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Dates: 2000 – 2004 Country:

You searched for subject:( Inclusive education Teacher preparedness ). Showing records 1 – 30 of 508 total matches.

[1] [2] [3] [4] [5] … [17]

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Curtin University of Technology

1. Bridge, Douglas James. Developing understandings of 'inclusion' and 'inclusive schooling' .

Degree: 2002, Curtin University of Technology

 This thesis suggests that students with (dis)abilities are immersed in, and emerge from powerful discourses within classrooms named `inclusive'. It suggests that resilient and normative… (more)

Subjects/Keywords: special education; interpreting discourse; inclusive classrooms

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APA (6th Edition):

Bridge, D. J. (2002). Developing understandings of 'inclusion' and 'inclusive schooling' . (Thesis). Curtin University of Technology. Retrieved from http://hdl.handle.net/20.500.11937/1968

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):

Bridge, Douglas James. “Developing understandings of 'inclusion' and 'inclusive schooling' .” 2002. Thesis, Curtin University of Technology. Accessed August 20, 2019. http://hdl.handle.net/20.500.11937/1968.

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

MLA Handbook (7th Edition):

Bridge, Douglas James. “Developing understandings of 'inclusion' and 'inclusive schooling' .” 2002. Web. 20 Aug 2019.

Vancouver:

Bridge DJ. Developing understandings of 'inclusion' and 'inclusive schooling' . [Internet] [Thesis]. Curtin University of Technology; 2002. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/20.500.11937/1968.

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

Council of Science Editors:

Bridge DJ. Developing understandings of 'inclusion' and 'inclusive schooling' . [Thesis]. Curtin University of Technology; 2002. Available from: http://hdl.handle.net/20.500.11937/1968

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


University of Tasmania

2. Robinson, MJ. Factors affecting peer acceptance of children with disabilities in regular schools.

Degree: 2004, University of Tasmania

 One of the major changes in education in recent decades has been the shift away from segregated school settings, to including children with disabilities in… (more)

Subjects/Keywords: School integration; Children with disabilities; Mainstreaming in education; Inclusive education

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APA (6th Edition):

Robinson, M. (2004). Factors affecting peer acceptance of children with disabilities in regular schools. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/21421/1/whole_RobinsonMeeganJane2004_thesis.pdf

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):

Robinson, MJ. “Factors affecting peer acceptance of children with disabilities in regular schools.” 2004. Thesis, University of Tasmania. Accessed August 20, 2019. https://eprints.utas.edu.au/21421/1/whole_RobinsonMeeganJane2004_thesis.pdf.

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

MLA Handbook (7th Edition):

Robinson, MJ. “Factors affecting peer acceptance of children with disabilities in regular schools.” 2004. Web. 20 Aug 2019.

Vancouver:

Robinson M. Factors affecting peer acceptance of children with disabilities in regular schools. [Internet] [Thesis]. University of Tasmania; 2004. [cited 2019 Aug 20]. Available from: https://eprints.utas.edu.au/21421/1/whole_RobinsonMeeganJane2004_thesis.pdf.

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

Council of Science Editors:

Robinson M. Factors affecting peer acceptance of children with disabilities in regular schools. [Thesis]. University of Tasmania; 2004. Available from: https://eprints.utas.edu.au/21421/1/whole_RobinsonMeeganJane2004_thesis.pdf

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


Edith Cowan University

3. Clarkson, Barnard D. Teachers, teams and technology: Investigating a team approach for supporting teachers' uptake of ICT.

Degree: 2002, Edith Cowan University

 This study sought to explore the professional development of elementary school teachers who were keen to use Information and Communications (ICT) in their teaching and… (more)

Subjects/Keywords: teacher collaboration; ICT uptake; Education

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APA (6th Edition):

Clarkson, B. D. (2002). Teachers, teams and technology: Investigating a team approach for supporting teachers' uptake of ICT. (Thesis). Edith Cowan University. Retrieved from http://ro.ecu.edu.au/theses/118

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):

Clarkson, Barnard D. “Teachers, teams and technology: Investigating a team approach for supporting teachers' uptake of ICT.” 2002. Thesis, Edith Cowan University. Accessed August 20, 2019. http://ro.ecu.edu.au/theses/118.

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

MLA Handbook (7th Edition):

Clarkson, Barnard D. “Teachers, teams and technology: Investigating a team approach for supporting teachers' uptake of ICT.” 2002. Web. 20 Aug 2019.

Vancouver:

Clarkson BD. Teachers, teams and technology: Investigating a team approach for supporting teachers' uptake of ICT. [Internet] [Thesis]. Edith Cowan University; 2002. [cited 2019 Aug 20]. Available from: http://ro.ecu.edu.au/theses/118.

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

Council of Science Editors:

Clarkson BD. Teachers, teams and technology: Investigating a team approach for supporting teachers' uptake of ICT. [Thesis]. Edith Cowan University; 2002. Available from: http://ro.ecu.edu.au/theses/118

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

4. Tung, Elaine Yee-Lai. The voice of teachers in a changing Hong Kong society: The study of the effectiveness of a school guidance program me for teacher.

Degree: Doctor of Education (EdD), 2002, Australian Catholic University

 This research study examines the development of a school guidance programme in a teacher education institute in a turbulent Hong Kong environment. The focus of… (more)

Subjects/Keywords: Teacher Education and Professional Development

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APA (6th Edition):

Tung, E. Y. (2002). The voice of teachers in a changing Hong Kong society: The study of the effectiveness of a school guidance program me for teacher. (Thesis). Australian Catholic University. Retrieved from https://researchbank.acu.edu.au/theses/52

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):

Tung, Elaine Yee-Lai. “The voice of teachers in a changing Hong Kong society: The study of the effectiveness of a school guidance program me for teacher.” 2002. Thesis, Australian Catholic University. Accessed August 20, 2019. https://researchbank.acu.edu.au/theses/52.

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

MLA Handbook (7th Edition):

Tung, Elaine Yee-Lai. “The voice of teachers in a changing Hong Kong society: The study of the effectiveness of a school guidance program me for teacher.” 2002. Web. 20 Aug 2019.

Vancouver:

Tung EY. The voice of teachers in a changing Hong Kong society: The study of the effectiveness of a school guidance program me for teacher. [Internet] [Thesis]. Australian Catholic University; 2002. [cited 2019 Aug 20]. Available from: https://researchbank.acu.edu.au/theses/52.

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

Council of Science Editors:

Tung EY. The voice of teachers in a changing Hong Kong society: The study of the effectiveness of a school guidance program me for teacher. [Thesis]. Australian Catholic University; 2002. Available from: https://researchbank.acu.edu.au/theses/52

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

5. Hanifin, Pamela Anne. The role of reflection in leading the professional development of the advanced skills teacher.

Degree: Doctor of Education (EdD), 2000, Australian Catholic University

 This thesis critiques the role that reflection plays in leading teacher professional development. It critically explores the reflective processes that five Advanced Skills Teachers use… (more)

Subjects/Keywords: Teacher Education and Professional Development

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

APA (6th Edition):

Hanifin, P. A. (2000). The role of reflection in leading the professional development of the advanced skills teacher. (Thesis). Australian Catholic University. Retrieved from https://researchbank.acu.edu.au/theses/30

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):

Hanifin, Pamela Anne. “The role of reflection in leading the professional development of the advanced skills teacher.” 2000. Thesis, Australian Catholic University. Accessed August 20, 2019. https://researchbank.acu.edu.au/theses/30.

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

MLA Handbook (7th Edition):

Hanifin, Pamela Anne. “The role of reflection in leading the professional development of the advanced skills teacher.” 2000. Web. 20 Aug 2019.

Vancouver:

Hanifin PA. The role of reflection in leading the professional development of the advanced skills teacher. [Internet] [Thesis]. Australian Catholic University; 2000. [cited 2019 Aug 20]. Available from: https://researchbank.acu.edu.au/theses/30.

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

Council of Science Editors:

Hanifin PA. The role of reflection in leading the professional development of the advanced skills teacher. [Thesis]. Australian Catholic University; 2000. Available from: https://researchbank.acu.edu.au/theses/30

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

6. O'Donnell, Margaret. The role of the Learning Technology Coordinator in the professional development of teachers as they integrate learning technologies into classroom practice.

Degree: Doctor of Education (EdD), 2002, Australian Catholic University

 This research study investigated the professional development of teachers as they integrate learning technologies into classroom practice. In particular, the study was concerned with the… (more)

Subjects/Keywords: Teacher Education and Professional Development

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

APA (6th Edition):

O'Donnell, M. (2002). The role of the Learning Technology Coordinator in the professional development of teachers as they integrate learning technologies into classroom practice. (Thesis). Australian Catholic University. Retrieved from https://researchbank.acu.edu.au/theses/58

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):

O'Donnell, Margaret. “The role of the Learning Technology Coordinator in the professional development of teachers as they integrate learning technologies into classroom practice.” 2002. Thesis, Australian Catholic University. Accessed August 20, 2019. https://researchbank.acu.edu.au/theses/58.

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

MLA Handbook (7th Edition):

O'Donnell, Margaret. “The role of the Learning Technology Coordinator in the professional development of teachers as they integrate learning technologies into classroom practice.” 2002. Web. 20 Aug 2019.

Vancouver:

O'Donnell M. The role of the Learning Technology Coordinator in the professional development of teachers as they integrate learning technologies into classroom practice. [Internet] [Thesis]. Australian Catholic University; 2002. [cited 2019 Aug 20]. Available from: https://researchbank.acu.edu.au/theses/58.

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

Council of Science Editors:

O'Donnell M. The role of the Learning Technology Coordinator in the professional development of teachers as they integrate learning technologies into classroom practice. [Thesis]. Australian Catholic University; 2002. Available from: https://researchbank.acu.edu.au/theses/58

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

7. O'Brien, Robert Patrick. Assessing the characteristics of effective professional learning and training programs: Perceptions of teachers, principals and training personnel within Catholic Education in Melbourne.

Degree: Doctor of Education (EdD), 2004, Australian Catholic University

 The main aim of this thesis centred on what made effective professional development programs. As a particular case study data was collected on those programs… (more)

Subjects/Keywords: Teacher Education and Professional Development

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APA (6th Edition):

O'Brien, R. P. (2004). Assessing the characteristics of effective professional learning and training programs: Perceptions of teachers, principals and training personnel within Catholic Education in Melbourne. (Thesis). Australian Catholic University. Retrieved from https://researchbank.acu.edu.au/theses/105

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):

O'Brien, Robert Patrick. “Assessing the characteristics of effective professional learning and training programs: Perceptions of teachers, principals and training personnel within Catholic Education in Melbourne.” 2004. Thesis, Australian Catholic University. Accessed August 20, 2019. https://researchbank.acu.edu.au/theses/105.

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

MLA Handbook (7th Edition):

O'Brien, Robert Patrick. “Assessing the characteristics of effective professional learning and training programs: Perceptions of teachers, principals and training personnel within Catholic Education in Melbourne.” 2004. Web. 20 Aug 2019.

Vancouver:

O'Brien RP. Assessing the characteristics of effective professional learning and training programs: Perceptions of teachers, principals and training personnel within Catholic Education in Melbourne. [Internet] [Thesis]. Australian Catholic University; 2004. [cited 2019 Aug 20]. Available from: https://researchbank.acu.edu.au/theses/105.

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

Council of Science Editors:

O'Brien RP. Assessing the characteristics of effective professional learning and training programs: Perceptions of teachers, principals and training personnel within Catholic Education in Melbourne. [Thesis]. Australian Catholic University; 2004. Available from: https://researchbank.acu.edu.au/theses/105

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


Curtin University of Technology

8. Maoto, Rose Satsope. Mathematics teacher learning in the context of South African outcomes-based education reforms .

Degree: 2003, Curtin University of Technology

 The new South African national curriculum for the twenty first century adopted an outcomes-based education approach. The new curriculum represents a crucial shift in emphasis… (more)

Subjects/Keywords: OBE curriculum; mathematics education; teacher education

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APA (6th Edition):

Maoto, R. S. (2003). Mathematics teacher learning in the context of South African outcomes-based education reforms . (Thesis). Curtin University of Technology. Retrieved from http://hdl.handle.net/20.500.11937/231

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):

Maoto, Rose Satsope. “Mathematics teacher learning in the context of South African outcomes-based education reforms .” 2003. Thesis, Curtin University of Technology. Accessed August 20, 2019. http://hdl.handle.net/20.500.11937/231.

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

MLA Handbook (7th Edition):

Maoto, Rose Satsope. “Mathematics teacher learning in the context of South African outcomes-based education reforms .” 2003. Web. 20 Aug 2019.

Vancouver:

Maoto RS. Mathematics teacher learning in the context of South African outcomes-based education reforms . [Internet] [Thesis]. Curtin University of Technology; 2003. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/20.500.11937/231.

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

Council of Science Editors:

Maoto RS. Mathematics teacher learning in the context of South African outcomes-based education reforms . [Thesis]. Curtin University of Technology; 2003. Available from: http://hdl.handle.net/20.500.11937/231

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


University of Western Sydney

9. Tracey, Danielle K. Self-concepts of preadolescents with mild intellectual disability : multidimensionality, measurement, and support for the big fish little pond effect.

Degree: 2002, University of Western Sydney

 A major concern facing special educators is how best to educate students with mild intellectual disability, and whether regular or special classes are appropriate. The… (more)

Subjects/Keywords: Doctor of Philosophy (PhD); special education; mainstreaming in education; inclusive education; self-perception; self-esteem; intellectually disabled students

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APA (6th Edition):

Tracey, D. K. (2002). Self-concepts of preadolescents with mild intellectual disability : multidimensionality, measurement, and support for the big fish little pond effect. (Thesis). University of Western Sydney. Retrieved from http://handle.uws.edu.au:8081/1959.7/370

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):

Tracey, Danielle K. “Self-concepts of preadolescents with mild intellectual disability : multidimensionality, measurement, and support for the big fish little pond effect.” 2002. Thesis, University of Western Sydney. Accessed August 20, 2019. http://handle.uws.edu.au:8081/1959.7/370.

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

MLA Handbook (7th Edition):

Tracey, Danielle K. “Self-concepts of preadolescents with mild intellectual disability : multidimensionality, measurement, and support for the big fish little pond effect.” 2002. Web. 20 Aug 2019.

Vancouver:

Tracey DK. Self-concepts of preadolescents with mild intellectual disability : multidimensionality, measurement, and support for the big fish little pond effect. [Internet] [Thesis]. University of Western Sydney; 2002. [cited 2019 Aug 20]. Available from: http://handle.uws.edu.au:8081/1959.7/370.

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

Council of Science Editors:

Tracey DK. Self-concepts of preadolescents with mild intellectual disability : multidimensionality, measurement, and support for the big fish little pond effect. [Thesis]. University of Western Sydney; 2002. Available from: http://handle.uws.edu.au:8081/1959.7/370

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


University of Southern Queensland

10. Lewis, Marian. The dynamics, implications and effects of knowledge creation in professional learning communities: three case studies.

Degree: 2003, University of Southern Queensland

 Australia faces many challenges in a globalised and rapidly changing world. Schools are increasingly being given responsibility for ensuring the future economic, social and political… (more)

Subjects/Keywords: 330304 Teacher Education - Vocational Education and Training

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APA (6th Edition):

Lewis, M. (2003). The dynamics, implications and effects of knowledge creation in professional learning communities: three case studies. (Thesis). University of Southern Queensland. Retrieved from http://eprints.usq.edu.au/1459/1/Lewis_2003_front.pdf ; http://eprints.usq.edu.au/1459/2/Lewis_2003_whole.pdf

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):

Lewis, Marian. “The dynamics, implications and effects of knowledge creation in professional learning communities: three case studies.” 2003. Thesis, University of Southern Queensland. Accessed August 20, 2019. http://eprints.usq.edu.au/1459/1/Lewis_2003_front.pdf ; http://eprints.usq.edu.au/1459/2/Lewis_2003_whole.pdf.

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

MLA Handbook (7th Edition):

Lewis, Marian. “The dynamics, implications and effects of knowledge creation in professional learning communities: three case studies.” 2003. Web. 20 Aug 2019.

Vancouver:

Lewis M. The dynamics, implications and effects of knowledge creation in professional learning communities: three case studies. [Internet] [Thesis]. University of Southern Queensland; 2003. [cited 2019 Aug 20]. Available from: http://eprints.usq.edu.au/1459/1/Lewis_2003_front.pdf ; http://eprints.usq.edu.au/1459/2/Lewis_2003_whole.pdf.

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

Council of Science Editors:

Lewis M. The dynamics, implications and effects of knowledge creation in professional learning communities: three case studies. [Thesis]. University of Southern Queensland; 2003. Available from: http://eprints.usq.edu.au/1459/1/Lewis_2003_front.pdf ; http://eprints.usq.edu.au/1459/2/Lewis_2003_whole.pdf

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


University of Western Sydney

11. Carson, Kerrie. The inclusive education of students with a hearing impairment : a case study inquiry.

Degree: 2001, University of Western Sydney

 Inclusion is the practice of serving the needs of all students, with a full range of abilities and disabilities, in the general classroom with appropriate… (more)

Subjects/Keywords: Doctor of Philosophy (PhD); inclusive education; hearing impaired children; deaf children; mainstreaming in education

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

APA (6th Edition):

Carson, K. (2001). The inclusive education of students with a hearing impairment : a case study inquiry. (Thesis). University of Western Sydney. Retrieved from http://handle.uws.edu.au:8081/1959.7/50

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):

Carson, Kerrie. “The inclusive education of students with a hearing impairment : a case study inquiry.” 2001. Thesis, University of Western Sydney. Accessed August 20, 2019. http://handle.uws.edu.au:8081/1959.7/50.

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

MLA Handbook (7th Edition):

Carson, Kerrie. “The inclusive education of students with a hearing impairment : a case study inquiry.” 2001. Web. 20 Aug 2019.

Vancouver:

Carson K. The inclusive education of students with a hearing impairment : a case study inquiry. [Internet] [Thesis]. University of Western Sydney; 2001. [cited 2019 Aug 20]. Available from: http://handle.uws.edu.au:8081/1959.7/50.

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

Council of Science Editors:

Carson K. The inclusive education of students with a hearing impairment : a case study inquiry. [Thesis]. University of Western Sydney; 2001. Available from: http://handle.uws.edu.au:8081/1959.7/50

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


University of New South Wales

12. Rowley, Jennifer Louise. Teacher effectiveness in the education of gifted students : a comparison of trained, trainee and untrained teachers of gifted and talented students.

Degree: Education, 2002, University of New South Wales

Subjects/Keywords: Gifted children; Teacher effectiveness; Education; Teacher Education; Special Education; Gifted and Talented; Thesis Digitisation Program

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APA (6th Edition):

Rowley, J. L. (2002). Teacher effectiveness in the education of gifted students : a comparison of trained, trainee and untrained teachers of gifted and talented students. (Doctoral Dissertation). University of New South Wales. Retrieved from http://handle.unsw.edu.au/1959.4/55790 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:39351/SOURCE01?view=true

Chicago Manual of Style (16th Edition):

Rowley, Jennifer Louise. “Teacher effectiveness in the education of gifted students : a comparison of trained, trainee and untrained teachers of gifted and talented students.” 2002. Doctoral Dissertation, University of New South Wales. Accessed August 20, 2019. http://handle.unsw.edu.au/1959.4/55790 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:39351/SOURCE01?view=true.

MLA Handbook (7th Edition):

Rowley, Jennifer Louise. “Teacher effectiveness in the education of gifted students : a comparison of trained, trainee and untrained teachers of gifted and talented students.” 2002. Web. 20 Aug 2019.

Vancouver:

Rowley JL. Teacher effectiveness in the education of gifted students : a comparison of trained, trainee and untrained teachers of gifted and talented students. [Internet] [Doctoral dissertation]. University of New South Wales; 2002. [cited 2019 Aug 20]. Available from: http://handle.unsw.edu.au/1959.4/55790 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:39351/SOURCE01?view=true.

Council of Science Editors:

Rowley JL. Teacher effectiveness in the education of gifted students : a comparison of trained, trainee and untrained teachers of gifted and talented students. [Doctoral Dissertation]. University of New South Wales; 2002. Available from: http://handle.unsw.edu.au/1959.4/55790 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:39351/SOURCE01?view=true


Queensland University of Technology

13. Gattenhof, Sandra Jane. 'Artnerships : effective models of arts and education partnerships.

Degree: 2000, Queensland University of Technology

 Since 1984 there has been ongoing debate in arts and educational circles about School Touring Programs which provide performing arts programs to school audiences in… (more)

Subjects/Keywords: Arts Study and teaching Queensland; arts education; arts partnerships; arts agencies; aesthetic education; artist teacher; teacher artist; thesis; masters

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

APA (6th Edition):

Gattenhof, S. J. (2000). 'Artnerships : effective models of arts and education partnerships. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/35835/

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):

Gattenhof, Sandra Jane. “'Artnerships : effective models of arts and education partnerships.” 2000. Thesis, Queensland University of Technology. Accessed August 20, 2019. https://eprints.qut.edu.au/35835/.

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

MLA Handbook (7th Edition):

Gattenhof, Sandra Jane. “'Artnerships : effective models of arts and education partnerships.” 2000. Web. 20 Aug 2019.

Vancouver:

Gattenhof SJ. 'Artnerships : effective models of arts and education partnerships. [Internet] [Thesis]. Queensland University of Technology; 2000. [cited 2019 Aug 20]. Available from: https://eprints.qut.edu.au/35835/.

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

Council of Science Editors:

Gattenhof SJ. 'Artnerships : effective models of arts and education partnerships. [Thesis]. Queensland University of Technology; 2000. Available from: https://eprints.qut.edu.au/35835/

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


Curtin University of Technology

14. Lomas, Gregor. The relationship between mathematics educators' beliefs and their teaching practices .

Degree: 2004, Curtin University of Technology

 This longitudinal study explored the extent to which mathematics education lecturers' constructivist beliefs and aligned practices were communicated to students in a New Zealand primary… (more)

Subjects/Keywords: Constructivist Learning Environment Survey (CLES); mathematics education; Questionnaire on Teacher Interactions (QTI); teacher education

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

APA (6th Edition):

Lomas, G. (2004). The relationship between mathematics educators' beliefs and their teaching practices . (Thesis). Curtin University of Technology. Retrieved from http://hdl.handle.net/20.500.11937/340

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):

Lomas, Gregor. “The relationship between mathematics educators' beliefs and their teaching practices .” 2004. Thesis, Curtin University of Technology. Accessed August 20, 2019. http://hdl.handle.net/20.500.11937/340.

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

MLA Handbook (7th Edition):

Lomas, Gregor. “The relationship between mathematics educators' beliefs and their teaching practices .” 2004. Web. 20 Aug 2019.

Vancouver:

Lomas G. The relationship between mathematics educators' beliefs and their teaching practices . [Internet] [Thesis]. Curtin University of Technology; 2004. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/20.500.11937/340.

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

Council of Science Editors:

Lomas G. The relationship between mathematics educators' beliefs and their teaching practices . [Thesis]. Curtin University of Technology; 2004. Available from: http://hdl.handle.net/20.500.11937/340

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


Southern Cross University

15. Phelps, Renata. Mapping the complexity of computer learning : journeying beyond teaching for computer competency to facilitating computer.

Degree: 2002, Southern Cross University

 For future generations to maximise their capability to operate within technologically driven economies, it is critical to foster computer abilities at every level of the… (more)

Subjects/Keywords: information and communication technology; ICT; IT; teacher professional learning; teacher education; metacognition; complexity theory; learning theories; Education

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

APA (6th Edition):

Phelps, R. (2002). Mapping the complexity of computer learning : journeying beyond teaching for computer competency to facilitating computer. (Thesis). Southern Cross University. Retrieved from https://epubs.scu.edu.au/theses/67

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):

Phelps, Renata. “Mapping the complexity of computer learning : journeying beyond teaching for computer competency to facilitating computer.” 2002. Thesis, Southern Cross University. Accessed August 20, 2019. https://epubs.scu.edu.au/theses/67.

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

MLA Handbook (7th Edition):

Phelps, Renata. “Mapping the complexity of computer learning : journeying beyond teaching for computer competency to facilitating computer.” 2002. Web. 20 Aug 2019.

Vancouver:

Phelps R. Mapping the complexity of computer learning : journeying beyond teaching for computer competency to facilitating computer. [Internet] [Thesis]. Southern Cross University; 2002. [cited 2019 Aug 20]. Available from: https://epubs.scu.edu.au/theses/67.

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

Council of Science Editors:

Phelps R. Mapping the complexity of computer learning : journeying beyond teaching for computer competency to facilitating computer. [Thesis]. Southern Cross University; 2002. Available from: https://epubs.scu.edu.au/theses/67

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


Queensland University of Technology

16. Rizvi, Meher. The relationships between school reforms and teacher professionalism in government primary schools in Karachi, Pakistan.

Degree: 2004, Queensland University of Technology

 The government primary education system in Karachi, Pakistan, is faced with many problems and dilemmas and each dilemma justifies a reason, but perhaps no problem… (more)

Subjects/Keywords: Karachi Pakistan; government primary education system; school reforms; teacher professionalism.

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

APA (6th Edition):

Rizvi, M. (2004). The relationships between school reforms and teacher professionalism in government primary schools in Karachi, Pakistan. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/15955/

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):

Rizvi, Meher. “The relationships between school reforms and teacher professionalism in government primary schools in Karachi, Pakistan.” 2004. Thesis, Queensland University of Technology. Accessed August 20, 2019. https://eprints.qut.edu.au/15955/.

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

MLA Handbook (7th Edition):

Rizvi, Meher. “The relationships between school reforms and teacher professionalism in government primary schools in Karachi, Pakistan.” 2004. Web. 20 Aug 2019.

Vancouver:

Rizvi M. The relationships between school reforms and teacher professionalism in government primary schools in Karachi, Pakistan. [Internet] [Thesis]. Queensland University of Technology; 2004. [cited 2019 Aug 20]. Available from: https://eprints.qut.edu.au/15955/.

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

Council of Science Editors:

Rizvi M. The relationships between school reforms and teacher professionalism in government primary schools in Karachi, Pakistan. [Thesis]. Queensland University of Technology; 2004. Available from: https://eprints.qut.edu.au/15955/

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


Curtin University of Technology

17. Bell, Colin R. Finding the balance: comparing the effectiveness of student-managed and teacher-directed learning in science classes.

Degree: 2000, Curtin University of Technology

 The purpose of the research was to form a defensible basis for considering possible changes in classroom practice within a small rural state school, and… (more)

Subjects/Keywords: classroom practice; teacher directed learning; student managed learning; science education

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

APA (6th Edition):

Bell, C. R. (2000). Finding the balance: comparing the effectiveness of student-managed and teacher-directed learning in science classes. (Thesis). Curtin University of Technology. Retrieved from http://hdl.handle.net/20.500.11937/1185

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):

Bell, Colin R. “Finding the balance: comparing the effectiveness of student-managed and teacher-directed learning in science classes. ” 2000. Thesis, Curtin University of Technology. Accessed August 20, 2019. http://hdl.handle.net/20.500.11937/1185.

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

MLA Handbook (7th Edition):

Bell, Colin R. “Finding the balance: comparing the effectiveness of student-managed and teacher-directed learning in science classes. ” 2000. Web. 20 Aug 2019.

Vancouver:

Bell CR. Finding the balance: comparing the effectiveness of student-managed and teacher-directed learning in science classes. [Internet] [Thesis]. Curtin University of Technology; 2000. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/20.500.11937/1185.

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

Council of Science Editors:

Bell CR. Finding the balance: comparing the effectiveness of student-managed and teacher-directed learning in science classes. [Thesis]. Curtin University of Technology; 2000. Available from: http://hdl.handle.net/20.500.11937/1185

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


Curtin University of Technology

18. Jackson, Glenda Joy. Professional development in HIV prevention education for teachers using flexible learning and tutor support .

Degree: 2004, Curtin University of Technology

 HIV prevention programs in schools are acknowledged as one of the best prospects for controlling the world HIV epidemic. Epidemiological evidence indicates that deaths world-wide… (more)

Subjects/Keywords: teachers' role in HIV prevention education; teacher professional development; Protect Yourself Program (PYP)

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

APA (6th Edition):

Jackson, G. J. (2004). Professional development in HIV prevention education for teachers using flexible learning and tutor support . (Thesis). Curtin University of Technology. Retrieved from http://hdl.handle.net/20.500.11937/1602

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):

Jackson, Glenda Joy. “Professional development in HIV prevention education for teachers using flexible learning and tutor support .” 2004. Thesis, Curtin University of Technology. Accessed August 20, 2019. http://hdl.handle.net/20.500.11937/1602.

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

MLA Handbook (7th Edition):

Jackson, Glenda Joy. “Professional development in HIV prevention education for teachers using flexible learning and tutor support .” 2004. Web. 20 Aug 2019.

Vancouver:

Jackson GJ. Professional development in HIV prevention education for teachers using flexible learning and tutor support . [Internet] [Thesis]. Curtin University of Technology; 2004. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/20.500.11937/1602.

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

Council of Science Editors:

Jackson GJ. Professional development in HIV prevention education for teachers using flexible learning and tutor support . [Thesis]. Curtin University of Technology; 2004. Available from: http://hdl.handle.net/20.500.11937/1602

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


Curtin University of Technology

19. Ngoepe, Mapula Gertrude. Secondary mathematics teachers' classroom practices: a case study of three township schools in Gauteng Province, South Africa .

Degree: 2003, Curtin University of Technology

 While there have been enormous changes in the South African system of education since 1994, the legacy of apartheid and the different education of Black… (more)

Subjects/Keywords: teacher training; Secondary Teaching Analysis Matrix (STAM); mathematics education; teaching styles

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APA (6th Edition):

Ngoepe, M. G. (2003). Secondary mathematics teachers' classroom practices: a case study of three township schools in Gauteng Province, South Africa . (Thesis). Curtin University of Technology. Retrieved from http://hdl.handle.net/20.500.11937/2291

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):

Ngoepe, Mapula Gertrude. “Secondary mathematics teachers' classroom practices: a case study of three township schools in Gauteng Province, South Africa .” 2003. Thesis, Curtin University of Technology. Accessed August 20, 2019. http://hdl.handle.net/20.500.11937/2291.

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

MLA Handbook (7th Edition):

Ngoepe, Mapula Gertrude. “Secondary mathematics teachers' classroom practices: a case study of three township schools in Gauteng Province, South Africa .” 2003. Web. 20 Aug 2019.

Vancouver:

Ngoepe MG. Secondary mathematics teachers' classroom practices: a case study of three township schools in Gauteng Province, South Africa . [Internet] [Thesis]. Curtin University of Technology; 2003. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/20.500.11937/2291.

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

Council of Science Editors:

Ngoepe MG. Secondary mathematics teachers' classroom practices: a case study of three township schools in Gauteng Province, South Africa . [Thesis]. Curtin University of Technology; 2003. Available from: http://hdl.handle.net/20.500.11937/2291

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

20. Davis, Julie M. Innovation through action research in environmental education : from project to praxis.

Degree: 2003, Griffith University

 This thesis is a work-in-progress that articulates my research journey based on the development of a curriculum innovation in environmental education. This journey had two… (more)

Subjects/Keywords: 050203 Environmental Education and Extension; 130202 Curriculum and Pedagogy Theory and Development; 130313 Teacher Education and Professional Development of Educators; environmental education; curriculum change; action research; whole school change; teacher professional development

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APA (6th Edition):

Davis, J. M. (2003). Innovation through action research in environmental education : from project to praxis. (Thesis). Griffith University. Retrieved from http://eprints.qut.edu.au/67230/

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):

Davis, Julie M. “Innovation through action research in environmental education : from project to praxis.” 2003. Thesis, Griffith University. Accessed August 20, 2019. http://eprints.qut.edu.au/67230/.

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

MLA Handbook (7th Edition):

Davis, Julie M. “Innovation through action research in environmental education : from project to praxis.” 2003. Web. 20 Aug 2019.

Vancouver:

Davis JM. Innovation through action research in environmental education : from project to praxis. [Internet] [Thesis]. Griffith University; 2003. [cited 2019 Aug 20]. Available from: http://eprints.qut.edu.au/67230/.

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

Council of Science Editors:

Davis JM. Innovation through action research in environmental education : from project to praxis. [Thesis]. Griffith University; 2003. Available from: http://eprints.qut.edu.au/67230/

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


Edith Cowan University

21. Coulstock, Christine A. Teacher-class, teacher-group and student interactions : opportunities for learning in primary science classrooms.

Degree: 2001, Edith Cowan University

 Many studies have investigated learning in science classes, examining various influences on the understandings that students develop. The purpose of this study was to investigate… (more)

Subjects/Keywords: Science; Study and teaching; Primary; Teacher-student relationships; Interaction analysis in education.; Science and Mathematics Education

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

APA (6th Edition):

Coulstock, C. A. (2001). Teacher-class, teacher-group and student interactions : opportunities for learning in primary science classrooms. (Thesis). Edith Cowan University. Retrieved from http://ro.ecu.edu.au/theses/1048

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):

Coulstock, Christine A. “Teacher-class, teacher-group and student interactions : opportunities for learning in primary science classrooms.” 2001. Thesis, Edith Cowan University. Accessed August 20, 2019. http://ro.ecu.edu.au/theses/1048.

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

MLA Handbook (7th Edition):

Coulstock, Christine A. “Teacher-class, teacher-group and student interactions : opportunities for learning in primary science classrooms.” 2001. Web. 20 Aug 2019.

Vancouver:

Coulstock CA. Teacher-class, teacher-group and student interactions : opportunities for learning in primary science classrooms. [Internet] [Thesis]. Edith Cowan University; 2001. [cited 2019 Aug 20]. Available from: http://ro.ecu.edu.au/theses/1048.

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

Council of Science Editors:

Coulstock CA. Teacher-class, teacher-group and student interactions : opportunities for learning in primary science classrooms. [Thesis]. Edith Cowan University; 2001. Available from: http://ro.ecu.edu.au/theses/1048

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


Edith Cowan University

22. Graydon, Calvin. The Derivation Of Principles For Appropriate Vocational Education In Papua New Guinea.

Degree: 2001, Edith Cowan University

 Restructuring an education system provides an opportunity to select appropriate programmes for schooling. This thesis develops principles to select an appropriate vocational education for schools… (more)

Subjects/Keywords: Papua New Guinea; Planning; Vocational education; Papua New Guinea; Evaluation; Training of vocational teachers; Teacher Education and Professional Development

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APA (6th Edition):

Graydon, C. (2001). The Derivation Of Principles For Appropriate Vocational Education In Papua New Guinea. (Thesis). Edith Cowan University. Retrieved from http://ro.ecu.edu.au/theses/1514

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):

Graydon, Calvin. “The Derivation Of Principles For Appropriate Vocational Education In Papua New Guinea.” 2001. Thesis, Edith Cowan University. Accessed August 20, 2019. http://ro.ecu.edu.au/theses/1514.

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

MLA Handbook (7th Edition):

Graydon, Calvin. “The Derivation Of Principles For Appropriate Vocational Education In Papua New Guinea.” 2001. Web. 20 Aug 2019.

Vancouver:

Graydon C. The Derivation Of Principles For Appropriate Vocational Education In Papua New Guinea. [Internet] [Thesis]. Edith Cowan University; 2001. [cited 2019 Aug 20]. Available from: http://ro.ecu.edu.au/theses/1514.

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

Council of Science Editors:

Graydon C. The Derivation Of Principles For Appropriate Vocational Education In Papua New Guinea. [Thesis]. Edith Cowan University; 2001. Available from: http://ro.ecu.edu.au/theses/1514

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


Queensland University of Technology

23. Peers, Cheryl Elizabeth. Teacher professional growth during implementation of a science curriculum innovator.

Degree: 2000, Queensland University of Technology

Subjects/Keywords: Science teachers Queensland; Science Study and teaching (Primary) Queensland; constructivism; educational change; professional development; science education; syllabus implementation; teacher beliefs; teacher professional growth; teacher professional practice; thesis; masters

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

APA (6th Edition):

Peers, C. E. (2000). Teacher professional growth during implementation of a science curriculum innovator. (Thesis). Queensland University of Technology. Retrieved from http://eprints.qut.edu.au/36640/

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):

Peers, Cheryl Elizabeth. “Teacher professional growth during implementation of a science curriculum innovator.” 2000. Thesis, Queensland University of Technology. Accessed August 20, 2019. http://eprints.qut.edu.au/36640/.

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

MLA Handbook (7th Edition):

Peers, Cheryl Elizabeth. “Teacher professional growth during implementation of a science curriculum innovator.” 2000. Web. 20 Aug 2019.

Vancouver:

Peers CE. Teacher professional growth during implementation of a science curriculum innovator. [Internet] [Thesis]. Queensland University of Technology; 2000. [cited 2019 Aug 20]. Available from: http://eprints.qut.edu.au/36640/.

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

Council of Science Editors:

Peers CE. Teacher professional growth during implementation of a science curriculum innovator. [Thesis]. Queensland University of Technology; 2000. Available from: http://eprints.qut.edu.au/36640/

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


Queensland University of Technology

24. Lamat-Nawari, Sluhi. Teacher efficacy and self-regulation of learning : a study of teachers and students in the Malaysian schools.

Degree: 2001, Queensland University of Technology

Subjects/Keywords: Education, Secondary Malaysia; Academic achievement Malaysia; Teacher effectiveness Malaysia; teacher efficacy; self-efficacy; internal efficacy; external efficacy; self-regulation; self-regulated learning; responsibility for learning; thesis; doctoral

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APA (6th Edition):

Lamat-Nawari, S. (2001). Teacher efficacy and self-regulation of learning : a study of teachers and students in the Malaysian schools. (Thesis). Queensland University of Technology. Retrieved from http://eprints.qut.edu.au/36647/

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):

Lamat-Nawari, Sluhi. “Teacher efficacy and self-regulation of learning : a study of teachers and students in the Malaysian schools.” 2001. Thesis, Queensland University of Technology. Accessed August 20, 2019. http://eprints.qut.edu.au/36647/.

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

MLA Handbook (7th Edition):

Lamat-Nawari, Sluhi. “Teacher efficacy and self-regulation of learning : a study of teachers and students in the Malaysian schools.” 2001. Web. 20 Aug 2019.

Vancouver:

Lamat-Nawari S. Teacher efficacy and self-regulation of learning : a study of teachers and students in the Malaysian schools. [Internet] [Thesis]. Queensland University of Technology; 2001. [cited 2019 Aug 20]. Available from: http://eprints.qut.edu.au/36647/.

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

Council of Science Editors:

Lamat-Nawari S. Teacher efficacy and self-regulation of learning : a study of teachers and students in the Malaysian schools. [Thesis]. Queensland University of Technology; 2001. Available from: http://eprints.qut.edu.au/36647/

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


University of New South Wales

25. Newcombe, Geoff. Teacher participation and trust in school-based financial decision making.

Degree: Education, 2000, University of New South Wales

Subjects/Keywords: Teacher-principal relationships  – New South Wales; Thesis Digitisation Program; Teacher participation in administration  – New South Wales; Education  – New South Wales  – Finance; School budgets  – New South Wales

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APA (6th Edition):

Newcombe, G. (2000). Teacher participation and trust in school-based financial decision making. (Doctoral Dissertation). University of New South Wales. Retrieved from http://handle.unsw.edu.au/1959.4/58956 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:48052/SOURCE02?view=true

Chicago Manual of Style (16th Edition):

Newcombe, Geoff. “Teacher participation and trust in school-based financial decision making.” 2000. Doctoral Dissertation, University of New South Wales. Accessed August 20, 2019. http://handle.unsw.edu.au/1959.4/58956 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:48052/SOURCE02?view=true.

MLA Handbook (7th Edition):

Newcombe, Geoff. “Teacher participation and trust in school-based financial decision making.” 2000. Web. 20 Aug 2019.

Vancouver:

Newcombe G. Teacher participation and trust in school-based financial decision making. [Internet] [Doctoral dissertation]. University of New South Wales; 2000. [cited 2019 Aug 20]. Available from: http://handle.unsw.edu.au/1959.4/58956 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:48052/SOURCE02?view=true.

Council of Science Editors:

Newcombe G. Teacher participation and trust in school-based financial decision making. [Doctoral Dissertation]. University of New South Wales; 2000. Available from: http://handle.unsw.edu.au/1959.4/58956 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:48052/SOURCE02?view=true


University of Tasmania

26. Johnston, RM. On Location/s: Seeking fieldwork sites for the study of society and environment within teacher education - an analysis of social constructs of place and space.

Degree: 2003, University of Tasmania

 As an ethnographic study situated within teacher education practice, this thesis is structured around 'three pedagogical moments' in the studies of society and environment units… (more)

Subjects/Keywords: 330300 Professional Development of Teachers; Teacher education; fieldwork; Studies of Society and Environment; geography teaching; SOSE; place; space

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APA (6th Edition):

Johnston, R. (2003). On Location/s: Seeking fieldwork sites for the study of society and environment within teacher education - an analysis of social constructs of place and space. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/235/1/01front.pdf ; https://eprints.utas.edu.au/235/2/02whole.pdf

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):

Johnston, RM. “On Location/s: Seeking fieldwork sites for the study of society and environment within teacher education - an analysis of social constructs of place and space.” 2003. Thesis, University of Tasmania. Accessed August 20, 2019. https://eprints.utas.edu.au/235/1/01front.pdf ; https://eprints.utas.edu.au/235/2/02whole.pdf.

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

MLA Handbook (7th Edition):

Johnston, RM. “On Location/s: Seeking fieldwork sites for the study of society and environment within teacher education - an analysis of social constructs of place and space.” 2003. Web. 20 Aug 2019.

Vancouver:

Johnston R. On Location/s: Seeking fieldwork sites for the study of society and environment within teacher education - an analysis of social constructs of place and space. [Internet] [Thesis]. University of Tasmania; 2003. [cited 2019 Aug 20]. Available from: https://eprints.utas.edu.au/235/1/01front.pdf ; https://eprints.utas.edu.au/235/2/02whole.pdf.

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

Council of Science Editors:

Johnston R. On Location/s: Seeking fieldwork sites for the study of society and environment within teacher education - an analysis of social constructs of place and space. [Thesis]. University of Tasmania; 2003. Available from: https://eprints.utas.edu.au/235/1/01front.pdf ; https://eprints.utas.edu.au/235/2/02whole.pdf

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


Edith Cowan University

27. Sheffield, Rachel. Facilitating teacher professional learning : analysing the impact of an Australian professional learning model in secondary science.

Degree: 2004, Edith Cowan University

 In education, innovations are frequently introduced to promote changes to the curriculum, teachers' practice, and the classroom environment, however, these initiatives are often implemented without… (more)

Subjects/Keywords: Science teachers; Western Australia; Science; Study and teaching; Western Australia.; Teacher Education and Professional Development

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

APA (6th Edition):

Sheffield, R. (2004). Facilitating teacher professional learning : analysing the impact of an Australian professional learning model in secondary science. (Thesis). Edith Cowan University. Retrieved from https://ro.ecu.edu.au/theses/811

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):

Sheffield, Rachel. “Facilitating teacher professional learning : analysing the impact of an Australian professional learning model in secondary science.” 2004. Thesis, Edith Cowan University. Accessed August 20, 2019. https://ro.ecu.edu.au/theses/811.

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

MLA Handbook (7th Edition):

Sheffield, Rachel. “Facilitating teacher professional learning : analysing the impact of an Australian professional learning model in secondary science.” 2004. Web. 20 Aug 2019.

Vancouver:

Sheffield R. Facilitating teacher professional learning : analysing the impact of an Australian professional learning model in secondary science. [Internet] [Thesis]. Edith Cowan University; 2004. [cited 2019 Aug 20]. Available from: https://ro.ecu.edu.au/theses/811.

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

Council of Science Editors:

Sheffield R. Facilitating teacher professional learning : analysing the impact of an Australian professional learning model in secondary science. [Thesis]. Edith Cowan University; 2004. Available from: https://ro.ecu.edu.au/theses/811

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


University of New South Wales

28. Barber, Tracy. Pedagogical relations and institutional habitus : an analysis of caring relations in the high school.

Degree: Sociology, Faculty of Arts & Social Science, 2003, University of New South Wales

Subjects/Keywords: Interaction analysis in education; High school environment; Teacher-student relationships; Caring; Thesis Digitisation Program

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

APA (6th Edition):

Barber, T. (2003). Pedagogical relations and institutional habitus : an analysis of caring relations in the high school. (Doctoral Dissertation). University of New South Wales. Retrieved from http://handle.unsw.edu.au/1959.4/58512 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:46190/SOURCE02?view=true

Chicago Manual of Style (16th Edition):

Barber, Tracy. “Pedagogical relations and institutional habitus : an analysis of caring relations in the high school.” 2003. Doctoral Dissertation, University of New South Wales. Accessed August 20, 2019. http://handle.unsw.edu.au/1959.4/58512 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:46190/SOURCE02?view=true.

MLA Handbook (7th Edition):

Barber, Tracy. “Pedagogical relations and institutional habitus : an analysis of caring relations in the high school.” 2003. Web. 20 Aug 2019.

Vancouver:

Barber T. Pedagogical relations and institutional habitus : an analysis of caring relations in the high school. [Internet] [Doctoral dissertation]. University of New South Wales; 2003. [cited 2019 Aug 20]. Available from: http://handle.unsw.edu.au/1959.4/58512 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:46190/SOURCE02?view=true.

Council of Science Editors:

Barber T. Pedagogical relations and institutional habitus : an analysis of caring relations in the high school. [Doctoral Dissertation]. University of New South Wales; 2003. Available from: http://handle.unsw.edu.au/1959.4/58512 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:46190/SOURCE02?view=true


University of Western Sydney

29. Hughes, John Anthony. Teacher professional development in performing and literary arts education.

Degree: 2002, University of Western Sydney

 The articles in this portfolio provide an account of research, which for the purposes of this thesis is divided into two broad categories: teacher professional… (more)

Subjects/Keywords: Doctor of Education (Ed.D.); teacher development; reading theories; inservice development of teachers; classroom procedures

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

APA (6th Edition):

Hughes, J. A. (2002). Teacher professional development in performing and literary arts education. (Thesis). University of Western Sydney. Retrieved from http://handle.uws.edu.au:8081/1959.7/393

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):

Hughes, John Anthony. “Teacher professional development in performing and literary arts education.” 2002. Thesis, University of Western Sydney. Accessed August 20, 2019. http://handle.uws.edu.au:8081/1959.7/393.

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

MLA Handbook (7th Edition):

Hughes, John Anthony. “Teacher professional development in performing and literary arts education.” 2002. Web. 20 Aug 2019.

Vancouver:

Hughes JA. Teacher professional development in performing and literary arts education. [Internet] [Thesis]. University of Western Sydney; 2002. [cited 2019 Aug 20]. Available from: http://handle.uws.edu.au:8081/1959.7/393.

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

Council of Science Editors:

Hughes JA. Teacher professional development in performing and literary arts education. [Thesis]. University of Western Sydney; 2002. Available from: http://handle.uws.edu.au:8081/1959.7/393

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


Edith Cowan University

30. Stamopoulos, Elizabeth. School staff positions on P1 composite classes.

Degree: 2001, Edith Cowan University

 As a result of a government strategic decision in 1995, a new formation (the PI class) has emerged in Western Australian primary schools and its… (more)

Subjects/Keywords: Curriculum planning; Western Australia; Education; Preschool; Western Australia; Education; Preschool; Western Australia; Curricula; Teacher participation in curriculum planning; Western Australia.; Curriculum and Instruction

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

APA (6th Edition):

Stamopoulos, E. (2001). School staff positions on P1 composite classes. (Thesis). Edith Cowan University. Retrieved from http://ro.ecu.edu.au/theses/1060

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):

Stamopoulos, Elizabeth. “School staff positions on P1 composite classes.” 2001. Thesis, Edith Cowan University. Accessed August 20, 2019. http://ro.ecu.edu.au/theses/1060.

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

MLA Handbook (7th Edition):

Stamopoulos, Elizabeth. “School staff positions on P1 composite classes.” 2001. Web. 20 Aug 2019.

Vancouver:

Stamopoulos E. School staff positions on P1 composite classes. [Internet] [Thesis]. Edith Cowan University; 2001. [cited 2019 Aug 20]. Available from: http://ro.ecu.edu.au/theses/1060.

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

Council of Science Editors:

Stamopoulos E. School staff positions on P1 composite classes. [Thesis]. Edith Cowan University; 2001. Available from: http://ro.ecu.edu.au/theses/1060

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

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