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You searched for +publisher:"Victoria University of Wellington" +contributor:("McDonald, Lex"). Showing records 1 – 14 of 14 total matches.

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Victoria University of Wellington

1. Petaia, Maimoana Janine. Samoan Educators' Perceptions and Experiences of In-service Training in Implementing Curriculum Reform.

Degree: 2009, Victoria University of Wellington

 This research study was undertaken in Samoa, a self-governing island nation in the Pacific. The main purpose of the study was to investigate the effectiveness… (more)

Subjects/Keywords: History curriculum; In-service training (INSET); Teacher training; Transfer of training

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APA (6th Edition):

Petaia, M. J. (2009). Samoan Educators' Perceptions and Experiences of In-service Training in Implementing Curriculum Reform. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/1116

Chicago Manual of Style (16th Edition):

Petaia, Maimoana Janine. “Samoan Educators' Perceptions and Experiences of In-service Training in Implementing Curriculum Reform.” 2009. Masters Thesis, Victoria University of Wellington. Accessed June 17, 2019. http://hdl.handle.net/10063/1116.

MLA Handbook (7th Edition):

Petaia, Maimoana Janine. “Samoan Educators' Perceptions and Experiences of In-service Training in Implementing Curriculum Reform.” 2009. Web. 17 Jun 2019.

Vancouver:

Petaia MJ. Samoan Educators' Perceptions and Experiences of In-service Training in Implementing Curriculum Reform. [Internet] [Masters thesis]. Victoria University of Wellington; 2009. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10063/1116.

Council of Science Editors:

Petaia MJ. Samoan Educators' Perceptions and Experiences of In-service Training in Implementing Curriculum Reform. [Masters Thesis]. Victoria University of Wellington; 2009. Available from: http://hdl.handle.net/10063/1116


Victoria University of Wellington

2. Tufue, Rasela. Stakeholders' Perspectives on the Implementation of the Inclusive Education Policy in Samoa: A Cultural Fit.

Degree: 2010, Victoria University of Wellington

 This is a qualitative study designed to investigate how the concept of inclusive education (IE) is understood and applied at a number of levels in… (more)

Subjects/Keywords: Samoa; Inclusive education; Policy

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APA (6th Edition):

Tufue, R. (2010). Stakeholders' Perspectives on the Implementation of the Inclusive Education Policy in Samoa: A Cultural Fit. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/1539

Chicago Manual of Style (16th Edition):

Tufue, Rasela. “Stakeholders' Perspectives on the Implementation of the Inclusive Education Policy in Samoa: A Cultural Fit.” 2010. Doctoral Dissertation, Victoria University of Wellington. Accessed June 17, 2019. http://hdl.handle.net/10063/1539.

MLA Handbook (7th Edition):

Tufue, Rasela. “Stakeholders' Perspectives on the Implementation of the Inclusive Education Policy in Samoa: A Cultural Fit.” 2010. Web. 17 Jun 2019.

Vancouver:

Tufue R. Stakeholders' Perspectives on the Implementation of the Inclusive Education Policy in Samoa: A Cultural Fit. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2010. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10063/1539.

Council of Science Editors:

Tufue R. Stakeholders' Perspectives on the Implementation of the Inclusive Education Policy in Samoa: A Cultural Fit. [Doctoral Dissertation]. Victoria University of Wellington; 2010. Available from: http://hdl.handle.net/10063/1539


Victoria University of Wellington

3. Yates, Anne. Something Old, Something New: Initial Teacher Education in the Online Mode.

Degree: 2011, Victoria University of Wellington

 Access to the internet has allowed online learning to become widespread. However, online learning can be met with scepticism and is often seen as second… (more)

Subjects/Keywords: E-learning; Beginning teachers

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APA (6th Edition):

Yates, A. (2011). Something Old, Something New: Initial Teacher Education in the Online Mode. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/1567

Chicago Manual of Style (16th Edition):

Yates, Anne. “Something Old, Something New: Initial Teacher Education in the Online Mode.” 2011. Masters Thesis, Victoria University of Wellington. Accessed June 17, 2019. http://hdl.handle.net/10063/1567.

MLA Handbook (7th Edition):

Yates, Anne. “Something Old, Something New: Initial Teacher Education in the Online Mode.” 2011. Web. 17 Jun 2019.

Vancouver:

Yates A. Something Old, Something New: Initial Teacher Education in the Online Mode. [Internet] [Masters thesis]. Victoria University of Wellington; 2011. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10063/1567.

Council of Science Editors:

Yates A. Something Old, Something New: Initial Teacher Education in the Online Mode. [Masters Thesis]. Victoria University of Wellington; 2011. Available from: http://hdl.handle.net/10063/1567


Victoria University of Wellington

4. Collinson, Lisa. The Developing Role of the Special Education Needs Coordinater: an Evaluation Study on the Effects of an RTLB Project, which Provided a Wrap around Special Education Needs Coordinator Service to All of the Schools within Its Region.

Degree: 2011, Victoria University of Wellington

 The purpose of this mixed methods study was to investigate the systems level intervention which was initiated by an RTLB (Resource Teachers’ of Learning and… (more)

Subjects/Keywords: SENCo; RTLB; Special education

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APA (6th Edition):

Collinson, L. (2011). The Developing Role of the Special Education Needs Coordinater: an Evaluation Study on the Effects of an RTLB Project, which Provided a Wrap around Special Education Needs Coordinator Service to All of the Schools within Its Region. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/1940

Chicago Manual of Style (16th Edition):

Collinson, Lisa. “The Developing Role of the Special Education Needs Coordinater: an Evaluation Study on the Effects of an RTLB Project, which Provided a Wrap around Special Education Needs Coordinator Service to All of the Schools within Its Region.” 2011. Masters Thesis, Victoria University of Wellington. Accessed June 17, 2019. http://hdl.handle.net/10063/1940.

MLA Handbook (7th Edition):

Collinson, Lisa. “The Developing Role of the Special Education Needs Coordinater: an Evaluation Study on the Effects of an RTLB Project, which Provided a Wrap around Special Education Needs Coordinator Service to All of the Schools within Its Region.” 2011. Web. 17 Jun 2019.

Vancouver:

Collinson L. The Developing Role of the Special Education Needs Coordinater: an Evaluation Study on the Effects of an RTLB Project, which Provided a Wrap around Special Education Needs Coordinator Service to All of the Schools within Its Region. [Internet] [Masters thesis]. Victoria University of Wellington; 2011. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10063/1940.

Council of Science Editors:

Collinson L. The Developing Role of the Special Education Needs Coordinater: an Evaluation Study on the Effects of an RTLB Project, which Provided a Wrap around Special Education Needs Coordinator Service to All of the Schools within Its Region. [Masters Thesis]. Victoria University of Wellington; 2011. Available from: http://hdl.handle.net/10063/1940


Victoria University of Wellington

5. Lymbery, Judy. Listening to student voices: A phenomenological investigation of the student experience of using technology for learning.

Degree: 2017, Victoria University of Wellington

 This study explored the perceptions of 8 secondary school students who self identified as heavy users of digital technology to gain insight into how the… (more)

Subjects/Keywords: Learning; Digital; Technology

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APA (6th Edition):

Lymbery, J. (2017). Listening to student voices: A phenomenological investigation of the student experience of using technology for learning. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/6307

Chicago Manual of Style (16th Edition):

Lymbery, Judy. “Listening to student voices: A phenomenological investigation of the student experience of using technology for learning.” 2017. Masters Thesis, Victoria University of Wellington. Accessed June 17, 2019. http://hdl.handle.net/10063/6307.

MLA Handbook (7th Edition):

Lymbery, Judy. “Listening to student voices: A phenomenological investigation of the student experience of using technology for learning.” 2017. Web. 17 Jun 2019.

Vancouver:

Lymbery J. Listening to student voices: A phenomenological investigation of the student experience of using technology for learning. [Internet] [Masters thesis]. Victoria University of Wellington; 2017. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10063/6307.

Council of Science Editors:

Lymbery J. Listening to student voices: A phenomenological investigation of the student experience of using technology for learning. [Masters Thesis]. Victoria University of Wellington; 2017. Available from: http://hdl.handle.net/10063/6307


Victoria University of Wellington

6. Starkey, Louise. Digital Saviours: Digitally Able Secondary School Teachers in Their First Year of Teaching.

Degree: 2010, Victoria University of Wellington

 The digital era is a time when available technology enables access to information, ideas and people from a range of locations, at anytime. Young graduating… (more)

Subjects/Keywords: Digital technologies; Beginning teachers; High schools

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APA (6th Edition):

Starkey, L. (2010). Digital Saviours: Digitally Able Secondary School Teachers in Their First Year of Teaching. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/1176

Chicago Manual of Style (16th Edition):

Starkey, Louise. “Digital Saviours: Digitally Able Secondary School Teachers in Their First Year of Teaching.” 2010. Doctoral Dissertation, Victoria University of Wellington. Accessed June 17, 2019. http://hdl.handle.net/10063/1176.

MLA Handbook (7th Edition):

Starkey, Louise. “Digital Saviours: Digitally Able Secondary School Teachers in Their First Year of Teaching.” 2010. Web. 17 Jun 2019.

Vancouver:

Starkey L. Digital Saviours: Digitally Able Secondary School Teachers in Their First Year of Teaching. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2010. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10063/1176.

Council of Science Editors:

Starkey L. Digital Saviours: Digitally Able Secondary School Teachers in Their First Year of Teaching. [Doctoral Dissertation]. Victoria University of Wellington; 2010. Available from: http://hdl.handle.net/10063/1176


Victoria University of Wellington

7. Lipine, Tavita. Education of Secondary Samoan Students in New Zealand: The Road to Success.

Degree: 2010, Victoria University of Wellington

 This research was undertaken under the framework by Bronfenbrenner (1990). This study was carried out in six secondary in New Zealand to identify the factors… (more)

Subjects/Keywords: Achievement; Polynesian students

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APA (6th Edition):

Lipine, T. (2010). Education of Secondary Samoan Students in New Zealand: The Road to Success. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/1317

Chicago Manual of Style (16th Edition):

Lipine, Tavita. “Education of Secondary Samoan Students in New Zealand: The Road to Success.” 2010. Doctoral Dissertation, Victoria University of Wellington. Accessed June 17, 2019. http://hdl.handle.net/10063/1317.

MLA Handbook (7th Edition):

Lipine, Tavita. “Education of Secondary Samoan Students in New Zealand: The Road to Success.” 2010. Web. 17 Jun 2019.

Vancouver:

Lipine T. Education of Secondary Samoan Students in New Zealand: The Road to Success. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2010. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10063/1317.

Council of Science Editors:

Lipine T. Education of Secondary Samoan Students in New Zealand: The Road to Success. [Doctoral Dissertation]. Victoria University of Wellington; 2010. Available from: http://hdl.handle.net/10063/1317

8. Finau, Silia Pa'usisi. Women's leadership in traditional villages in Samoa: The cultural, social, and religious challenges.

Degree: 2017, Victoria University of Wellington

 Samoan legends and myths document that matriarchal leadership existed prior to colonisation and Christianity. This was evident in the administration of Queen Salamasina, the first… (more)

Subjects/Keywords: Services; Leadership; Leader

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APA (6th Edition):

Finau, S. P. (2017). Women's leadership in traditional villages in Samoa: The cultural, social, and religious challenges. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/6427

Chicago Manual of Style (16th Edition):

Finau, Silia Pa'usisi. “Women's leadership in traditional villages in Samoa: The cultural, social, and religious challenges.” 2017. Doctoral Dissertation, Victoria University of Wellington. Accessed June 17, 2019. http://hdl.handle.net/10063/6427.

MLA Handbook (7th Edition):

Finau, Silia Pa'usisi. “Women's leadership in traditional villages in Samoa: The cultural, social, and religious challenges.” 2017. Web. 17 Jun 2019.

Vancouver:

Finau SP. Women's leadership in traditional villages in Samoa: The cultural, social, and religious challenges. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2017. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10063/6427.

Council of Science Editors:

Finau SP. Women's leadership in traditional villages in Samoa: The cultural, social, and religious challenges. [Doctoral Dissertation]. Victoria University of Wellington; 2017. Available from: http://hdl.handle.net/10063/6427


Victoria University of Wellington

9. Orban, Michèle. Teaching the Duck, the Rabbit, the Eagle and the Squirrel: Teachers Talk Differentiated Instruction.

Degree: 2012, Victoria University of Wellington

 Student differences become more and more acute in today’s classrooms. Our modern world is rapidly changing and the classroom societies become more and more diverse.… (more)

Subjects/Keywords: Modern education; Student differences; Differentiated instruction

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APA (6th Edition):

Orban, M. (2012). Teaching the Duck, the Rabbit, the Eagle and the Squirrel: Teachers Talk Differentiated Instruction. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/2326

Chicago Manual of Style (16th Edition):

Orban, Michèle. “Teaching the Duck, the Rabbit, the Eagle and the Squirrel: Teachers Talk Differentiated Instruction.” 2012. Masters Thesis, Victoria University of Wellington. Accessed June 17, 2019. http://hdl.handle.net/10063/2326.

MLA Handbook (7th Edition):

Orban, Michèle. “Teaching the Duck, the Rabbit, the Eagle and the Squirrel: Teachers Talk Differentiated Instruction.” 2012. Web. 17 Jun 2019.

Vancouver:

Orban M. Teaching the Duck, the Rabbit, the Eagle and the Squirrel: Teachers Talk Differentiated Instruction. [Internet] [Masters thesis]. Victoria University of Wellington; 2012. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10063/2326.

Council of Science Editors:

Orban M. Teaching the Duck, the Rabbit, the Eagle and the Squirrel: Teachers Talk Differentiated Instruction. [Masters Thesis]. Victoria University of Wellington; 2012. Available from: http://hdl.handle.net/10063/2326


Victoria University of Wellington

10. Hamon, Mabél R. The learning experiences of New Zealand secondary school students with chronic health conditions.

Degree: 2015, Victoria University of Wellington

 Chronic health conditions (CHC) in New Zealand adolescents are on the rise as medical advances continue. Exact numbers of the student population ranges from approximately… (more)

Subjects/Keywords: Secondary; Health; Adolescent

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APA (6th Edition):

Hamon, M. R. (2015). The learning experiences of New Zealand secondary school students with chronic health conditions. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/4848

Chicago Manual of Style (16th Edition):

Hamon, Mabél R. “The learning experiences of New Zealand secondary school students with chronic health conditions.” 2015. Doctoral Dissertation, Victoria University of Wellington. Accessed June 17, 2019. http://hdl.handle.net/10063/4848.

MLA Handbook (7th Edition):

Hamon, Mabél R. “The learning experiences of New Zealand secondary school students with chronic health conditions.” 2015. Web. 17 Jun 2019.

Vancouver:

Hamon MR. The learning experiences of New Zealand secondary school students with chronic health conditions. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2015. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10063/4848.

Council of Science Editors:

Hamon MR. The learning experiences of New Zealand secondary school students with chronic health conditions. [Doctoral Dissertation]. Victoria University of Wellington; 2015. Available from: http://hdl.handle.net/10063/4848

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 17, 2019. 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. 17 Jun 2019.

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 2019 Jun 17]. 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

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 (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 June 17, 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. 17 Jun 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 Jun 17]. 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


Victoria University of Wellington

13. Sumintono, Bambang. Decentralized Centralism: School Based Management Policies and Practices at State Secondary Schools in Mataram, Lombok, Indonesia.

Degree: 2006, Victoria University of Wellington

 The collapse of Suharto’s regime in 1998 brought significant change to Indonesia's public sector. Education at primary and secondary levels, since 1 January 2001, was… (more)

Subjects/Keywords: Educational policy; Educational management; Educational models; Educational practice; Educational reform

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APA (6th Edition):

Sumintono, B. (2006). Decentralized Centralism: School Based Management Policies and Practices at State Secondary Schools in Mataram, Lombok, Indonesia. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/153

Chicago Manual of Style (16th Edition):

Sumintono, Bambang. “Decentralized Centralism: School Based Management Policies and Practices at State Secondary Schools in Mataram, Lombok, Indonesia.” 2006. Doctoral Dissertation, Victoria University of Wellington. Accessed June 17, 2019. http://hdl.handle.net/10063/153.

MLA Handbook (7th Edition):

Sumintono, Bambang. “Decentralized Centralism: School Based Management Policies and Practices at State Secondary Schools in Mataram, Lombok, Indonesia.” 2006. Web. 17 Jun 2019.

Vancouver:

Sumintono B. Decentralized Centralism: School Based Management Policies and Practices at State Secondary Schools in Mataram, Lombok, Indonesia. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2006. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10063/153.

Council of Science Editors:

Sumintono B. Decentralized Centralism: School Based Management Policies and Practices at State Secondary Schools in Mataram, Lombok, Indonesia. [Doctoral Dissertation]. Victoria University of Wellington; 2006. Available from: http://hdl.handle.net/10063/153


Victoria University of Wellington

14. Devi, Pramila. An ICT-Based Distance Education Model: an Evaluation of ICT-Based Modes at the University of the South Pacific.

Degree: 2006, Victoria University of Wellington

 This study developed a model for evaluating the ability of ICT-based modes of communication to foster an effective learning environment, by creating telepresence, flexibility, interaction… (more)

Subjects/Keywords: Information communication technology; ICT-based distance learning; Global education; University of the South Pacific; Telepresence; Collaboration; Evaluation; Model; Interaction; Flexibility

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APA (6th Edition):

Devi, P. (2006). An ICT-Based Distance Education Model: an Evaluation of ICT-Based Modes at the University of the South Pacific. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/382

Chicago Manual of Style (16th Edition):

Devi, Pramila. “An ICT-Based Distance Education Model: an Evaluation of ICT-Based Modes at the University of the South Pacific.” 2006. Doctoral Dissertation, Victoria University of Wellington. Accessed June 17, 2019. http://hdl.handle.net/10063/382.

MLA Handbook (7th Edition):

Devi, Pramila. “An ICT-Based Distance Education Model: an Evaluation of ICT-Based Modes at the University of the South Pacific.” 2006. Web. 17 Jun 2019.

Vancouver:

Devi P. An ICT-Based Distance Education Model: an Evaluation of ICT-Based Modes at the University of the South Pacific. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2006. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/10063/382.

Council of Science Editors:

Devi P. An ICT-Based Distance Education Model: an Evaluation of ICT-Based Modes at the University of the South Pacific. [Doctoral Dissertation]. Victoria University of Wellington; 2006. Available from: http://hdl.handle.net/10063/382

.