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You searched for subject:( Inclusive education Teacher preparedness ). Showing records 91 – 120 of 3907 total matches.

[1] [2] [3] [4] [5] [6] … [131]

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University of Sydney

91. Hodson, Linda Jane. The Art of the Possible: Relationships in Teaching and Learning .

Degree: 2011, University of Sydney

 The purpose of this study is to learn from the journeys of teacher educators the qualities that help to engender and sustain a commitment to… (more)

Subjects/Keywords: pedagogy; teaching and learning; relationships; embodiment; teacher education; affect; empowerment

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APA (6th Edition):

Hodson, L. J. (2011). The Art of the Possible: Relationships in Teaching and Learning . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/8607

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):

Hodson, Linda Jane. “The Art of the Possible: Relationships in Teaching and Learning .” 2011. Thesis, University of Sydney. Accessed August 17, 2019. http://hdl.handle.net/2123/8607.

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

MLA Handbook (7th Edition):

Hodson, Linda Jane. “The Art of the Possible: Relationships in Teaching and Learning .” 2011. Web. 17 Aug 2019.

Vancouver:

Hodson LJ. The Art of the Possible: Relationships in Teaching and Learning . [Internet] [Thesis]. University of Sydney; 2011. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/2123/8607.

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

Council of Science Editors:

Hodson LJ. The Art of the Possible: Relationships in Teaching and Learning . [Thesis]. University of Sydney; 2011. Available from: http://hdl.handle.net/2123/8607

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


University of Sydney

92. Le, Mai Xuan. Lecturers’ Adoption and Integration of Information and Communication Technology in English Teacher Education at Two Universities in the Mekong Delta, Viet Nam .

Degree: 2015, University of Sydney

 This qualitative comparative case study aims to investigate lecturers’ perspectives on ICT (Information and Communication Technology) mandatory use by the government in Viet Nam. The… (more)

Subjects/Keywords: Teacher Education; English language teaching; ELT; ICT; Mekong Delta; qualitative

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APA (6th Edition):

Le, M. X. (2015). Lecturers’ Adoption and Integration of Information and Communication Technology in English Teacher Education at Two Universities in the Mekong Delta, Viet Nam . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/14995

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):

Le, Mai Xuan. “Lecturers’ Adoption and Integration of Information and Communication Technology in English Teacher Education at Two Universities in the Mekong Delta, Viet Nam .” 2015. Thesis, University of Sydney. Accessed August 17, 2019. http://hdl.handle.net/2123/14995.

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

MLA Handbook (7th Edition):

Le, Mai Xuan. “Lecturers’ Adoption and Integration of Information and Communication Technology in English Teacher Education at Two Universities in the Mekong Delta, Viet Nam .” 2015. Web. 17 Aug 2019.

Vancouver:

Le MX. Lecturers’ Adoption and Integration of Information and Communication Technology in English Teacher Education at Two Universities in the Mekong Delta, Viet Nam . [Internet] [Thesis]. University of Sydney; 2015. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/2123/14995.

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

Council of Science Editors:

Le MX. Lecturers’ Adoption and Integration of Information and Communication Technology in English Teacher Education at Two Universities in the Mekong Delta, Viet Nam . [Thesis]. University of Sydney; 2015. Available from: http://hdl.handle.net/2123/14995

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


Queensland University of Technology

93. Thomas, Louise M. Certainties and uncertainties : ethics and professional identities of early childhood educators.

Degree: 2009, Queensland University of Technology

 This study is an inquiry into the professional identity constructions of early childhood educators, where identity is conceptualised as social and contextual. Through a genealogical… (more)

Subjects/Keywords: identity; certainty; uncertainty; professional; ethics; early childhood education; teacher

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APA (6th Edition):

Thomas, L. M. (2009). Certainties and uncertainties : ethics and professional identities of early childhood educators. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/27648/

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):

Thomas, Louise M. “Certainties and uncertainties : ethics and professional identities of early childhood educators.” 2009. Thesis, Queensland University of Technology. Accessed August 17, 2019. https://eprints.qut.edu.au/27648/.

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

MLA Handbook (7th Edition):

Thomas, Louise M. “Certainties and uncertainties : ethics and professional identities of early childhood educators.” 2009. Web. 17 Aug 2019.

Vancouver:

Thomas LM. Certainties and uncertainties : ethics and professional identities of early childhood educators. [Internet] [Thesis]. Queensland University of Technology; 2009. [cited 2019 Aug 17]. Available from: https://eprints.qut.edu.au/27648/.

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

Council of Science Editors:

Thomas LM. Certainties and uncertainties : ethics and professional identities of early childhood educators. [Thesis]. Queensland University of Technology; 2009. Available from: https://eprints.qut.edu.au/27648/

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


University of Technology, Sydney

94. Nguyen, Dan Tam Thi. English language teacher education in Vietnam : a case study of localised approaches to the concept of method at a rural Vietnamese college.

Degree: 2018, University of Technology, Sydney

 Western research has tended to regard English language teaching in Vietnam as traditional and somewhat ineffective. The stereotypical view of Vietnamese learners of English is… (more)

Subjects/Keywords: English language teacher education.; Vietnam.; Teaching English in Vietnam.

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APA (6th Edition):

Nguyen, D. T. T. (2018). English language teacher education in Vietnam : a case study of localised approaches to the concept of method at a rural Vietnamese college. (Thesis). University of Technology, Sydney. Retrieved from http://hdl.handle.net/10453/127966

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):

Nguyen, Dan Tam Thi. “English language teacher education in Vietnam : a case study of localised approaches to the concept of method at a rural Vietnamese college.” 2018. Thesis, University of Technology, Sydney. Accessed August 17, 2019. http://hdl.handle.net/10453/127966.

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

MLA Handbook (7th Edition):

Nguyen, Dan Tam Thi. “English language teacher education in Vietnam : a case study of localised approaches to the concept of method at a rural Vietnamese college.” 2018. Web. 17 Aug 2019.

Vancouver:

Nguyen DTT. English language teacher education in Vietnam : a case study of localised approaches to the concept of method at a rural Vietnamese college. [Internet] [Thesis]. University of Technology, Sydney; 2018. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/10453/127966.

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

Council of Science Editors:

Nguyen DTT. English language teacher education in Vietnam : a case study of localised approaches to the concept of method at a rural Vietnamese college. [Thesis]. University of Technology, Sydney; 2018. Available from: http://hdl.handle.net/10453/127966

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


University of Melbourne

95. Ab Kadir, Mohammad Akshir. Rethinking Thinking Schools, Learning Nation: teachers’ and students’ perspectives of critical thinking in Singaporean education.

Degree: 2009, University of Melbourne

 One of the key thrusts in Singapore’s Thinking Schools, Learning Nation (TSLN) educational vision, launched in 1997, is the emphasis on critical thinking in schools.… (more)

Subjects/Keywords: critical thinking; teacher knowledge; students' perceptions; Singaporean education

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

APA (6th Edition):

Ab Kadir, M. A. (2009). Rethinking Thinking Schools, Learning Nation: teachers’ and students’ perspectives of critical thinking in Singaporean education. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/35285

Chicago Manual of Style (16th Edition):

Ab Kadir, Mohammad Akshir. “Rethinking Thinking Schools, Learning Nation: teachers’ and students’ perspectives of critical thinking in Singaporean education.” 2009. Doctoral Dissertation, University of Melbourne. Accessed August 17, 2019. http://hdl.handle.net/11343/35285.

MLA Handbook (7th Edition):

Ab Kadir, Mohammad Akshir. “Rethinking Thinking Schools, Learning Nation: teachers’ and students’ perspectives of critical thinking in Singaporean education.” 2009. Web. 17 Aug 2019.

Vancouver:

Ab Kadir MA. Rethinking Thinking Schools, Learning Nation: teachers’ and students’ perspectives of critical thinking in Singaporean education. [Internet] [Doctoral dissertation]. University of Melbourne; 2009. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/11343/35285.

Council of Science Editors:

Ab Kadir MA. Rethinking Thinking Schools, Learning Nation: teachers’ and students’ perspectives of critical thinking in Singaporean education. [Doctoral Dissertation]. University of Melbourne; 2009. Available from: http://hdl.handle.net/11343/35285


University of Melbourne

96. BROWN, ROBERT. Portrait of the artist who works with children.

Degree: 2014, University of Melbourne

 In both school and non-school based studies, the significant role of artists is often cited but rarely researched in any depth, except for a few… (more)

Subjects/Keywords: artist; children; pedagogy; community arts; education; families; artist teacher; engagement

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APA (6th Edition):

BROWN, R. (2014). Portrait of the artist who works with children. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/39624

Chicago Manual of Style (16th Edition):

BROWN, ROBERT. “Portrait of the artist who works with children.” 2014. Doctoral Dissertation, University of Melbourne. Accessed August 17, 2019. http://hdl.handle.net/11343/39624.

MLA Handbook (7th Edition):

BROWN, ROBERT. “Portrait of the artist who works with children.” 2014. Web. 17 Aug 2019.

Vancouver:

BROWN R. Portrait of the artist who works with children. [Internet] [Doctoral dissertation]. University of Melbourne; 2014. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/11343/39624.

Council of Science Editors:

BROWN R. Portrait of the artist who works with children. [Doctoral Dissertation]. University of Melbourne; 2014. Available from: http://hdl.handle.net/11343/39624


Deakin University

97. Skourdoumbis, Andrew. Positioning teachers: unravelling the teacher effectiveness agenda.

Degree: School of Education, 2012, Deakin University

 The thesis examines the focus on teachers and their classroom practices (pedagogies and assessment) as the significant source of student achievement. The study undertaken explores… (more)

Subjects/Keywords: Teaching pedagogy; Victoria; Public education policy; Teacher effectiveness

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APA (6th Edition):

Skourdoumbis, A. (2012). Positioning teachers: unravelling the teacher effectiveness agenda. (Thesis). Deakin University. Retrieved from http://hdl.handle.net/10536/DRO/DU:30060444

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):

Skourdoumbis, Andrew. “Positioning teachers: unravelling the teacher effectiveness agenda.” 2012. Thesis, Deakin University. Accessed August 17, 2019. http://hdl.handle.net/10536/DRO/DU:30060444.

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

MLA Handbook (7th Edition):

Skourdoumbis, Andrew. “Positioning teachers: unravelling the teacher effectiveness agenda.” 2012. Web. 17 Aug 2019.

Vancouver:

Skourdoumbis A. Positioning teachers: unravelling the teacher effectiveness agenda. [Internet] [Thesis]. Deakin University; 2012. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/10536/DRO/DU:30060444.

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

Council of Science Editors:

Skourdoumbis A. Positioning teachers: unravelling the teacher effectiveness agenda. [Thesis]. Deakin University; 2012. Available from: http://hdl.handle.net/10536/DRO/DU:30060444

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


University of Southern Queensland

98. Kocher, Laurie. The disposition to document: the lived experience of teachers who practice pedagogical documentation - a case of study.

Degree: 2008, University of Southern Queensland

 [Abstract]In recent years there has been a great deal of attention paid in early childhood settings to pedagogical documentation, a practice that has developed in… (more)

Subjects/Keywords: 330301 Teacher Education - Early Childhood

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APA (6th Edition):

Kocher, L. (2008). The disposition to document: the lived experience of teachers who practice pedagogical documentation - a case of study. (Thesis). University of Southern Queensland. Retrieved from http://eprints.usq.edu.au/6223/1/Kocher_2008_front.pdf ; http://eprints.usq.edu.au/6223/2/Kocher_2008_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):

Kocher, Laurie. “The disposition to document: the lived experience of teachers who practice pedagogical documentation - a case of study.” 2008. Thesis, University of Southern Queensland. Accessed August 17, 2019. http://eprints.usq.edu.au/6223/1/Kocher_2008_front.pdf ; http://eprints.usq.edu.au/6223/2/Kocher_2008_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):

Kocher, Laurie. “The disposition to document: the lived experience of teachers who practice pedagogical documentation - a case of study.” 2008. Web. 17 Aug 2019.

Vancouver:

Kocher L. The disposition to document: the lived experience of teachers who practice pedagogical documentation - a case of study. [Internet] [Thesis]. University of Southern Queensland; 2008. [cited 2019 Aug 17]. Available from: http://eprints.usq.edu.au/6223/1/Kocher_2008_front.pdf ; http://eprints.usq.edu.au/6223/2/Kocher_2008_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:

Kocher L. The disposition to document: the lived experience of teachers who practice pedagogical documentation - a case of study. [Thesis]. University of Southern Queensland; 2008. Available from: http://eprints.usq.edu.au/6223/1/Kocher_2008_front.pdf ; http://eprints.usq.edu.au/6223/2/Kocher_2008_whole.pdf

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


University of Wollongong

99. McLean, Fiona Maree. Bringing it to the teacher: Meeting the needs of teachers in isolated schools of students with oppositional and defiant behaviours.

Degree: PhD, School of Education - Faculty of Social Sciences, 2014, University of Wollongong

  For teachers in isolated schools in remote New South Wales, Australia, support may be lacking in meeting the needs of students with oppositional and… (more)

Subjects/Keywords: Isolated schools; teacher professional learning; rural education; online communities of practice

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APA (6th Edition):

McLean, F. M. (2014). Bringing it to the teacher: Meeting the needs of teachers in isolated schools of students with oppositional and defiant behaviours. (Doctoral Dissertation). University of Wollongong. Retrieved from 1303 SPECIALIST STUDIES IN EDUCATION ; https://ro.uow.edu.au/theses/4408

Chicago Manual of Style (16th Edition):

McLean, Fiona Maree. “Bringing it to the teacher: Meeting the needs of teachers in isolated schools of students with oppositional and defiant behaviours.” 2014. Doctoral Dissertation, University of Wollongong. Accessed August 17, 2019. 1303 SPECIALIST STUDIES IN EDUCATION ; https://ro.uow.edu.au/theses/4408.

MLA Handbook (7th Edition):

McLean, Fiona Maree. “Bringing it to the teacher: Meeting the needs of teachers in isolated schools of students with oppositional and defiant behaviours.” 2014. Web. 17 Aug 2019.

Vancouver:

McLean FM. Bringing it to the teacher: Meeting the needs of teachers in isolated schools of students with oppositional and defiant behaviours. [Internet] [Doctoral dissertation]. University of Wollongong; 2014. [cited 2019 Aug 17]. Available from: 1303 SPECIALIST STUDIES IN EDUCATION ; https://ro.uow.edu.au/theses/4408.

Council of Science Editors:

McLean FM. Bringing it to the teacher: Meeting the needs of teachers in isolated schools of students with oppositional and defiant behaviours. [Doctoral Dissertation]. University of Wollongong; 2014. Available from: 1303 SPECIALIST STUDIES IN EDUCATION ; https://ro.uow.edu.au/theses/4408


University of Wollongong

100. Jones, Jennifer. Investigating the role and impact of learning designs within University teachers’ design work.

Degree: PhD, 2015, University of Wollongong

  Universities are increasingly concerned with providing a high-quality student experience; good teaching is a key component. The area of Learning Design aims to provide… (more)

Subjects/Keywords: Learning design; higher education; University teaching; educational design; teacher designed

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APA (6th Edition):

Jones, J. (2015). Investigating the role and impact of learning designs within University teachers’ design work. (Doctoral Dissertation). University of Wollongong. Retrieved from 130103 Higher Education, 130306 Educational Technology and Computing ; https://ro.uow.edu.au/theses/4709

Chicago Manual of Style (16th Edition):

Jones, Jennifer. “Investigating the role and impact of learning designs within University teachers’ design work.” 2015. Doctoral Dissertation, University of Wollongong. Accessed August 17, 2019. 130103 Higher Education, 130306 Educational Technology and Computing ; https://ro.uow.edu.au/theses/4709.

MLA Handbook (7th Edition):

Jones, Jennifer. “Investigating the role and impact of learning designs within University teachers’ design work.” 2015. Web. 17 Aug 2019.

Vancouver:

Jones J. Investigating the role and impact of learning designs within University teachers’ design work. [Internet] [Doctoral dissertation]. University of Wollongong; 2015. [cited 2019 Aug 17]. Available from: 130103 Higher Education, 130306 Educational Technology and Computing ; https://ro.uow.edu.au/theses/4709.

Council of Science Editors:

Jones J. Investigating the role and impact of learning designs within University teachers’ design work. [Doctoral Dissertation]. University of Wollongong; 2015. Available from: 130103 Higher Education, 130306 Educational Technology and Computing ; https://ro.uow.edu.au/theses/4709


University of Wollongong

101. Mathews, Julie F. Reviews versus Reality: The Enablers and Inhibitors of Implementing a School/University Mentoring Partnership.

Degree: EdD, 2015, University of Wollongong

  This study reports on the Quality Teaching and Mentoring Project (QTMP), a collaborative mentoring initiative between the University of Wollongong (UOW) and Southland High… (more)

Subjects/Keywords: mentoring; initial teacher education; theory/practice nexus; partnerships

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APA (6th Edition):

Mathews, J. F. (2015). Reviews versus Reality: The Enablers and Inhibitors of Implementing a School/University Mentoring Partnership. (Doctoral Dissertation). University of Wollongong. Retrieved from 160506 Education Policy, 1399 OTHER EDUCATION ; https://ro.uow.edu.au/theses/4848

Chicago Manual of Style (16th Edition):

Mathews, Julie F. “Reviews versus Reality: The Enablers and Inhibitors of Implementing a School/University Mentoring Partnership.” 2015. Doctoral Dissertation, University of Wollongong. Accessed August 17, 2019. 160506 Education Policy, 1399 OTHER EDUCATION ; https://ro.uow.edu.au/theses/4848.

MLA Handbook (7th Edition):

Mathews, Julie F. “Reviews versus Reality: The Enablers and Inhibitors of Implementing a School/University Mentoring Partnership.” 2015. Web. 17 Aug 2019.

Vancouver:

Mathews JF. Reviews versus Reality: The Enablers and Inhibitors of Implementing a School/University Mentoring Partnership. [Internet] [Doctoral dissertation]. University of Wollongong; 2015. [cited 2019 Aug 17]. Available from: 160506 Education Policy, 1399 OTHER EDUCATION ; https://ro.uow.edu.au/theses/4848.

Council of Science Editors:

Mathews JF. Reviews versus Reality: The Enablers and Inhibitors of Implementing a School/University Mentoring Partnership. [Doctoral Dissertation]. University of Wollongong; 2015. Available from: 160506 Education Policy, 1399 OTHER EDUCATION ; https://ro.uow.edu.au/theses/4848


University of New South Wales

102. Arruda, Henrique. A self-adaptive model of TESOL teacher education in a Non-Anglophone context.

Degree: Languages & Linguistics, 2014, University of New South Wales

 This study presents a trial implementation of an original model for language teacher education, the Self-Adaptive Model, developed in accord with emerging ideas in interrelated… (more)

Subjects/Keywords: Non-Anglone contexts; Teacher education; Self-adaptive model

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APA (6th Edition):

Arruda, H. (2014). A self-adaptive model of TESOL teacher education in a Non-Anglophone context. (Doctoral Dissertation). University of New South Wales. Retrieved from http://handle.unsw.edu.au/1959.4/53278 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:11973/SOURCE02?view=true

Chicago Manual of Style (16th Edition):

Arruda, Henrique. “A self-adaptive model of TESOL teacher education in a Non-Anglophone context.” 2014. Doctoral Dissertation, University of New South Wales. Accessed August 17, 2019. http://handle.unsw.edu.au/1959.4/53278 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:11973/SOURCE02?view=true.

MLA Handbook (7th Edition):

Arruda, Henrique. “A self-adaptive model of TESOL teacher education in a Non-Anglophone context.” 2014. Web. 17 Aug 2019.

Vancouver:

Arruda H. A self-adaptive model of TESOL teacher education in a Non-Anglophone context. [Internet] [Doctoral dissertation]. University of New South Wales; 2014. [cited 2019 Aug 17]. Available from: http://handle.unsw.edu.au/1959.4/53278 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:11973/SOURCE02?view=true.

Council of Science Editors:

Arruda H. A self-adaptive model of TESOL teacher education in a Non-Anglophone context. [Doctoral Dissertation]. University of New South Wales; 2014. Available from: http://handle.unsw.edu.au/1959.4/53278 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:11973/SOURCE02?view=true


University of New South Wales

103. Long, Lye Chan. An investigation of principal and teacher influence on the scope and quality of gifted programs in NSW government secondary schools.

Degree: Education, 2012, University of New South Wales

 The purpose of this study was to investigate the relationships between principals, teachers, and the scope and quality of gifted programs in NSW government secondary… (more)

Subjects/Keywords: School principal influence; Gifted education; Educational leadership; Teacher influence

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APA (6th Edition):

Long, L. C. (2012). An investigation of principal and teacher influence on the scope and quality of gifted programs in NSW government secondary schools. (Doctoral Dissertation). University of New South Wales. Retrieved from http://handle.unsw.edu.au/1959.4/51878 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:10547/SOURCE02?view=true

Chicago Manual of Style (16th Edition):

Long, Lye Chan. “An investigation of principal and teacher influence on the scope and quality of gifted programs in NSW government secondary schools.” 2012. Doctoral Dissertation, University of New South Wales. Accessed August 17, 2019. http://handle.unsw.edu.au/1959.4/51878 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:10547/SOURCE02?view=true.

MLA Handbook (7th Edition):

Long, Lye Chan. “An investigation of principal and teacher influence on the scope and quality of gifted programs in NSW government secondary schools.” 2012. Web. 17 Aug 2019.

Vancouver:

Long LC. An investigation of principal and teacher influence on the scope and quality of gifted programs in NSW government secondary schools. [Internet] [Doctoral dissertation]. University of New South Wales; 2012. [cited 2019 Aug 17]. Available from: http://handle.unsw.edu.au/1959.4/51878 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:10547/SOURCE02?view=true.

Council of Science Editors:

Long LC. An investigation of principal and teacher influence on the scope and quality of gifted programs in NSW government secondary schools. [Doctoral Dissertation]. University of New South Wales; 2012. Available from: http://handle.unsw.edu.au/1959.4/51878 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:10547/SOURCE02?view=true


University of Sydney

104. Gavin, Mihajla. Changing conditions of work in neoliberal times: How the NSW Teachers’ Federation has responded to changes in teachers’ industrial and professional working conditions in NSW public education, 1985-2017 .

Degree: 2019, University of Sydney

 Despite decades of neoliberal reform transforming teachers’ work, the NSW Teachers’ Federation (NSWTF) remains the voice of teachers in the public education system of New… (more)

Subjects/Keywords: neoliberalism; teacher union; public education; industrial relations; teachers; union strategy

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APA (6th Edition):

Gavin, M. (2019). Changing conditions of work in neoliberal times: How the NSW Teachers’ Federation has responded to changes in teachers’ industrial and professional working conditions in NSW public education, 1985-2017 . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/20705

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):

Gavin, Mihajla. “Changing conditions of work in neoliberal times: How the NSW Teachers’ Federation has responded to changes in teachers’ industrial and professional working conditions in NSW public education, 1985-2017 .” 2019. Thesis, University of Sydney. Accessed August 17, 2019. http://hdl.handle.net/2123/20705.

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

MLA Handbook (7th Edition):

Gavin, Mihajla. “Changing conditions of work in neoliberal times: How the NSW Teachers’ Federation has responded to changes in teachers’ industrial and professional working conditions in NSW public education, 1985-2017 .” 2019. Web. 17 Aug 2019.

Vancouver:

Gavin M. Changing conditions of work in neoliberal times: How the NSW Teachers’ Federation has responded to changes in teachers’ industrial and professional working conditions in NSW public education, 1985-2017 . [Internet] [Thesis]. University of Sydney; 2019. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/2123/20705.

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

Council of Science Editors:

Gavin M. Changing conditions of work in neoliberal times: How the NSW Teachers’ Federation has responded to changes in teachers’ industrial and professional working conditions in NSW public education, 1985-2017 . [Thesis]. University of Sydney; 2019. Available from: http://hdl.handle.net/2123/20705

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


Southern Cross University

105. Ryan, Elizabeth (Lisa). Localising the global eco-schools program in South Africa: a postcolonial analysis.

Degree: 2017, Southern Cross University

 Originally designed for a European context, Eco-schools is now the most widely adopted environmental education program globally. As such it has the capacity to significantly… (more)

Subjects/Keywords: eco-school; postcolonialism; teacher identity; environmental education; discourse analysis; sustainable schools; South Africa; Curriculum and Social Inquiry; Education; Environmental Education; Sustainability; Teacher Education and Professional Development

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

APA (6th Edition):

Ryan, E. (. (2017). Localising the global eco-schools program in South Africa: a postcolonial analysis. (Thesis). Southern Cross University. Retrieved from http://epubs.scu.edu.au/theses/557

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):

Ryan, Elizabeth (Lisa). “Localising the global eco-schools program in South Africa: a postcolonial analysis.” 2017. Thesis, Southern Cross University. Accessed August 17, 2019. http://epubs.scu.edu.au/theses/557.

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

MLA Handbook (7th Edition):

Ryan, Elizabeth (Lisa). “Localising the global eco-schools program in South Africa: a postcolonial analysis.” 2017. Web. 17 Aug 2019.

Vancouver:

Ryan E(. Localising the global eco-schools program in South Africa: a postcolonial analysis. [Internet] [Thesis]. Southern Cross University; 2017. [cited 2019 Aug 17]. Available from: http://epubs.scu.edu.au/theses/557.

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

Council of Science Editors:

Ryan E(. Localising the global eco-schools program in South Africa: a postcolonial analysis. [Thesis]. Southern Cross University; 2017. Available from: http://epubs.scu.edu.au/theses/557

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


RMIT University

106. Chen, H. The integration of information technology in music teacher education and school music education in Taiwan.

Degree: 2012, RMIT University

 This study is an investigation into the integration of information technology in music education in Taiwan. It focuses particularly on primary schools, and universities offering… (more)

Subjects/Keywords: Fields of Research; Integration of IT; ICT; Music education; Teacher education; Taiwan

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

APA (6th Edition):

Chen, H. (2012). The integration of information technology in music teacher education and school music education in Taiwan. (Thesis). RMIT University. Retrieved from http://researchbank.rmit.edu.au/view/rmit:160394

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):

Chen, H. “The integration of information technology in music teacher education and school music education in Taiwan.” 2012. Thesis, RMIT University. Accessed August 17, 2019. http://researchbank.rmit.edu.au/view/rmit:160394.

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

MLA Handbook (7th Edition):

Chen, H. “The integration of information technology in music teacher education and school music education in Taiwan.” 2012. Web. 17 Aug 2019.

Vancouver:

Chen H. The integration of information technology in music teacher education and school music education in Taiwan. [Internet] [Thesis]. RMIT University; 2012. [cited 2019 Aug 17]. Available from: http://researchbank.rmit.edu.au/view/rmit:160394.

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

Council of Science Editors:

Chen H. The integration of information technology in music teacher education and school music education in Taiwan. [Thesis]. RMIT University; 2012. Available from: http://researchbank.rmit.edu.au/view/rmit:160394

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


RMIT University

107. Whittle, R. Understanding factors that influence academic performance in senior secondary VCE Physical Education.

Degree: 2016, RMIT University

 Physical education is offered in courses for certification at the senior-secondary level nationally and internationally. Student academic performance at this level can determine access to… (more)

Subjects/Keywords: Fields of Research; Physical education; Senior secondary education; High-stakes assessment; Student voice; Teacher effectiveness

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

APA (6th Edition):

Whittle, R. (2016). Understanding factors that influence academic performance in senior secondary VCE Physical Education. (Thesis). RMIT University. Retrieved from http://researchbank.rmit.edu.au/view/rmit:162004

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):

Whittle, R. “Understanding factors that influence academic performance in senior secondary VCE Physical Education.” 2016. Thesis, RMIT University. Accessed August 17, 2019. http://researchbank.rmit.edu.au/view/rmit:162004.

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

MLA Handbook (7th Edition):

Whittle, R. “Understanding factors that influence academic performance in senior secondary VCE Physical Education.” 2016. Web. 17 Aug 2019.

Vancouver:

Whittle R. Understanding factors that influence academic performance in senior secondary VCE Physical Education. [Internet] [Thesis]. RMIT University; 2016. [cited 2019 Aug 17]. Available from: http://researchbank.rmit.edu.au/view/rmit:162004.

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

Council of Science Editors:

Whittle R. Understanding factors that influence academic performance in senior secondary VCE Physical Education. [Thesis]. RMIT University; 2016. Available from: http://researchbank.rmit.edu.au/view/rmit:162004

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


University of Tasmania

108. Cure, S. Error in outdoor education : the risk to learning.

Degree: 2014, University of Tasmania

 In contemporary outdoor education (OE) literature, the role of risk is being critically examined. The critical examinations recommend a shift in focus from high-risk adventure… (more)

Subjects/Keywords: 330000 Education; Outdoor education; teacher professional learning; student error; mistake; feedback; risk.

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

APA (6th Edition):

Cure, S. (2014). Error in outdoor education : the risk to learning. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/20028/8/CURESAMUEL_054934_Honours%20Dissertation.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):

Cure, S. “Error in outdoor education : the risk to learning.” 2014. Thesis, University of Tasmania. Accessed August 17, 2019. https://eprints.utas.edu.au/20028/8/CURESAMUEL_054934_Honours%20Dissertation.pdf.

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

MLA Handbook (7th Edition):

Cure, S. “Error in outdoor education : the risk to learning.” 2014. Web. 17 Aug 2019.

Vancouver:

Cure S. Error in outdoor education : the risk to learning. [Internet] [Thesis]. University of Tasmania; 2014. [cited 2019 Aug 17]. Available from: https://eprints.utas.edu.au/20028/8/CURESAMUEL_054934_Honours%20Dissertation.pdf.

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

Council of Science Editors:

Cure S. Error in outdoor education : the risk to learning. [Thesis]. University of Tasmania; 2014. Available from: https://eprints.utas.edu.au/20028/8/CURESAMUEL_054934_Honours%20Dissertation.pdf

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


Queensland University of Technology

109. Jones, Adrianne L. The Yonder project: Stories of impact, change, and capacity building through engagement in arts education.

Degree: 2015, Queensland University of Technology

 This thesis examined the long-term impact of the community arts education project Yonder, a collaboration between Education Queensland and Queensland Performing Arts Centre. The findings… (more)

Subjects/Keywords: Arts Education; Capacity Building; Drama Pedagogy; Teacher Artist; KITE Arts Education Program; The Yonder Project

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

APA (6th Edition):

Jones, A. L. (2015). The Yonder project: Stories of impact, change, and capacity building through engagement in arts education. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/84015/

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):

Jones, Adrianne L. “The Yonder project: Stories of impact, change, and capacity building through engagement in arts education.” 2015. Thesis, Queensland University of Technology. Accessed August 17, 2019. https://eprints.qut.edu.au/84015/.

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

MLA Handbook (7th Edition):

Jones, Adrianne L. “The Yonder project: Stories of impact, change, and capacity building through engagement in arts education.” 2015. Web. 17 Aug 2019.

Vancouver:

Jones AL. The Yonder project: Stories of impact, change, and capacity building through engagement in arts education. [Internet] [Thesis]. Queensland University of Technology; 2015. [cited 2019 Aug 17]. Available from: https://eprints.qut.edu.au/84015/.

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

Council of Science Editors:

Jones AL. The Yonder project: Stories of impact, change, and capacity building through engagement in arts education. [Thesis]. Queensland University of Technology; 2015. Available from: https://eprints.qut.edu.au/84015/

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


Curtin University of Technology

110. 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 17, 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. 17 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 17]. 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


Curtin University of Technology

111. Alsharif, Khalid Mohammed. Towards quality teacher education : productive pedagogies as a framework for Saudi pre-service teachers’ training in Mathematics education .

Degree: 2011, Curtin University of Technology

 Reforming pedagogy in mathematics education has been the focus of numerous educational reforms around the world. Productive Pedagogies is a framework for reflection on teaching… (more)

Subjects/Keywords: Mathematics education; productive pedagogies; Saudi pre-service teachers’ training; quality teacher education

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APA (6th Edition):

Alsharif, K. M. (2011). Towards quality teacher education : productive pedagogies as a framework for Saudi pre-service teachers’ training in Mathematics education . (Thesis). Curtin University of Technology. Retrieved from http://hdl.handle.net/20.500.11937/425

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):

Alsharif, Khalid Mohammed. “Towards quality teacher education : productive pedagogies as a framework for Saudi pre-service teachers’ training in Mathematics education .” 2011. Thesis, Curtin University of Technology. Accessed August 17, 2019. http://hdl.handle.net/20.500.11937/425.

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

MLA Handbook (7th Edition):

Alsharif, Khalid Mohammed. “Towards quality teacher education : productive pedagogies as a framework for Saudi pre-service teachers’ training in Mathematics education .” 2011. Web. 17 Aug 2019.

Vancouver:

Alsharif KM. Towards quality teacher education : productive pedagogies as a framework for Saudi pre-service teachers’ training in Mathematics education . [Internet] [Thesis]. Curtin University of Technology; 2011. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/20.500.11937/425.

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

Council of Science Editors:

Alsharif KM. Towards quality teacher education : productive pedagogies as a framework for Saudi pre-service teachers’ training in Mathematics education . [Thesis]. Curtin University of Technology; 2011. Available from: http://hdl.handle.net/20.500.11937/425

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


University of Melbourne

112. McConville, Kelly. Artistry, identity and the drama teacher: a case study using performance ethnography as mode of enquiry.

Degree: 2017, University of Melbourne

 Drama is a compulsory subject in secondary schools in Victoria, Australia, with a rich history of dedicated and passionate educators. Despite this, little research has… (more)

Subjects/Keywords: drama education; drama; education; teacher identity; performed research; performance ethnography; performed ethnography

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

APA (6th Edition):

McConville, K. (2017). Artistry, identity and the drama teacher: a case study using performance ethnography as mode of enquiry. (Masters Thesis). University of Melbourne. Retrieved from http://hdl.handle.net/11343/191880

Chicago Manual of Style (16th Edition):

McConville, Kelly. “Artistry, identity and the drama teacher: a case study using performance ethnography as mode of enquiry.” 2017. Masters Thesis, University of Melbourne. Accessed August 17, 2019. http://hdl.handle.net/11343/191880.

MLA Handbook (7th Edition):

McConville, Kelly. “Artistry, identity and the drama teacher: a case study using performance ethnography as mode of enquiry.” 2017. Web. 17 Aug 2019.

Vancouver:

McConville K. Artistry, identity and the drama teacher: a case study using performance ethnography as mode of enquiry. [Internet] [Masters thesis]. University of Melbourne; 2017. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/11343/191880.

Council of Science Editors:

McConville K. Artistry, identity and the drama teacher: a case study using performance ethnography as mode of enquiry. [Masters Thesis]. University of Melbourne; 2017. Available from: http://hdl.handle.net/11343/191880


University of Wollongong

113. Forrest, Gregory J. Game centred approaches - development of understanding and meaning of game centred approaches in undergraduate physical education teacher educators.

Degree: PhD, Faculty of Education, 2013, University of Wollongong

  Game Centred Approaches (GCAs) have been promoted as the preferred method of teaching games and sports in New South Wales secondary schools due to… (more)

Subjects/Keywords: game centred approaches; pre service teacher education; games and sports; physical education

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APA (6th Edition):

Forrest, G. J. (2013). Game centred approaches - development of understanding and meaning of game centred approaches in undergraduate physical education teacher educators. (Doctoral Dissertation). University of Wollongong. Retrieved from 130103 Higher Education, 130202 Curriculum and Pedagogy Theory and Development, 130210 Physical Education and Development Curriculum and Pedagogy ; https://ro.uow.edu.au/theses/3856

Chicago Manual of Style (16th Edition):

Forrest, Gregory J. “Game centred approaches - development of understanding and meaning of game centred approaches in undergraduate physical education teacher educators.” 2013. Doctoral Dissertation, University of Wollongong. Accessed August 17, 2019. 130103 Higher Education, 130202 Curriculum and Pedagogy Theory and Development, 130210 Physical Education and Development Curriculum and Pedagogy ; https://ro.uow.edu.au/theses/3856.

MLA Handbook (7th Edition):

Forrest, Gregory J. “Game centred approaches - development of understanding and meaning of game centred approaches in undergraduate physical education teacher educators.” 2013. Web. 17 Aug 2019.

Vancouver:

Forrest GJ. Game centred approaches - development of understanding and meaning of game centred approaches in undergraduate physical education teacher educators. [Internet] [Doctoral dissertation]. University of Wollongong; 2013. [cited 2019 Aug 17]. Available from: 130103 Higher Education, 130202 Curriculum and Pedagogy Theory and Development, 130210 Physical Education and Development Curriculum and Pedagogy ; https://ro.uow.edu.au/theses/3856.

Council of Science Editors:

Forrest GJ. Game centred approaches - development of understanding and meaning of game centred approaches in undergraduate physical education teacher educators. [Doctoral Dissertation]. University of Wollongong; 2013. Available from: 130103 Higher Education, 130202 Curriculum and Pedagogy Theory and Development, 130210 Physical Education and Development Curriculum and Pedagogy ; https://ro.uow.edu.au/theses/3856


Australian National University

114. Sharma, Savita. Incidental Learners: Exploring primary school science teachers' learning during the Science Enrichment Programmes at the Science Centre Singapore .

Degree: 2016, Australian National University

Teacher learning is active, continuous and challenging. As there is growing and ever-broadening knowledge in science, teachers need continuous support to maintain best practices throughout… (more)

Subjects/Keywords: Teacher Education; Formal Learning; Informal Learning; Primary School Teachers; Science Education; Science Enrichment; Programmes

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APA (6th Edition):

Sharma, S. (2016). Incidental Learners: Exploring primary school science teachers' learning during the Science Enrichment Programmes at the Science Centre Singapore . (Thesis). Australian National University. Retrieved from http://hdl.handle.net/1885/101162

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):

Sharma, Savita. “Incidental Learners: Exploring primary school science teachers' learning during the Science Enrichment Programmes at the Science Centre Singapore .” 2016. Thesis, Australian National University. Accessed August 17, 2019. http://hdl.handle.net/1885/101162.

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

MLA Handbook (7th Edition):

Sharma, Savita. “Incidental Learners: Exploring primary school science teachers' learning during the Science Enrichment Programmes at the Science Centre Singapore .” 2016. Web. 17 Aug 2019.

Vancouver:

Sharma S. Incidental Learners: Exploring primary school science teachers' learning during the Science Enrichment Programmes at the Science Centre Singapore . [Internet] [Thesis]. Australian National University; 2016. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/1885/101162.

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

Council of Science Editors:

Sharma S. Incidental Learners: Exploring primary school science teachers' learning during the Science Enrichment Programmes at the Science Centre Singapore . [Thesis]. Australian National University; 2016. Available from: http://hdl.handle.net/1885/101162

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


University of Sydney

115. Mohammed, Reem. Supporting the Development of Preservice Primary Teachers’ Understanding of Science Concepts Using Immersive and Modelling Environments .

Degree: 2019, University of Sydney

 Research has shown that primary school teachers often have a poor background in science and scientific concepts, and as a consequence may feel particularly under-prepared… (more)

Subjects/Keywords: immersive environments; modelling environments; primary preservice teacher education; inquiry learning; science education

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APA (6th Edition):

Mohammed, R. (2019). Supporting the Development of Preservice Primary Teachers’ Understanding of Science Concepts Using Immersive and Modelling Environments . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/20511

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):

Mohammed, Reem. “Supporting the Development of Preservice Primary Teachers’ Understanding of Science Concepts Using Immersive and Modelling Environments .” 2019. Thesis, University of Sydney. Accessed August 17, 2019. http://hdl.handle.net/2123/20511.

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

MLA Handbook (7th Edition):

Mohammed, Reem. “Supporting the Development of Preservice Primary Teachers’ Understanding of Science Concepts Using Immersive and Modelling Environments .” 2019. Web. 17 Aug 2019.

Vancouver:

Mohammed R. Supporting the Development of Preservice Primary Teachers’ Understanding of Science Concepts Using Immersive and Modelling Environments . [Internet] [Thesis]. University of Sydney; 2019. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/2123/20511.

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

Council of Science Editors:

Mohammed R. Supporting the Development of Preservice Primary Teachers’ Understanding of Science Concepts Using Immersive and Modelling Environments . [Thesis]. University of Sydney; 2019. Available from: http://hdl.handle.net/2123/20511

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


Edith Cowan University

116. Loxton, Jane. Early childhood HASS matters: An investigation of early childhood staff and their transition to the new Western Australian Humanities and Social Sciences Curriculum in 2017.

Degree: 2018, Edith Cowan University

 Changes to education policies and the creation of new curricula in Western Australia (WA), such as the new WA Humanities and Social Sciences (HASS) Curriculum… (more)

Subjects/Keywords: HASS; Early childhood education; Curriculum transition; Western Australia; Early Childhood Education; Elementary Education; Teacher Education and Professional Development

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APA (6th Edition):

Loxton, J. (2018). Early childhood HASS matters: An investigation of early childhood staff and their transition to the new Western Australian Humanities and Social Sciences Curriculum in 2017. (Thesis). Edith Cowan University. Retrieved from https://ro.ecu.edu.au/theses/2134

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):

Loxton, Jane. “Early childhood HASS matters: An investigation of early childhood staff and their transition to the new Western Australian Humanities and Social Sciences Curriculum in 2017.” 2018. Thesis, Edith Cowan University. Accessed August 17, 2019. https://ro.ecu.edu.au/theses/2134.

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

MLA Handbook (7th Edition):

Loxton, Jane. “Early childhood HASS matters: An investigation of early childhood staff and their transition to the new Western Australian Humanities and Social Sciences Curriculum in 2017.” 2018. Web. 17 Aug 2019.

Vancouver:

Loxton J. Early childhood HASS matters: An investigation of early childhood staff and their transition to the new Western Australian Humanities and Social Sciences Curriculum in 2017. [Internet] [Thesis]. Edith Cowan University; 2018. [cited 2019 Aug 17]. Available from: https://ro.ecu.edu.au/theses/2134.

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

Council of Science Editors:

Loxton J. Early childhood HASS matters: An investigation of early childhood staff and their transition to the new Western Australian Humanities and Social Sciences Curriculum in 2017. [Thesis]. Edith Cowan University; 2018. Available from: https://ro.ecu.edu.au/theses/2134

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


University of Western Sydney

117. Karlsson, Petra A. Assistive technology in the classroom for students with cerebral palsy : "the team approach, the number one key to making it successful".

Degree: 2014, University of Western Sydney

 Background: Little research has been conducted to date on the effective uptake of assistive technology for students with cerebral palsy. Available research indicates that these… (more)

Subjects/Keywords: self-help devices for people with disabilities; inclusive education; children with disabilities; cerebral palsy; cerebral palsied children; services for; Thesis (Ph.D.) – University of Western Sydney, 2014; assistive technology; Australia

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APA (6th Edition):

Karlsson, P. A. (2014). Assistive technology in the classroom for students with cerebral palsy : "the team approach, the number one key to making it successful". (Thesis). University of Western Sydney. Retrieved from http://hdl.handle.net/1959.7/uws:29963

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):

Karlsson, Petra A. “Assistive technology in the classroom for students with cerebral palsy : "the team approach, the number one key to making it successful".” 2014. Thesis, University of Western Sydney. Accessed August 17, 2019. http://hdl.handle.net/1959.7/uws:29963.

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

MLA Handbook (7th Edition):

Karlsson, Petra A. “Assistive technology in the classroom for students with cerebral palsy : "the team approach, the number one key to making it successful".” 2014. Web. 17 Aug 2019.

Vancouver:

Karlsson PA. Assistive technology in the classroom for students with cerebral palsy : "the team approach, the number one key to making it successful". [Internet] [Thesis]. University of Western Sydney; 2014. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/1959.7/uws:29963.

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

Council of Science Editors:

Karlsson PA. Assistive technology in the classroom for students with cerebral palsy : "the team approach, the number one key to making it successful". [Thesis]. University of Western Sydney; 2014. Available from: http://hdl.handle.net/1959.7/uws:29963

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


University of Tasmania

118. Gardner, Christine(Christine Margaret). The role and assessment of teacher-student relationships in the primary classroom.

Degree: 1986, University of Tasmania

 This dissertation reviews the function and assessment of teacher- student relationships and their bearing on the learning process in the primary school classroom. The importance… (more)

Subjects/Keywords: Teacher-student relationships; Teacher-student relationships; Education; Primary

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

APA (6th Edition):

Gardner, C. M. (1986). The role and assessment of teacher-student relationships in the primary classroom. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/19559/1/whole_GardnerChristineMargaret1988_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):

Gardner, Christine(Christine Margaret). “The role and assessment of teacher-student relationships in the primary classroom.” 1986. Thesis, University of Tasmania. Accessed August 17, 2019. https://eprints.utas.edu.au/19559/1/whole_GardnerChristineMargaret1988_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):

Gardner, Christine(Christine Margaret). “The role and assessment of teacher-student relationships in the primary classroom.” 1986. Web. 17 Aug 2019.

Vancouver:

Gardner CM. The role and assessment of teacher-student relationships in the primary classroom. [Internet] [Thesis]. University of Tasmania; 1986. [cited 2019 Aug 17]. Available from: https://eprints.utas.edu.au/19559/1/whole_GardnerChristineMargaret1988_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:

Gardner CM. The role and assessment of teacher-student relationships in the primary classroom. [Thesis]. University of Tasmania; 1986. Available from: https://eprints.utas.edu.au/19559/1/whole_GardnerChristineMargaret1988_thesis.pdf

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


Queensland University of Technology

119. Hahambu, Casper Mapua Edson. Perspectives of teaching in Papua New Guinea : a case study of elementary teacher trainers and their mentors.

Degree: 2011, Queensland University of Technology

 Global and national agenda for quality education led to reform in Papua New Guinea (PNG) based on the provision of quality basic education. “Education for… (more)

Subjects/Keywords: Papua New Guinea; constructivist teaching; social constructivism; sociocultural theory; culturally connected; elementary teacher training; elementary teacher education; thematic analysis

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

APA (6th Edition):

Hahambu, C. M. E. (2011). Perspectives of teaching in Papua New Guinea : a case study of elementary teacher trainers and their mentors. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/47600/

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):

Hahambu, Casper Mapua Edson. “Perspectives of teaching in Papua New Guinea : a case study of elementary teacher trainers and their mentors.” 2011. Thesis, Queensland University of Technology. Accessed August 17, 2019. https://eprints.qut.edu.au/47600/.

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

MLA Handbook (7th Edition):

Hahambu, Casper Mapua Edson. “Perspectives of teaching in Papua New Guinea : a case study of elementary teacher trainers and their mentors.” 2011. Web. 17 Aug 2019.

Vancouver:

Hahambu CME. Perspectives of teaching in Papua New Guinea : a case study of elementary teacher trainers and their mentors. [Internet] [Thesis]. Queensland University of Technology; 2011. [cited 2019 Aug 17]. Available from: https://eprints.qut.edu.au/47600/.

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

Council of Science Editors:

Hahambu CME. Perspectives of teaching in Papua New Guinea : a case study of elementary teacher trainers and their mentors. [Thesis]. Queensland University of Technology; 2011. Available from: https://eprints.qut.edu.au/47600/

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


Curtin University of Technology

120. Lee, Yoke Cheng. Teacher interpersonal behaviour in gifted students' Primary Science classrooms and effects on achievement .

Degree: 2010, Curtin University of Technology

 There is a strong tradition in classroom environment research involving investigations of associations between students’ outcomes (achievement and attitude) and the classroom learning environment. This… (more)

Subjects/Keywords: Questionnaire on Teacher Interaction (QTI); students’ outcomes (achievement and attitude); teacher interpersonal behaviour; Gifted Education Programme (GEP); classroom learning environment

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

APA (6th Edition):

Lee, Y. C. (2010). Teacher interpersonal behaviour in gifted students' Primary Science classrooms and effects on achievement . (Thesis). Curtin University of Technology. Retrieved from http://hdl.handle.net/20.500.11937/2191

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):

Lee, Yoke Cheng. “Teacher interpersonal behaviour in gifted students' Primary Science classrooms and effects on achievement .” 2010. Thesis, Curtin University of Technology. Accessed August 17, 2019. http://hdl.handle.net/20.500.11937/2191.

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

MLA Handbook (7th Edition):

Lee, Yoke Cheng. “Teacher interpersonal behaviour in gifted students' Primary Science classrooms and effects on achievement .” 2010. Web. 17 Aug 2019.

Vancouver:

Lee YC. Teacher interpersonal behaviour in gifted students' Primary Science classrooms and effects on achievement . [Internet] [Thesis]. Curtin University of Technology; 2010. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/20.500.11937/2191.

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

Council of Science Editors:

Lee YC. Teacher interpersonal behaviour in gifted students' Primary Science classrooms and effects on achievement . [Thesis]. Curtin University of Technology; 2010. Available from: http://hdl.handle.net/20.500.11937/2191

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

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