails' is a narrative inquiry which presents the stories of three secondary teachers who underwent transfer from one school to the other in the… (more)

Subjects/Keywords: Teacher transfer; Emotions; Professional lives

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APA (6th Edition):

Nihan, A. (2011). Adjusting Sails: A Narrative Inquiry into the Transfer Experience of Three Secondary Teachers in the Maldives. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/1916

Chicago Manual of Style (16th Edition):

Nihan, Aminath. “Adjusting Sails: A Narrative Inquiry into the Transfer Experience of Three Secondary Teachers in the Maldives.” 2011. Masters Thesis, Victoria University of Wellington. Accessed June 02, 2020. http://hdl.handle.net/10063/1916.

MLA Handbook (7th Edition):

Nihan, Aminath. “Adjusting Sails: A Narrative Inquiry into the Transfer Experience of Three Secondary Teachers in the Maldives.” 2011. Web. 02 Jun 2020.

Vancouver:

Nihan A. Adjusting Sails: A Narrative Inquiry into the Transfer Experience of Three Secondary Teachers in the Maldives. [Internet] [Masters thesis]. Victoria University of Wellington; 2011. [cited 2020 Jun 02]. Available from: http://hdl.handle.net/10063/1916.

Council of Science Editors:

Nihan A. Adjusting Sails: A Narrative Inquiry into the Transfer Experience of Three Secondary Teachers in the Maldives. [Masters Thesis]. Victoria University of Wellington; 2011. Available from: http://hdl.handle.net/10063/1916


Victoria University of Wellington

5. Fabish, Robin Timothy. Hikitia te taki: An exploration of the internal and external challenges that Māori change agents experience within school reform.

Degree: 2015, Victoria University of Wellington

 Māori change agents are often employed in educational initiatives that seek to redress Māori student achievement inequities in Aotearoa New Zealand. Their experience in this… (more)

Subjects/Keywords: Māori; Education; Reform

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APA (6th Edition):

Fabish, R. T. (2015). Hikitia te taki: An exploration of the internal and external challenges that Māori change agents experience within school reform. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/4250

Chicago Manual of Style (16th Edition):

Fabish, Robin Timothy. “Hikitia te taki: An exploration of the internal and external challenges that Māori change agents experience within school reform.” 2015. Masters Thesis, Victoria University of Wellington. Accessed June 02, 2020. http://hdl.handle.net/10063/4250.

MLA Handbook (7th Edition):

Fabish, Robin Timothy. “Hikitia te taki: An exploration of the internal and external challenges that Māori change agents experience within school reform.” 2015. Web. 02 Jun 2020.

Vancouver:

Fabish RT. Hikitia te taki: An exploration of the internal and external challenges that Māori change agents experience within school reform. [Internet] [Masters thesis]. Victoria University of Wellington; 2015. [cited 2020 Jun 02]. Available from: http://hdl.handle.net/10063/4250.

Council of Science Editors:

Fabish RT. Hikitia te taki: An exploration of the internal and external challenges that Māori change agents experience within school reform. [Masters Thesis]. Victoria University of Wellington; 2015. Available from: http://hdl.handle.net/10063/4250


Victoria University of Wellington

6. Matthews, Una Elizabeth Pania. Pre-service teachers' evaluation of belief relevant information on a controversial issue in Āotearoa, New Zealand: Should te reo Māori be compulsory in New Zealand schools?.

Degree: 2013, Victoria University of Wellington

 The purpose of this mixed methods study was to investigate the influence beliefs have on pre-service teachers' evaluations of belief-relevant arguments and belief change on… (more)

Subjects/Keywords: Biased-assimilation; Attitude polarisation; reo Māori

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APA (6th Edition):

Matthews, U. E. P. (2013). Pre-service teachers' evaluation of belief relevant information on a controversial issue in Āotearoa, New Zealand: Should te reo Māori be compulsory in New Zealand schools?. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/3150

Chicago Manual of Style (16th Edition):

Matthews, Una Elizabeth Pania. “Pre-service teachers' evaluation of belief relevant information on a controversial issue in Āotearoa, New Zealand: Should te reo Māori be compulsory in New Zealand schools?.” 2013. Masters Thesis, Victoria University of Wellington. Accessed June 02, 2020. http://hdl.handle.net/10063/3150.

MLA Handbook (7th Edition):

Matthews, Una Elizabeth Pania. “Pre-service teachers' evaluation of belief relevant information on a controversial issue in Āotearoa, New Zealand: Should te reo Māori be compulsory in New Zealand schools?.” 2013. Web. 02 Jun 2020.

Vancouver:

Matthews UEP. Pre-service teachers' evaluation of belief relevant information on a controversial issue in Āotearoa, New Zealand: Should te reo Māori be compulsory in New Zealand schools?. [Internet] [Masters thesis]. Victoria University of Wellington; 2013. [cited 2020 Jun 02]. Available from: http://hdl.handle.net/10063/3150.

Council of Science Editors:

Matthews UEP. Pre-service teachers' evaluation of belief relevant information on a controversial issue in Āotearoa, New Zealand: Should te reo Māori be compulsory in New Zealand schools?. [Masters Thesis]. Victoria University of Wellington; 2013. Available from: http://hdl.handle.net/10063/3150

7. Thorpe, Vicki. Assessing complexity: Group composing and New Zealand's National Certificates of Educational Achievement.

Degree: 2015, Victoria University of Wellington

 This socio-cultural study investigated the assessment of group composing for a secondary school qualification, and the implications such assessment might have for teacher practice. It… (more)

Subjects/Keywords: Assessment; Teaching; Music; Composing; Collaboration

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APA (6th Edition):

Thorpe, V. (2015). Assessing complexity: Group composing and New Zealand's National Certificates of Educational Achievement. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/4580

Chicago Manual of Style (16th Edition):

Thorpe, Vicki. “Assessing complexity: Group composing and New Zealand's National Certificates of Educational Achievement.” 2015. Doctoral Dissertation, Victoria University of Wellington. Accessed June 02, 2020. http://hdl.handle.net/10063/4580.

MLA Handbook (7th Edition):

Thorpe, Vicki. “Assessing complexity: Group composing and New Zealand's National Certificates of Educational Achievement.” 2015. Web. 02 Jun 2020.

Vancouver:

Thorpe V. Assessing complexity: Group composing and New Zealand's National Certificates of Educational Achievement. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2015. [cited 2020 Jun 02]. Available from: http://hdl.handle.net/10063/4580.

Council of Science Editors:

Thorpe V. Assessing complexity: Group composing and New Zealand's National Certificates of Educational Achievement. [Doctoral Dissertation]. Victoria University of Wellington; 2015. Available from: http://hdl.handle.net/10063/4580


Victoria University of Wellington

8. Rimoni, Fuapepe. Tama Samoa Stories: Experiences and Perceptions of Identity, Belonging and Future Aspirations at Secondary School.

Degree: 2016, Victoria University of Wellington

 This thesis investigates the experiences of twelve strong, articulate and thoughtful tama Samoa (Samoan boys) through their participation in secondary schools and lives outside the… (more)

Subjects/Keywords: Tama Samoa; Secondary school; Identity; Sense of belonging; Fa'afaletui; Samoan boys’; Future aspirations; Self-efficacy; Adolescent; Interpretive paradigm; Phenomenology; Fa’afaletui framework

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APA (6th Edition):

Rimoni, F. (2016). Tama Samoa Stories: Experiences and Perceptions of Identity, Belonging and Future Aspirations at Secondary School. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/5298

Chicago Manual of Style (16th Edition):

Rimoni, Fuapepe. “Tama Samoa Stories: Experiences and Perceptions of Identity, Belonging and Future Aspirations at Secondary School.” 2016. Doctoral Dissertation, Victoria University of Wellington. Accessed June 02, 2020. http://hdl.handle.net/10063/5298.

MLA Handbook (7th Edition):

Rimoni, Fuapepe. “Tama Samoa Stories: Experiences and Perceptions of Identity, Belonging and Future Aspirations at Secondary School.” 2016. Web. 02 Jun 2020.

Vancouver:

Rimoni F. Tama Samoa Stories: Experiences and Perceptions of Identity, Belonging and Future Aspirations at Secondary School. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2016. [cited 2020 Jun 02]. Available from: http://hdl.handle.net/10063/5298.

Council of Science Editors:

Rimoni F. Tama Samoa Stories: Experiences and Perceptions of Identity, Belonging and Future Aspirations at Secondary School. [Doctoral Dissertation]. Victoria University of Wellington; 2016. Available from: http://hdl.handle.net/10063/5298


Victoria University of Wellington

9. Hasan, Abdul Raheem. Teacher Motivation Perceptions of Indigenous Stakeholders in the Maldives.

Degree: 2016, Victoria University of Wellington

 Teachers form the largest investment in a school and can instrumentally exert the strongest direct influence on student outcomes. A school is as good as… (more)

Subjects/Keywords: Motivation; Teachers; Maldives; Indigenous; Culture; island-life

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APA (6th Edition):

Hasan, A. R. (2016). Teacher Motivation Perceptions of Indigenous Stakeholders in the Maldives. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/8778

Chicago Manual of Style (16th Edition):

Hasan, Abdul Raheem. “Teacher Motivation Perceptions of Indigenous Stakeholders in the Maldives.” 2016. Doctoral Dissertation, Victoria University of Wellington. Accessed June 02, 2020. http://hdl.handle.net/10063/8778.

MLA Handbook (7th Edition):

Hasan, Abdul Raheem. “Teacher Motivation Perceptions of Indigenous Stakeholders in the Maldives.” 2016. Web. 02 Jun 2020.

Vancouver:

Hasan AR. Teacher Motivation Perceptions of Indigenous Stakeholders in the Maldives. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2016. [cited 2020 Jun 02]. Available from: http://hdl.handle.net/10063/8778.

Council of Science Editors:

Hasan AR. Teacher Motivation Perceptions of Indigenous Stakeholders in the Maldives. [Doctoral Dissertation]. Victoria University of Wellington; 2016. Available from: http://hdl.handle.net/10063/8778

10. Service, Brenda Mary. Will the benefit equal the effort? An investigation into the personal significance of the changes signalled in a mandated curriculum to New Zealand secondary school teachers.

Degree: 2014, Victoria University of Wellington

 A new school curriculum was implemented in all New Zealand schools during 2008 and 2009 and was mandated at the beginning of 2010. The changes… (more)

Subjects/Keywords: Secondary schools; Implementation; Change

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APA (6th Edition):

Service, B. M. (2014). Will the benefit equal the effort? An investigation into the personal significance of the changes signalled in a mandated curriculum to New Zealand secondary school teachers. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/3199

Chicago Manual of Style (16th Edition):

Service, Brenda Mary. “Will the benefit equal the effort? An investigation into the personal significance of the changes signalled in a mandated curriculum to New Zealand secondary school teachers.” 2014. Doctoral Dissertation, Victoria University of Wellington. Accessed June 02, 2020. http://hdl.handle.net/10063/3199.

MLA Handbook (7th Edition):

Service, Brenda Mary. “Will the benefit equal the effort? An investigation into the personal significance of the changes signalled in a mandated curriculum to New Zealand secondary school teachers.” 2014. Web. 02 Jun 2020.

Vancouver:

Service BM. Will the benefit equal the effort? An investigation into the personal significance of the changes signalled in a mandated curriculum to New Zealand secondary school teachers. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2014. [cited 2020 Jun 02]. Available from: http://hdl.handle.net/10063/3199.

Council of Science Editors:

Service BM. Will the benefit equal the effort? An investigation into the personal significance of the changes signalled in a mandated curriculum to New Zealand secondary school teachers. [Doctoral Dissertation]. Victoria University of Wellington; 2014. Available from: http://hdl.handle.net/10063/3199

11. Nzilano, Josta Lameck. Influences and Outcomes of Social Constructivist Curriculum Implementation on Tutors’ Beliefs and Practices in Teacher Education Colleges in Tanzania.

Degree: 2015, Victoria University of Wellington

 Professional learning and development (PLD) has been one of the strategies for improving the quality of teachers and education by shifting the teaching focus from… (more)

Subjects/Keywords: Social constructivist teaching; Professional learning and development; PLD; Transfer of training; Critical pedagogy view

…UPE Universal Primary Education URT United Republic of Tanzania VUW Victoria University of… …Wellington xiv Chapter One Introduction 1.1 Background to the study Education reforms are… 

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APA (6th Edition):

Nzilano, J. L. (2015). Influences and Outcomes of Social Constructivist Curriculum Implementation on Tutors’ Beliefs and Practices in Teacher Education Colleges in Tanzania. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/4239

Chicago Manual of Style (16th Edition):

Nzilano, Josta Lameck. “Influences and Outcomes of Social Constructivist Curriculum Implementation on Tutors’ Beliefs and Practices in Teacher Education Colleges in Tanzania.” 2015. Doctoral Dissertation, Victoria University of Wellington. Accessed June 02, 2020. http://hdl.handle.net/10063/4239.

MLA Handbook (7th Edition):

Nzilano, Josta Lameck. “Influences and Outcomes of Social Constructivist Curriculum Implementation on Tutors’ Beliefs and Practices in Teacher Education Colleges in Tanzania.” 2015. Web. 02 Jun 2020.

Vancouver:

Nzilano JL. Influences and Outcomes of Social Constructivist Curriculum Implementation on Tutors’ Beliefs and Practices in Teacher Education Colleges in Tanzania. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2015. [cited 2020 Jun 02]. Available from: http://hdl.handle.net/10063/4239.

Council of Science Editors:

Nzilano JL. Influences and Outcomes of Social Constructivist Curriculum Implementation on Tutors’ Beliefs and Practices in Teacher Education Colleges in Tanzania. [Doctoral Dissertation]. Victoria University of Wellington; 2015. Available from: http://hdl.handle.net/10063/4239

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