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You searched for subject:( Early childhood teaching New Zealand). Showing records 1 – 30 of 76280 total matches.

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Massey University

1. Aspden, Karyn Michelle. Illuminating the assessment of practicum in New Zealand early childhood initial teacher education.

Degree: PhD, Education, 2014, Massey University

 Practicum is a core feature of initial teacher education. It is the site of induction and mentoring, intended to support the student teacher in their… (more)

Subjects/Keywords: Teacher education; Early childhood teacher training; Teacher training; Early childhood teaching, New Zealand; Practicum

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APA (6th Edition):

Aspden, K. M. (2014). Illuminating the assessment of practicum in New Zealand early childhood initial teacher education. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/6473

Chicago Manual of Style (16th Edition):

Aspden, Karyn Michelle. “Illuminating the assessment of practicum in New Zealand early childhood initial teacher education.” 2014. Doctoral Dissertation, Massey University. Accessed August 06, 2020. http://hdl.handle.net/10179/6473.

MLA Handbook (7th Edition):

Aspden, Karyn Michelle. “Illuminating the assessment of practicum in New Zealand early childhood initial teacher education.” 2014. Web. 06 Aug 2020.

Vancouver:

Aspden KM. Illuminating the assessment of practicum in New Zealand early childhood initial teacher education. [Internet] [Doctoral dissertation]. Massey University; 2014. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/10179/6473.

Council of Science Editors:

Aspden KM. Illuminating the assessment of practicum in New Zealand early childhood initial teacher education. [Doctoral Dissertation]. Massey University; 2014. Available from: http://hdl.handle.net/10179/6473


Massey University

2. Smith, Suanna Helen Jane. Early childood educators' perspectives on children's communication development.

Degree: Master of Speech and Language Therapy, 2018, Massey University

 In New Zealand (NZ), Speech-language Therapists (SLTs) work collaboratively with Early Childhood Educators (educators), empowering them to apply their knowledge and skills to interactions with… (more)

Subjects/Keywords: Communicative disorders in children; Study and teaching (Early childhood); New Zealand; Interpersonal communication in children; Early childhood teachers; Attitudes

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APA (6th Edition):

Smith, S. H. J. (2018). Early childood educators' perspectives on children's communication development. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/15086

Chicago Manual of Style (16th Edition):

Smith, Suanna Helen Jane. “Early childood educators' perspectives on children's communication development.” 2018. Masters Thesis, Massey University. Accessed August 06, 2020. http://hdl.handle.net/10179/15086.

MLA Handbook (7th Edition):

Smith, Suanna Helen Jane. “Early childood educators' perspectives on children's communication development.” 2018. Web. 06 Aug 2020.

Vancouver:

Smith SHJ. Early childood educators' perspectives on children's communication development. [Internet] [Masters thesis]. Massey University; 2018. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/10179/15086.

Council of Science Editors:

Smith SHJ. Early childood educators' perspectives on children's communication development. [Masters Thesis]. Massey University; 2018. Available from: http://hdl.handle.net/10179/15086


AUT University

3. Jenkin, Christine Joyce. Supporting Tiriti-based curriculum delivery in mainstream Early Childhood Education .

Degree: 2011, AUT University

 Te Whāriki, the national early childhood curriculum, was devised to provide opportunities for all children to develop knowledge and understanding of the cultural heritage of… (more)

Subjects/Keywords: Bicultural; Curriculum; Early childhood; New Zealand

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APA (6th Edition):

Jenkin, C. J. (2011). Supporting Tiriti-based curriculum delivery in mainstream Early Childhood Education . (Thesis). AUT University. Retrieved from http://hdl.handle.net/10292/1378

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):

Jenkin, Christine Joyce. “Supporting Tiriti-based curriculum delivery in mainstream Early Childhood Education .” 2011. Thesis, AUT University. Accessed August 06, 2020. http://hdl.handle.net/10292/1378.

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

MLA Handbook (7th Edition):

Jenkin, Christine Joyce. “Supporting Tiriti-based curriculum delivery in mainstream Early Childhood Education .” 2011. Web. 06 Aug 2020.

Vancouver:

Jenkin CJ. Supporting Tiriti-based curriculum delivery in mainstream Early Childhood Education . [Internet] [Thesis]. AUT University; 2011. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/10292/1378.

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

Council of Science Editors:

Jenkin CJ. Supporting Tiriti-based curriculum delivery in mainstream Early Childhood Education . [Thesis]. AUT University; 2011. Available from: http://hdl.handle.net/10292/1378

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


Massey University

4. Hedges, Helen. Subject content knowledge in early childhood curriculum and pedagogy.

Degree: Master of Education (Early Years), 2002, Massey University

 In primary and secondary teaching, subject knowledge is deemed a critical aspect of teachers' knowledge base and curricula documents. However, a common feature of early(more)

Subjects/Keywords: Early childhood education; New Zealand; Teaching; Curricula

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APA (6th Edition):

Hedges, H. (2002). Subject content knowledge in early childhood curriculum and pedagogy. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/6124

Chicago Manual of Style (16th Edition):

Hedges, Helen. “Subject content knowledge in early childhood curriculum and pedagogy.” 2002. Masters Thesis, Massey University. Accessed August 06, 2020. http://hdl.handle.net/10179/6124.

MLA Handbook (7th Edition):

Hedges, Helen. “Subject content knowledge in early childhood curriculum and pedagogy.” 2002. Web. 06 Aug 2020.

Vancouver:

Hedges H. Subject content knowledge in early childhood curriculum and pedagogy. [Internet] [Masters thesis]. Massey University; 2002. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/10179/6124.

Council of Science Editors:

Hedges H. Subject content knowledge in early childhood curriculum and pedagogy. [Masters Thesis]. Massey University; 2002. Available from: http://hdl.handle.net/10179/6124


Massey University

5. Smith, Penelope Jean. Early childhood teachers' beliefs and practices related to peer learning : a mixed methods study.

Degree: PhD, Education, 2018, Massey University

 This study investigated New Zealand early childhood teachers’ beliefs and practices related to peer learning, as little is known about how teachers support peer learning… (more)

Subjects/Keywords: Early childhood teachers  – New Zealand  – Attitudes; Peer-group tutoring of students  – New Zealand; Team learning approach in education  – New Zealand; Early childhood education  – New Zealand; Te Whāriki (Programme)

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APA (6th Edition):

Smith, P. J. (2018). Early childhood teachers' beliefs and practices related to peer learning : a mixed methods study. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/14223

Chicago Manual of Style (16th Edition):

Smith, Penelope Jean. “Early childhood teachers' beliefs and practices related to peer learning : a mixed methods study.” 2018. Doctoral Dissertation, Massey University. Accessed August 06, 2020. http://hdl.handle.net/10179/14223.

MLA Handbook (7th Edition):

Smith, Penelope Jean. “Early childhood teachers' beliefs and practices related to peer learning : a mixed methods study.” 2018. Web. 06 Aug 2020.

Vancouver:

Smith PJ. Early childhood teachers' beliefs and practices related to peer learning : a mixed methods study. [Internet] [Doctoral dissertation]. Massey University; 2018. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/10179/14223.

Council of Science Editors:

Smith PJ. Early childhood teachers' beliefs and practices related to peer learning : a mixed methods study. [Doctoral Dissertation]. Massey University; 2018. Available from: http://hdl.handle.net/10179/14223


University of Waikato

6. Kamenarac, Olivera. Discursive constructions of teachers’ professional identities in early childhood policies and practice in Aotearoa New Zealand: Complexities and contradictions .

Degree: 2019, University of Waikato

 Over the last two decades, neo-liberal education reform has notably transformed the landscape of early childhood education and care (ECEC) in Aotearoa New Zealand. From… (more)

Subjects/Keywords: Early childhood policies; teacher professional identities; advocacy; actvism; professionalism; New Zealand early childhood

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APA (6th Edition):

Kamenarac, O. (2019). Discursive constructions of teachers’ professional identities in early childhood policies and practice in Aotearoa New Zealand: Complexities and contradictions . (Doctoral Dissertation). University of Waikato. Retrieved from http://hdl.handle.net/10289/12363

Chicago Manual of Style (16th Edition):

Kamenarac, Olivera. “Discursive constructions of teachers’ professional identities in early childhood policies and practice in Aotearoa New Zealand: Complexities and contradictions .” 2019. Doctoral Dissertation, University of Waikato. Accessed August 06, 2020. http://hdl.handle.net/10289/12363.

MLA Handbook (7th Edition):

Kamenarac, Olivera. “Discursive constructions of teachers’ professional identities in early childhood policies and practice in Aotearoa New Zealand: Complexities and contradictions .” 2019. Web. 06 Aug 2020.

Vancouver:

Kamenarac O. Discursive constructions of teachers’ professional identities in early childhood policies and practice in Aotearoa New Zealand: Complexities and contradictions . [Internet] [Doctoral dissertation]. University of Waikato; 2019. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/10289/12363.

Council of Science Editors:

Kamenarac O. Discursive constructions of teachers’ professional identities in early childhood policies and practice in Aotearoa New Zealand: Complexities and contradictions . [Doctoral Dissertation]. University of Waikato; 2019. Available from: http://hdl.handle.net/10289/12363


Massey University

7. Edwards, Megan Anne (née Shuker). Early childhood teachers' experiences of leadership development.

Degree: Master of Education (Leadership and Administration), 2018, Massey University

 There are clear links between quality early childhood education (ECE) and positive outcomes for children and increasing research reveals the link between effective leadership of… (more)

Subjects/Keywords: Educational leadership; New Zealand; Early childhood education; Administration; Kindergarten teachers; Attitudes

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APA (6th Edition):

Edwards, M. A. (. S. (2018). Early childhood teachers' experiences of leadership development. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/14995

Chicago Manual of Style (16th Edition):

Edwards, Megan Anne (née Shuker). “Early childhood teachers' experiences of leadership development.” 2018. Masters Thesis, Massey University. Accessed August 06, 2020. http://hdl.handle.net/10179/14995.

MLA Handbook (7th Edition):

Edwards, Megan Anne (née Shuker). “Early childhood teachers' experiences of leadership development.” 2018. Web. 06 Aug 2020.

Vancouver:

Edwards MA(S. Early childhood teachers' experiences of leadership development. [Internet] [Masters thesis]. Massey University; 2018. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/10179/14995.

Council of Science Editors:

Edwards MA(S. Early childhood teachers' experiences of leadership development. [Masters Thesis]. Massey University; 2018. Available from: http://hdl.handle.net/10179/14995


AUT University

8. Stover, Susan Larie (Sue). Play's progress? Locating play in the educationalisation of early childhood education in Aotearoa New Zealand .

Degree: 2011, AUT University

 Anchored in the democratic and humanistic traditions of the Progressive Educators, and before that, to the infant schools, nurseries and kindergartens of Western Europe, ‘learning… (more)

Subjects/Keywords: Early childhood education - history; Free play; Educational history - New Zealand

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APA (6th Edition):

Stover, S. L. (. (2011). Play's progress? Locating play in the educationalisation of early childhood education in Aotearoa New Zealand . (Thesis). AUT University. Retrieved from http://hdl.handle.net/10292/2864

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):

Stover, Susan Larie (Sue). “Play's progress? Locating play in the educationalisation of early childhood education in Aotearoa New Zealand .” 2011. Thesis, AUT University. Accessed August 06, 2020. http://hdl.handle.net/10292/2864.

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

MLA Handbook (7th Edition):

Stover, Susan Larie (Sue). “Play's progress? Locating play in the educationalisation of early childhood education in Aotearoa New Zealand .” 2011. Web. 06 Aug 2020.

Vancouver:

Stover SL(. Play's progress? Locating play in the educationalisation of early childhood education in Aotearoa New Zealand . [Internet] [Thesis]. AUT University; 2011. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/10292/2864.

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

Council of Science Editors:

Stover SL(. Play's progress? Locating play in the educationalisation of early childhood education in Aotearoa New Zealand . [Thesis]. AUT University; 2011. Available from: http://hdl.handle.net/10292/2864

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


Massey University

9. Hanrahan, Victoria Rachel. Factors that enable, or challenge teachers and centre managers to support safe risk-taking for young children in early childhood outdoor environments.

Degree: Master of Education (Early Years), 2018, Massey University

 This qualitative research study investigated the factors that influence New Zealand early childhood teachers’ and centre managers’ perspectives and practices related to children’s risk-taking in… (more)

Subjects/Keywords: Early childhood education  – Activity programs  – New Zealand; Early childhood education  – New Zealand  – Administration  – Decision-making; Early childhood teachers  – New Zealand  – Attitudes; Outdoor recreation for children  – New Zealand  – Safety measures; Play environments  – New Zealand  – Safety measures

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APA (6th Edition):

Hanrahan, V. R. (2018). Factors that enable, or challenge teachers and centre managers to support safe risk-taking for young children in early childhood outdoor environments. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/14651

Chicago Manual of Style (16th Edition):

Hanrahan, Victoria Rachel. “Factors that enable, or challenge teachers and centre managers to support safe risk-taking for young children in early childhood outdoor environments.” 2018. Masters Thesis, Massey University. Accessed August 06, 2020. http://hdl.handle.net/10179/14651.

MLA Handbook (7th Edition):

Hanrahan, Victoria Rachel. “Factors that enable, or challenge teachers and centre managers to support safe risk-taking for young children in early childhood outdoor environments.” 2018. Web. 06 Aug 2020.

Vancouver:

Hanrahan VR. Factors that enable, or challenge teachers and centre managers to support safe risk-taking for young children in early childhood outdoor environments. [Internet] [Masters thesis]. Massey University; 2018. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/10179/14651.

Council of Science Editors:

Hanrahan VR. Factors that enable, or challenge teachers and centre managers to support safe risk-taking for young children in early childhood outdoor environments. [Masters Thesis]. Massey University; 2018. Available from: http://hdl.handle.net/10179/14651

10. Bussey, Katherine Anne. The work of infant and toddler specialists in university-based early childhood teacher education in Australia and Aotearoa, New Zealand.

Degree: PhD, 2017, Australian Catholic University

  Infants and toddlers are the fastest-growing group of children enrolled in early childhood education around the world. This thesis describes the work of infant… (more)

Subjects/Keywords: infants and toddlers; teacher education; early childhood teacher education; CHAT; activity theory; Australia and Aotearoa New Zealand; Early Childhood Education; Higher Education and Teaching; Pre-Elementary, Early Childhood, Kindergarten Teacher Education

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APA (6th Edition):

Bussey, K. A. (2017). The work of infant and toddler specialists in university-based early childhood teacher education in Australia and Aotearoa, New Zealand. (Doctoral Dissertation). Australian Catholic University. Retrieved from https://researchbank.acu.edu.au/theses/652

Chicago Manual of Style (16th Edition):

Bussey, Katherine Anne. “The work of infant and toddler specialists in university-based early childhood teacher education in Australia and Aotearoa, New Zealand.” 2017. Doctoral Dissertation, Australian Catholic University. Accessed August 06, 2020. https://researchbank.acu.edu.au/theses/652.

MLA Handbook (7th Edition):

Bussey, Katherine Anne. “The work of infant and toddler specialists in university-based early childhood teacher education in Australia and Aotearoa, New Zealand.” 2017. Web. 06 Aug 2020.

Vancouver:

Bussey KA. The work of infant and toddler specialists in university-based early childhood teacher education in Australia and Aotearoa, New Zealand. [Internet] [Doctoral dissertation]. Australian Catholic University; 2017. [cited 2020 Aug 06]. Available from: https://researchbank.acu.edu.au/theses/652.

Council of Science Editors:

Bussey KA. The work of infant and toddler specialists in university-based early childhood teacher education in Australia and Aotearoa, New Zealand. [Doctoral Dissertation]. Australian Catholic University; 2017. Available from: https://researchbank.acu.edu.au/theses/652


Massey University

11. McGrath, Zelda. The role of functional behaviour assessment in early childhood education : supporting teachers to manage challenging behaviours in the classroom.

Degree: Masters, Educational Psychology, 2018, Massey University

 This research looks to explore the use of functional behaviour assessment (FBA) within early childhood education (ECE) settings, as employed by teaching staff themselves. Although… (more)

Subjects/Keywords: Behavior disorders in children  – New Zealand  – Study and teaching; Early childhood teachers  – In-service training  – New Zealand; Problem children  – Education (Preschool)  – New Zealand; Problem children  – Functional assessment; Preschool children  – Psychological testing; Behavioral assessment

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APA (6th Edition):

McGrath, Z. (2018). The role of functional behaviour assessment in early childhood education : supporting teachers to manage challenging behaviours in the classroom. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/14447

Chicago Manual of Style (16th Edition):

McGrath, Zelda. “The role of functional behaviour assessment in early childhood education : supporting teachers to manage challenging behaviours in the classroom.” 2018. Masters Thesis, Massey University. Accessed August 06, 2020. http://hdl.handle.net/10179/14447.

MLA Handbook (7th Edition):

McGrath, Zelda. “The role of functional behaviour assessment in early childhood education : supporting teachers to manage challenging behaviours in the classroom.” 2018. Web. 06 Aug 2020.

Vancouver:

McGrath Z. The role of functional behaviour assessment in early childhood education : supporting teachers to manage challenging behaviours in the classroom. [Internet] [Masters thesis]. Massey University; 2018. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/10179/14447.

Council of Science Editors:

McGrath Z. The role of functional behaviour assessment in early childhood education : supporting teachers to manage challenging behaviours in the classroom. [Masters Thesis]. Massey University; 2018. Available from: http://hdl.handle.net/10179/14447

12. Bethell, Kerry Corinne. 'Not [just] for a name that we plead' : fashioning the ideological origins of early kindergarten in Dunedin and Wellington, New Zealand, 1870 – 1913.

Degree: 2008, Victoria U of Wellington : Dissertations

 This study is about the processes of intellectual transmission of kindergarten pedagogy and its organisational implementation in two geographical sites in colonial New Zealand between… (more)

Subjects/Keywords: Kindergarten – New Zealand – Dunedin – History; Kindergarten – New Zealand – Wellington – History; Early childhood education – New Zealand – Dunedin – History; Early childhood education – New Zealand – Wellington – History; Preschool teaching – New Zealand – 19th c

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APA (6th Edition):

Bethell, K. C. (2008). 'Not [just] for a name that we plead' : fashioning the ideological origins of early kindergarten in Dunedin and Wellington, New Zealand, 1870 – 1913. (Doctoral Dissertation). Victoria U of Wellington : Dissertations. Retrieved from http://hdl.handle.net/10063/6546

Chicago Manual of Style (16th Edition):

Bethell, Kerry Corinne. “'Not [just] for a name that we plead' : fashioning the ideological origins of early kindergarten in Dunedin and Wellington, New Zealand, 1870 – 1913.” 2008. Doctoral Dissertation, Victoria U of Wellington : Dissertations. Accessed August 06, 2020. http://hdl.handle.net/10063/6546.

MLA Handbook (7th Edition):

Bethell, Kerry Corinne. “'Not [just] for a name that we plead' : fashioning the ideological origins of early kindergarten in Dunedin and Wellington, New Zealand, 1870 – 1913.” 2008. Web. 06 Aug 2020.

Vancouver:

Bethell KC. 'Not [just] for a name that we plead' : fashioning the ideological origins of early kindergarten in Dunedin and Wellington, New Zealand, 1870 – 1913. [Internet] [Doctoral dissertation]. Victoria U of Wellington : Dissertations; 2008. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/10063/6546.

Council of Science Editors:

Bethell KC. 'Not [just] for a name that we plead' : fashioning the ideological origins of early kindergarten in Dunedin and Wellington, New Zealand, 1870 – 1913. [Doctoral Dissertation]. Victoria U of Wellington : Dissertations; 2008. Available from: http://hdl.handle.net/10063/6546


AUT University

13. Ball, Christine Edith. The richness diversity brings: diverse languages and literacies in early childhood education .

Degree: 2012, AUT University

 Both the children who attend and the teaching staff in Auckland early childhood services are increasingly linguistically diverse. The literature has established that the continuing… (more)

Subjects/Keywords: Early childhood education; Bilingualism and biliteracy; Culturally and linguistically diverse children; Nurturing home languages; Te Whaariki ECE curriculum; Linguistically responsive pedagogy; Aotearoa New Zealand; Monolingual discourse; Teaching strategies; Sociocultural theory

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APA (6th Edition):

Ball, C. E. (2012). The richness diversity brings: diverse languages and literacies in early childhood education . (Thesis). AUT University. Retrieved from http://hdl.handle.net/10292/4752

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):

Ball, Christine Edith. “The richness diversity brings: diverse languages and literacies in early childhood education .” 2012. Thesis, AUT University. Accessed August 06, 2020. http://hdl.handle.net/10292/4752.

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

MLA Handbook (7th Edition):

Ball, Christine Edith. “The richness diversity brings: diverse languages and literacies in early childhood education .” 2012. Web. 06 Aug 2020.

Vancouver:

Ball CE. The richness diversity brings: diverse languages and literacies in early childhood education . [Internet] [Thesis]. AUT University; 2012. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/10292/4752.

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

Council of Science Editors:

Ball CE. The richness diversity brings: diverse languages and literacies in early childhood education . [Thesis]. AUT University; 2012. Available from: http://hdl.handle.net/10292/4752

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


Massey University

14. Jones, Sarah. Physical aggression in early childhood : bridging the gap between theory and practice : a thesis presented in partial fulfilment of the requirements for the Master of Educational Psychology at Massey University, New Zealand .

Degree: 2012, Massey University

 Literature reviewed in this study suggested there is a gap between recommendations made in research for supporting children with physically aggressive behaviour and the actual… (more)

Subjects/Keywords: Aggressive children; Problem children; Preschool education; Early childhood education; Classroom management; Behaviour modification; New Zealand

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APA (6th Edition):

Jones, S. (2012). Physical aggression in early childhood : bridging the gap between theory and practice : a thesis presented in partial fulfilment of the requirements for the Master of Educational Psychology at Massey University, New Zealand . (Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/4274

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, Sarah. “Physical aggression in early childhood : bridging the gap between theory and practice : a thesis presented in partial fulfilment of the requirements for the Master of Educational Psychology at Massey University, New Zealand .” 2012. Thesis, Massey University. Accessed August 06, 2020. http://hdl.handle.net/10179/4274.

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

MLA Handbook (7th Edition):

Jones, Sarah. “Physical aggression in early childhood : bridging the gap between theory and practice : a thesis presented in partial fulfilment of the requirements for the Master of Educational Psychology at Massey University, New Zealand .” 2012. Web. 06 Aug 2020.

Vancouver:

Jones S. Physical aggression in early childhood : bridging the gap between theory and practice : a thesis presented in partial fulfilment of the requirements for the Master of Educational Psychology at Massey University, New Zealand . [Internet] [Thesis]. Massey University; 2012. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/10179/4274.

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

Council of Science Editors:

Jones S. Physical aggression in early childhood : bridging the gap between theory and practice : a thesis presented in partial fulfilment of the requirements for the Master of Educational Psychology at Massey University, New Zealand . [Thesis]. Massey University; 2012. Available from: http://hdl.handle.net/10179/4274

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


Massey University

15. Collins, Sandra May. Self-review in early childhood education : "what's it all about?".

Degree: Masters of Education, 2007, Massey University

 An increased focus on self-review in early childhood education (ECE) in New Zealand has been influenced by the educational and political context of the past… (more)

Subjects/Keywords: New Zealand; Early childhood education; Evaluation

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APA (6th Edition):

Collins, S. M. (2007). Self-review in early childhood education : "what's it all about?". (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/9974

Chicago Manual of Style (16th Edition):

Collins, Sandra May. “Self-review in early childhood education : "what's it all about?".” 2007. Masters Thesis, Massey University. Accessed August 06, 2020. http://hdl.handle.net/10179/9974.

MLA Handbook (7th Edition):

Collins, Sandra May. “Self-review in early childhood education : "what's it all about?".” 2007. Web. 06 Aug 2020.

Vancouver:

Collins SM. Self-review in early childhood education : "what's it all about?". [Internet] [Masters thesis]. Massey University; 2007. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/10179/9974.

Council of Science Editors:

Collins SM. Self-review in early childhood education : "what's it all about?". [Masters Thesis]. Massey University; 2007. Available from: http://hdl.handle.net/10179/9974


Massey University

16. Taylor, Gayleen Evelyn. Success stories : experiences of non-English speaking background students in an English-medium tertiary programme.

Degree: MEd, 2010, Massey University

 Increasing numbers of non-English speaking background (NESB) students are enrolling in English-medium education programmes. The fact that these students are generally successful in their studies… (more)

Subjects/Keywords: Foreign students; International students; Higher education; Tertiary education; Early childhood education; Student teachers; New Zealand

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

APA (6th Edition):

Taylor, G. E. (2010). Success stories : experiences of non-English speaking background students in an English-medium tertiary programme. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/2210

Chicago Manual of Style (16th Edition):

Taylor, Gayleen Evelyn. “Success stories : experiences of non-English speaking background students in an English-medium tertiary programme.” 2010. Masters Thesis, Massey University. Accessed August 06, 2020. http://hdl.handle.net/10179/2210.

MLA Handbook (7th Edition):

Taylor, Gayleen Evelyn. “Success stories : experiences of non-English speaking background students in an English-medium tertiary programme.” 2010. Web. 06 Aug 2020.

Vancouver:

Taylor GE. Success stories : experiences of non-English speaking background students in an English-medium tertiary programme. [Internet] [Masters thesis]. Massey University; 2010. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/10179/2210.

Council of Science Editors:

Taylor GE. Success stories : experiences of non-English speaking background students in an English-medium tertiary programme. [Masters Thesis]. Massey University; 2010. Available from: http://hdl.handle.net/10179/2210


University of Waikato

17. Westbrook, Fiona. Shifting tectonic plates of key discourses in New Zealand early childhood education policy (1989-2017): A critical discourse analysis at the dawn of change .

Degree: 2018, University of Waikato

 This thesis analysed the presence of neoliberalism, socialism and te Ao Māori in fundamental policy documents that frame New Zealand early childhood practice. It did… (more)

Subjects/Keywords: New Zealand; early childhood education; Policy; Te Whariki; Foucault; Discourse; Power/knowledge; governmentality; Kristeva; Intertextuality

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APA (6th Edition):

Westbrook, F. (2018). Shifting tectonic plates of key discourses in New Zealand early childhood education policy (1989-2017): A critical discourse analysis at the dawn of change . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/12079

Chicago Manual of Style (16th Edition):

Westbrook, Fiona. “Shifting tectonic plates of key discourses in New Zealand early childhood education policy (1989-2017): A critical discourse analysis at the dawn of change .” 2018. Masters Thesis, University of Waikato. Accessed August 06, 2020. http://hdl.handle.net/10289/12079.

MLA Handbook (7th Edition):

Westbrook, Fiona. “Shifting tectonic plates of key discourses in New Zealand early childhood education policy (1989-2017): A critical discourse analysis at the dawn of change .” 2018. Web. 06 Aug 2020.

Vancouver:

Westbrook F. Shifting tectonic plates of key discourses in New Zealand early childhood education policy (1989-2017): A critical discourse analysis at the dawn of change . [Internet] [Masters thesis]. University of Waikato; 2018. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/10289/12079.

Council of Science Editors:

Westbrook F. Shifting tectonic plates of key discourses in New Zealand early childhood education policy (1989-2017): A critical discourse analysis at the dawn of change . [Masters Thesis]. University of Waikato; 2018. Available from: http://hdl.handle.net/10289/12079


Macquarie University

18. Johnston, Kelly. Conceptualisations, beliefs and practices: investigating technology integration in Australian early learning environments through practitioner inquiry.

Degree: 2017, Macquarie University

Empirical thesis.

Bibliography: pages 271-283.

Chapter 1. Introduction and background to the study  – Chapter 2. Literature review  – Chapter 3. Methodology  – Chapter 4.… (more)

Subjects/Keywords: Early childhood education  – New South Wales; Teaching  – Aids and devices; Educational technology; early childhood; technology; practitioner inquiry

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

APA (6th Edition):

Johnston, K. (2017). Conceptualisations, beliefs and practices: investigating technology integration in Australian early learning environments through practitioner inquiry. (Doctoral Dissertation). Macquarie University. Retrieved from http://hdl.handle.net/1959.14/1268373

Chicago Manual of Style (16th Edition):

Johnston, Kelly. “Conceptualisations, beliefs and practices: investigating technology integration in Australian early learning environments through practitioner inquiry.” 2017. Doctoral Dissertation, Macquarie University. Accessed August 06, 2020. http://hdl.handle.net/1959.14/1268373.

MLA Handbook (7th Edition):

Johnston, Kelly. “Conceptualisations, beliefs and practices: investigating technology integration in Australian early learning environments through practitioner inquiry.” 2017. Web. 06 Aug 2020.

Vancouver:

Johnston K. Conceptualisations, beliefs and practices: investigating technology integration in Australian early learning environments through practitioner inquiry. [Internet] [Doctoral dissertation]. Macquarie University; 2017. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/1959.14/1268373.

Council of Science Editors:

Johnston K. Conceptualisations, beliefs and practices: investigating technology integration in Australian early learning environments through practitioner inquiry. [Doctoral Dissertation]. Macquarie University; 2017. Available from: http://hdl.handle.net/1959.14/1268373

19. Thornton, Kate (Kathryn Ruth). Courage, commitment and collaboration : notions of leadership in the New Zealand ECE 'Centres of Innovation'.

Degree: 2005, Victoria U of Wellington : Theses

 Historically there has been a lack of recognition for, and research into, leadership in the New Zealand early childhood education sector. The Centres of Innovation… (more)

Subjects/Keywords: Education, Preschool – New Zealand – Administration; Educational leadership – New Zealand; Early childhood education – Administration; Early childhood education – New Zealand.

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APA (6th Edition):

Thornton, K. (. R. (2005). Courage, commitment and collaboration : notions of leadership in the New Zealand ECE 'Centres of Innovation'. (Masters Thesis). Victoria U of Wellington : Theses. Retrieved from http://hdl.handle.net/10063/6541

Chicago Manual of Style (16th Edition):

Thornton, Kate (Kathryn Ruth). “Courage, commitment and collaboration : notions of leadership in the New Zealand ECE 'Centres of Innovation'.” 2005. Masters Thesis, Victoria U of Wellington : Theses. Accessed August 06, 2020. http://hdl.handle.net/10063/6541.

MLA Handbook (7th Edition):

Thornton, Kate (Kathryn Ruth). “Courage, commitment and collaboration : notions of leadership in the New Zealand ECE 'Centres of Innovation'.” 2005. Web. 06 Aug 2020.

Vancouver:

Thornton K(R. Courage, commitment and collaboration : notions of leadership in the New Zealand ECE 'Centres of Innovation'. [Internet] [Masters thesis]. Victoria U of Wellington : Theses; 2005. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/10063/6541.

Council of Science Editors:

Thornton K(R. Courage, commitment and collaboration : notions of leadership in the New Zealand ECE 'Centres of Innovation'. [Masters Thesis]. Victoria U of Wellington : Theses; 2005. Available from: http://hdl.handle.net/10063/6541


Massey University

20. Wooller, Sally Kay. Early childhood teachers' perceptions of the social validity of the incredible years teacher classroom management programme in Aotearoa New Zealand : a thesis presented in partial fulfilment of the requirements for the Master of Educational Psychology at Massey University, Manawatū, New Zealand .

Degree: 2015, Massey University

 The Incredible Years Teacher Classroom Management (IY TCM) programme is being offered to teachers of young children in Aotearoa New Zealand by the Ministry of… (more)

Subjects/Keywords: Incredible Years Teacher Classroom Management Programme; Early childhood education; Classroom management; Social aspects; Early childhood teachers; New Zealand; Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education

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

APA (6th Edition):

Wooller, S. K. (2015). Early childhood teachers' perceptions of the social validity of the incredible years teacher classroom management programme in Aotearoa New Zealand : a thesis presented in partial fulfilment of the requirements for the Master of Educational Psychology at Massey University, Manawatū, New Zealand . (Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/6970

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):

Wooller, Sally Kay. “Early childhood teachers' perceptions of the social validity of the incredible years teacher classroom management programme in Aotearoa New Zealand : a thesis presented in partial fulfilment of the requirements for the Master of Educational Psychology at Massey University, Manawatū, New Zealand .” 2015. Thesis, Massey University. Accessed August 06, 2020. http://hdl.handle.net/10179/6970.

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

MLA Handbook (7th Edition):

Wooller, Sally Kay. “Early childhood teachers' perceptions of the social validity of the incredible years teacher classroom management programme in Aotearoa New Zealand : a thesis presented in partial fulfilment of the requirements for the Master of Educational Psychology at Massey University, Manawatū, New Zealand .” 2015. Web. 06 Aug 2020.

Vancouver:

Wooller SK. Early childhood teachers' perceptions of the social validity of the incredible years teacher classroom management programme in Aotearoa New Zealand : a thesis presented in partial fulfilment of the requirements for the Master of Educational Psychology at Massey University, Manawatū, New Zealand . [Internet] [Thesis]. Massey University; 2015. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/10179/6970.

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

Council of Science Editors:

Wooller SK. Early childhood teachers' perceptions of the social validity of the incredible years teacher classroom management programme in Aotearoa New Zealand : a thesis presented in partial fulfilment of the requirements for the Master of Educational Psychology at Massey University, Manawatū, New Zealand . [Thesis]. Massey University; 2015. Available from: http://hdl.handle.net/10179/6970

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


Unitec New Zealand

21. Beach, Aroha. Understanding choices in the grouping of children within early childhood education : an Auckland based study of same-age / multi-age grouping arrangements.

Degree: 2013, Unitec New Zealand

 RESEARCH QUESTIONS. 1. What reasoning and values lie beneath the practice of grouping young children in same-age and multi-age settings? 2. What are the perceived… (more)

Subjects/Keywords: mixed classes; same age classes; ability grouping; Auckland, New Zealand; ECE; early childhood education; 130102 Early Childhood Education (excl. Māori); Tikanga tuku iho; Tiriti o Waitangi; Kura pūhou

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

APA (6th Edition):

Beach, A. (2013). Understanding choices in the grouping of children within early childhood education : an Auckland based study of same-age / multi-age grouping arrangements. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/2353

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):

Beach, Aroha. “Understanding choices in the grouping of children within early childhood education : an Auckland based study of same-age / multi-age grouping arrangements.” 2013. Thesis, Unitec New Zealand. Accessed August 06, 2020. http://hdl.handle.net/10652/2353.

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

MLA Handbook (7th Edition):

Beach, Aroha. “Understanding choices in the grouping of children within early childhood education : an Auckland based study of same-age / multi-age grouping arrangements.” 2013. Web. 06 Aug 2020.

Vancouver:

Beach A. Understanding choices in the grouping of children within early childhood education : an Auckland based study of same-age / multi-age grouping arrangements. [Internet] [Thesis]. Unitec New Zealand; 2013. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/10652/2353.

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

Council of Science Editors:

Beach A. Understanding choices in the grouping of children within early childhood education : an Auckland based study of same-age / multi-age grouping arrangements. [Thesis]. Unitec New Zealand; 2013. Available from: http://hdl.handle.net/10652/2353

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


Unitec New Zealand

22. Moore, Averil. Join the dots : architecture of movement and connections.

Degree: 2013, Unitec New Zealand

 Movement is fundamental for a child’s holistic development. Architecture has the potential to function as a stimulus for movement. Join the Dots utilises these statements… (more)

Subjects/Keywords: child care centres; Auckland, New Zealand; Victoria Street West; Drake Street; early childhood education centres; motor movement in children; walkable cities; 120101 Architectural Design; 130102 Early Childhood Education (excl. Māori)

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

APA (6th Edition):

Moore, A. (2013). Join the dots : architecture of movement and connections. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/2419

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):

Moore, Averil. “Join the dots : architecture of movement and connections.” 2013. Thesis, Unitec New Zealand. Accessed August 06, 2020. http://hdl.handle.net/10652/2419.

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

MLA Handbook (7th Edition):

Moore, Averil. “Join the dots : architecture of movement and connections.” 2013. Web. 06 Aug 2020.

Vancouver:

Moore A. Join the dots : architecture of movement and connections. [Internet] [Thesis]. Unitec New Zealand; 2013. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/10652/2419.

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

Council of Science Editors:

Moore A. Join the dots : architecture of movement and connections. [Thesis]. Unitec New Zealand; 2013. Available from: http://hdl.handle.net/10652/2419

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


Unitec New Zealand

23. Singh, Pratika. Early childhood teachers’ perspectives of inclusive education in New Zealand.

Degree: 2019, Unitec New Zealand

 RESEARCH QUESTIONS: 1. What does inclusive education means to New Zealand early childhood teachers? 2. What are the challenges faced by New Zealand early childhood(more)

Subjects/Keywords: New Zealand; special education teachers; perceptions; special education; inclusive education; early childhood curriculum; Te Whāriki; children with special needs; 130312 Special Education and Disability; 130102 Early Childhood Education (excl. Māori)

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

APA (6th Edition):

Singh, P. (2019). Early childhood teachers’ perspectives of inclusive education in New Zealand. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/4808

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):

Singh, Pratika. “Early childhood teachers’ perspectives of inclusive education in New Zealand.” 2019. Thesis, Unitec New Zealand. Accessed August 06, 2020. http://hdl.handle.net/10652/4808.

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

MLA Handbook (7th Edition):

Singh, Pratika. “Early childhood teachers’ perspectives of inclusive education in New Zealand.” 2019. Web. 06 Aug 2020.

Vancouver:

Singh P. Early childhood teachers’ perspectives of inclusive education in New Zealand. [Internet] [Thesis]. Unitec New Zealand; 2019. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/10652/4808.

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

Council of Science Editors:

Singh P. Early childhood teachers’ perspectives of inclusive education in New Zealand. [Thesis]. Unitec New Zealand; 2019. Available from: http://hdl.handle.net/10652/4808

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


University of Melbourne

24. TAYLOR, LOUISE. Re-imagining professional learning in early education.

Degree: 2007, University of Melbourne

 This project grew out of my desire to realise an emancipatory vision in my practice of teacher professional learning in early education. Most of the… (more)

Subjects/Keywords: training of early childhood teachers; early childhood education; competency based education; social justice; social aspects of teaching; feminist theory; poststructuralism; postmodernism and education; New Zealand

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APA (6th Edition):

TAYLOR, L. (2007). Re-imagining professional learning in early education. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/37364

Chicago Manual of Style (16th Edition):

TAYLOR, LOUISE. “Re-imagining professional learning in early education.” 2007. Doctoral Dissertation, University of Melbourne. Accessed August 06, 2020. http://hdl.handle.net/11343/37364.

MLA Handbook (7th Edition):

TAYLOR, LOUISE. “Re-imagining professional learning in early education.” 2007. Web. 06 Aug 2020.

Vancouver:

TAYLOR L. Re-imagining professional learning in early education. [Internet] [Doctoral dissertation]. University of Melbourne; 2007. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/11343/37364.

Council of Science Editors:

TAYLOR L. Re-imagining professional learning in early education. [Doctoral Dissertation]. University of Melbourne; 2007. Available from: http://hdl.handle.net/11343/37364


Massey University

25. Chan, Angel. The politics of identity, belonging and exclusion : Chinese immigrant parents' involvement in New Zealand early childhood education : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Arts, Massey University, Albany, New Zealand .

Degree: 2014, Massey University

 Parental involvement and parent-teacher partnership are key notions promoted in the New Zealand early childhood curriculum, and their value for children’s learning and development is… (more)

Subjects/Keywords: Early childhood education; New Zealand; Parent participation; Chinese; Parent and child; Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education

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

APA (6th Edition):

Chan, A. (2014). The politics of identity, belonging and exclusion : Chinese immigrant parents' involvement in New Zealand early childhood education : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Arts, Massey University, Albany, New Zealand . (Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/6955

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):

Chan, Angel. “The politics of identity, belonging and exclusion : Chinese immigrant parents' involvement in New Zealand early childhood education : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Arts, Massey University, Albany, New Zealand .” 2014. Thesis, Massey University. Accessed August 06, 2020. http://hdl.handle.net/10179/6955.

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

MLA Handbook (7th Edition):

Chan, Angel. “The politics of identity, belonging and exclusion : Chinese immigrant parents' involvement in New Zealand early childhood education : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Arts, Massey University, Albany, New Zealand .” 2014. Web. 06 Aug 2020.

Vancouver:

Chan A. The politics of identity, belonging and exclusion : Chinese immigrant parents' involvement in New Zealand early childhood education : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Arts, Massey University, Albany, New Zealand . [Internet] [Thesis]. Massey University; 2014. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/10179/6955.

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

Council of Science Editors:

Chan A. The politics of identity, belonging and exclusion : Chinese immigrant parents' involvement in New Zealand early childhood education : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Arts, Massey University, Albany, New Zealand . [Thesis]. Massey University; 2014. Available from: http://hdl.handle.net/10179/6955

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


Massey University

26. McGrath, Belinda. The personal health and wellbeing of adults who work in early childhood education in New Zealand : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Arts in Nursing at Massey University, Wellington, New Zealand .

Degree: 2006, Massey University

 This research is a descriptive study of the personal health and wellbeing of early childhood workers in New Zealand and describes the health status, behaviours… (more)

Subjects/Keywords: Early childhood educators; Health and hygiene; New Zealand

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APA (6th Edition):

McGrath, B. (2006). The personal health and wellbeing of adults who work in early childhood education in New Zealand : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Arts in Nursing at Massey University, Wellington, New Zealand . (Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/13201

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):

McGrath, Belinda. “The personal health and wellbeing of adults who work in early childhood education in New Zealand : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Arts in Nursing at Massey University, Wellington, New Zealand .” 2006. Thesis, Massey University. Accessed August 06, 2020. http://hdl.handle.net/10179/13201.

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

MLA Handbook (7th Edition):

McGrath, Belinda. “The personal health and wellbeing of adults who work in early childhood education in New Zealand : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Arts in Nursing at Massey University, Wellington, New Zealand .” 2006. Web. 06 Aug 2020.

Vancouver:

McGrath B. The personal health and wellbeing of adults who work in early childhood education in New Zealand : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Arts in Nursing at Massey University, Wellington, New Zealand . [Internet] [Thesis]. Massey University; 2006. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/10179/13201.

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

Council of Science Editors:

McGrath B. The personal health and wellbeing of adults who work in early childhood education in New Zealand : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Arts in Nursing at Massey University, Wellington, New Zealand . [Thesis]. Massey University; 2006. Available from: http://hdl.handle.net/10179/13201

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


Massey University

27. Burke, Rachael Sarah. Bodies in context : a comparative study of early childhood education in New Zealand and Japan.

Degree: PhD, Social Anthropology, 2013, Massey University

Early childhood education in both New Zealand and Japan is increasingly being seen as an essential experience for children as evidenced by the growth of… (more)

Subjects/Keywords: Preschool education; Early childhood education; Child rearing; Human body; Children's bodies; Social aspects; Comparative education; New Zealand; Japan; Social anthropology

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

APA (6th Edition):

Burke, R. S. (2013). Bodies in context : a comparative study of early childhood education in New Zealand and Japan. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/4663

Chicago Manual of Style (16th Edition):

Burke, Rachael Sarah. “Bodies in context : a comparative study of early childhood education in New Zealand and Japan.” 2013. Doctoral Dissertation, Massey University. Accessed August 06, 2020. http://hdl.handle.net/10179/4663.

MLA Handbook (7th Edition):

Burke, Rachael Sarah. “Bodies in context : a comparative study of early childhood education in New Zealand and Japan.” 2013. Web. 06 Aug 2020.

Vancouver:

Burke RS. Bodies in context : a comparative study of early childhood education in New Zealand and Japan. [Internet] [Doctoral dissertation]. Massey University; 2013. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/10179/4663.

Council of Science Editors:

Burke RS. Bodies in context : a comparative study of early childhood education in New Zealand and Japan. [Doctoral Dissertation]. Massey University; 2013. Available from: http://hdl.handle.net/10179/4663


Massey University

28. Lidington, Tracey. 'Mat weaving' : factors influencing the implementation of Te Whāriki.

Degree: MEd, 2000, Massey University

 This study investigates the kinds of professional development delivery appropriate to the early childhood sector in New Zealand. The study centres around 15 educators from… (more)

Subjects/Keywords: Whāriki; Preschool education; Early childhood education; Curricula; New Zealand

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

APA (6th Edition):

Lidington, T. (2000). 'Mat weaving' : factors influencing the implementation of Te Whāriki. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/5814

Chicago Manual of Style (16th Edition):

Lidington, Tracey. “'Mat weaving' : factors influencing the implementation of Te Whāriki.” 2000. Masters Thesis, Massey University. Accessed August 06, 2020. http://hdl.handle.net/10179/5814.

MLA Handbook (7th Edition):

Lidington, Tracey. “'Mat weaving' : factors influencing the implementation of Te Whāriki.” 2000. Web. 06 Aug 2020.

Vancouver:

Lidington T. 'Mat weaving' : factors influencing the implementation of Te Whāriki. [Internet] [Masters thesis]. Massey University; 2000. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/10179/5814.

Council of Science Editors:

Lidington T. 'Mat weaving' : factors influencing the implementation of Te Whāriki. [Masters Thesis]. Massey University; 2000. Available from: http://hdl.handle.net/10179/5814


Massey University

29. Bary, Raewyne. Infant and toddler teachers' professional development : reported changes in perceptions and practice : a thesis submitted in partial fulfillment of the requirements for the degree of Master of Education in Early Years, Massey University .

Degree: 2009, Massey University

 The aim of this study was to explore any changes in perceptions and/or practice of a group of infant and toddler teachers as a result… (more)

Subjects/Keywords: New Zealand; Early childhood teachers  – In-service training; Attitudes

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

APA (6th Edition):

Bary, R. (2009). Infant and toddler teachers' professional development : reported changes in perceptions and practice : a thesis submitted in partial fulfillment of the requirements for the degree of Master of Education in Early Years, Massey University . (Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/8382

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):

Bary, Raewyne. “Infant and toddler teachers' professional development : reported changes in perceptions and practice : a thesis submitted in partial fulfillment of the requirements for the degree of Master of Education in Early Years, Massey University .” 2009. Thesis, Massey University. Accessed August 06, 2020. http://hdl.handle.net/10179/8382.

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

MLA Handbook (7th Edition):

Bary, Raewyne. “Infant and toddler teachers' professional development : reported changes in perceptions and practice : a thesis submitted in partial fulfillment of the requirements for the degree of Master of Education in Early Years, Massey University .” 2009. Web. 06 Aug 2020.

Vancouver:

Bary R. Infant and toddler teachers' professional development : reported changes in perceptions and practice : a thesis submitted in partial fulfillment of the requirements for the degree of Master of Education in Early Years, Massey University . [Internet] [Thesis]. Massey University; 2009. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/10179/8382.

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

Council of Science Editors:

Bary R. Infant and toddler teachers' professional development : reported changes in perceptions and practice : a thesis submitted in partial fulfillment of the requirements for the degree of Master of Education in Early Years, Massey University . [Thesis]. Massey University; 2009. Available from: http://hdl.handle.net/10179/8382

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


Massey University

30. Bary, Raewyne Louise. Personal, interpersonal and organisational factors that enable or constrain the development of attachment-type relationships between infants, toddlers and their teachers in Aotearoa New Zealand early childhood settings.

Degree: EdD, 2018, Massey University

 Research has demonstrated that close and affectionate relationships between infants/toddlers and teachers within early childhood settings are of vital significance. It is within these relationships… (more)

Subjects/Keywords: Day care centers; New Zealand; Case studies; Employees; Early childhood teachers; Attachment behavior in children; Attachment behavior in infants; Infants; Development

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

APA (6th Edition):

Bary, R. L. (2018). Personal, interpersonal and organisational factors that enable or constrain the development of attachment-type relationships between infants, toddlers and their teachers in Aotearoa New Zealand early childhood settings. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/14911

Chicago Manual of Style (16th Edition):

Bary, Raewyne Louise. “Personal, interpersonal and organisational factors that enable or constrain the development of attachment-type relationships between infants, toddlers and their teachers in Aotearoa New Zealand early childhood settings.” 2018. Doctoral Dissertation, Massey University. Accessed August 06, 2020. http://hdl.handle.net/10179/14911.

MLA Handbook (7th Edition):

Bary, Raewyne Louise. “Personal, interpersonal and organisational factors that enable or constrain the development of attachment-type relationships between infants, toddlers and their teachers in Aotearoa New Zealand early childhood settings.” 2018. Web. 06 Aug 2020.

Vancouver:

Bary RL. Personal, interpersonal and organisational factors that enable or constrain the development of attachment-type relationships between infants, toddlers and their teachers in Aotearoa New Zealand early childhood settings. [Internet] [Doctoral dissertation]. Massey University; 2018. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/10179/14911.

Council of Science Editors:

Bary RL. Personal, interpersonal and organisational factors that enable or constrain the development of attachment-type relationships between infants, toddlers and their teachers in Aotearoa New Zealand early childhood settings. [Doctoral Dissertation]. Massey University; 2018. Available from: http://hdl.handle.net/10179/14911

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