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You searched for subject:(130105 Primary Education excl M ori ). Showing records 1 – 30 of 173406 total matches.

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University of Canterbury

1. Skerrett, M. Whakamanahia te reo Maori: He tirohanga rangahau: A review of the literature with relevance for te reo Maori competence of graduates from Maori medium initial teacher education programmes.

Degree: School of Maori, Social and Cultural Studies in Education, 2010, University of Canterbury

 This review provides a synthesis of the research literature on issues around proficiency in bilingual education and the influences on te reo Māori (the Māori(more)

Subjects/Keywords: Field of Research::13 - Education::1303 - Specialist Studies in Education::130310 - M?ori Education (excl. Early Childhood and Primary Education)

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

APA (6th Edition):

Skerrett, M. (2010). Whakamanahia te reo Maori: He tirohanga rangahau: A review of the literature with relevance for te reo Maori competence of graduates from Maori medium initial teacher education programmes. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/5091

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):

Skerrett, M. “Whakamanahia te reo Maori: He tirohanga rangahau: A review of the literature with relevance for te reo Maori competence of graduates from Maori medium initial teacher education programmes.” 2010. Thesis, University of Canterbury. Accessed September 23, 2019. http://hdl.handle.net/10092/5091.

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

MLA Handbook (7th Edition):

Skerrett, M. “Whakamanahia te reo Maori: He tirohanga rangahau: A review of the literature with relevance for te reo Maori competence of graduates from Maori medium initial teacher education programmes.” 2010. Web. 23 Sep 2019.

Vancouver:

Skerrett M. Whakamanahia te reo Maori: He tirohanga rangahau: A review of the literature with relevance for te reo Maori competence of graduates from Maori medium initial teacher education programmes. [Internet] [Thesis]. University of Canterbury; 2010. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10092/5091.

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

Council of Science Editors:

Skerrett M. Whakamanahia te reo Maori: He tirohanga rangahau: A review of the literature with relevance for te reo Maori competence of graduates from Maori medium initial teacher education programmes. [Thesis]. University of Canterbury; 2010. Available from: http://hdl.handle.net/10092/5091

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


University of Canterbury

2. Skerrett, M. A critique of the Best Evidence Synthesis with relevance for Maori leadership in education.

Degree: School of Maori, Social and Cultural Studies in Education, 2010, University of Canterbury

 The Government’s broad goals for te reo Māori include the people of Aotearoa/New Zealand recognising the intrinsic value of our national language and its acquisition… (more)

Subjects/Keywords: Field of Research::13 - Education::1301 - Education Systems::130104 - Kura Kaupapa M?ori (M?ori Primary Education); Field of Research::13 - Education::1301 - Education Systems::130107 - Te Wh?riki (M?ori Early Childhood Education); Field of Research::13 - Education::1303 - Specialist Studies in Education::130310 - M?ori Education (excl. Early Childhood and Primary Education)

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

APA (6th Edition):

Skerrett, M. (2010). A critique of the Best Evidence Synthesis with relevance for Maori leadership in education. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/5004

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):

Skerrett, M. “A critique of the Best Evidence Synthesis with relevance for Maori leadership in education.” 2010. Thesis, University of Canterbury. Accessed September 23, 2019. http://hdl.handle.net/10092/5004.

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

MLA Handbook (7th Edition):

Skerrett, M. “A critique of the Best Evidence Synthesis with relevance for Maori leadership in education.” 2010. Web. 23 Sep 2019.

Vancouver:

Skerrett M. A critique of the Best Evidence Synthesis with relevance for Maori leadership in education. [Internet] [Thesis]. University of Canterbury; 2010. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10092/5004.

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

Council of Science Editors:

Skerrett M. A critique of the Best Evidence Synthesis with relevance for Maori leadership in education. [Thesis]. University of Canterbury; 2010. Available from: http://hdl.handle.net/10092/5004

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


Unitec New Zealand

3. Whitford, Mark. Performance appraisal in primary schools : managing the integration of accountability and development.

Degree: 2013, Unitec New Zealand

 This study set out to examine performance appraisal systems, more specifically the ways that state primary schools integrate the dual purposes of accountability and development… (more)

Subjects/Keywords: primary schools; performance appraisals; 130105 Primary Education (excl. Māori)

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

APA (6th Edition):

Whitford, M. (2013). Performance appraisal in primary schools : managing the integration of accountability and development. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/2395

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):

Whitford, Mark. “Performance appraisal in primary schools : managing the integration of accountability and development.” 2013. Thesis, Unitec New Zealand. Accessed September 23, 2019. http://hdl.handle.net/10652/2395.

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

MLA Handbook (7th Edition):

Whitford, Mark. “Performance appraisal in primary schools : managing the integration of accountability and development.” 2013. Web. 23 Sep 2019.

Vancouver:

Whitford M. Performance appraisal in primary schools : managing the integration of accountability and development. [Internet] [Thesis]. Unitec New Zealand; 2013. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10652/2395.

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

Council of Science Editors:

Whitford M. Performance appraisal in primary schools : managing the integration of accountability and development. [Thesis]. Unitec New Zealand; 2013. Available from: http://hdl.handle.net/10652/2395

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


University of Canterbury

4. de Vocht van Alphen, L. Narrative assessment and practising for equity in early years education.

Degree: School of Educational Studies and Human Development; University of Canterbury. School of Maori, Social and Cultural Studies in Education, 2010, University of Canterbury

 In whose interests does narrative assessment work? Can narrative assessment be viewed as the kind of assessment that leads to equity? How and for whom?… (more)

Subjects/Keywords: Field of Research::13 - Education::1301 - Education Systems::130102 - Early Childhood Education (excl. M?ori)

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

APA (6th Edition):

de Vocht van Alphen, L. (2010). Narrative assessment and practising for equity in early years education. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/4990

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):

de Vocht van Alphen, L. “Narrative assessment and practising for equity in early years education.” 2010. Thesis, University of Canterbury. Accessed September 23, 2019. http://hdl.handle.net/10092/4990.

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

MLA Handbook (7th Edition):

de Vocht van Alphen, L. “Narrative assessment and practising for equity in early years education.” 2010. Web. 23 Sep 2019.

Vancouver:

de Vocht van Alphen L. Narrative assessment and practising for equity in early years education. [Internet] [Thesis]. University of Canterbury; 2010. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10092/4990.

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

Council of Science Editors:

de Vocht van Alphen L. Narrative assessment and practising for equity in early years education. [Thesis]. University of Canterbury; 2010. Available from: http://hdl.handle.net/10092/4990

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


Southern Cross University

5. Hudson, Sue M. Preservice teachers’ perceptions of their middle schooling teacher preparation : a sample of the Australian context.

Degree: 2011, Southern Cross University

 Reviews into teacher education and reform measures, such as implementing professional standards for teachers, are designed to raise the quality of education. Such reviews and… (more)

Subjects/Keywords: 130103 Higher Education; 130105 Primary Education (excl. Maori); Middle schooling teacher education; Teacher education programs

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

APA (6th Edition):

Hudson, S. M. (2011). Preservice teachers’ perceptions of their middle schooling teacher preparation : a sample of the Australian context. (Thesis). Southern Cross University. Retrieved from http://eprints.qut.edu.au/57068/

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):

Hudson, Sue M. “Preservice teachers’ perceptions of their middle schooling teacher preparation : a sample of the Australian context.” 2011. Thesis, Southern Cross University. Accessed September 23, 2019. http://eprints.qut.edu.au/57068/.

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

MLA Handbook (7th Edition):

Hudson, Sue M. “Preservice teachers’ perceptions of their middle schooling teacher preparation : a sample of the Australian context.” 2011. Web. 23 Sep 2019.

Vancouver:

Hudson SM. Preservice teachers’ perceptions of their middle schooling teacher preparation : a sample of the Australian context. [Internet] [Thesis]. Southern Cross University; 2011. [cited 2019 Sep 23]. Available from: http://eprints.qut.edu.au/57068/.

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

Council of Science Editors:

Hudson SM. Preservice teachers’ perceptions of their middle schooling teacher preparation : a sample of the Australian context. [Thesis]. Southern Cross University; 2011. Available from: http://eprints.qut.edu.au/57068/

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


Unitec New Zealand

6. Dhaliwal, Manpreet. Teacher perceptions and management of challenging student behaviours in primary school classrooms.

Degree: 2013, Unitec New Zealand

 This study aimed at investigating Teacher perceptions and management of challenging student behaviours in classrooms and what support is available to the teachers to manage… (more)

Subjects/Keywords: challenging student behaviours; classroom management; primary education; teacher-student relationships; primary teacher perceptions; 130105 Primary Education (excl. Māori)

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

APA (6th Edition):

Dhaliwal, M. (2013). Teacher perceptions and management of challenging student behaviours in primary school classrooms. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/2371

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):

Dhaliwal, Manpreet. “Teacher perceptions and management of challenging student behaviours in primary school classrooms.” 2013. Thesis, Unitec New Zealand. Accessed September 23, 2019. http://hdl.handle.net/10652/2371.

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

MLA Handbook (7th Edition):

Dhaliwal, Manpreet. “Teacher perceptions and management of challenging student behaviours in primary school classrooms.” 2013. Web. 23 Sep 2019.

Vancouver:

Dhaliwal M. Teacher perceptions and management of challenging student behaviours in primary school classrooms. [Internet] [Thesis]. Unitec New Zealand; 2013. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10652/2371.

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

Council of Science Editors:

Dhaliwal M. Teacher perceptions and management of challenging student behaviours in primary school classrooms. [Thesis]. Unitec New Zealand; 2013. Available from: http://hdl.handle.net/10652/2371

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


Unitec New Zealand

7. Parry, Helen. Student voice : empowerment, engagement, efficacy in New Zealand schools.

Degree: 2014, Unitec New Zealand

 This study was carried out to examine student voice initiatives in schools; more specifically, the successes and challenges that leaders and teachers have faced when… (more)

Subjects/Keywords: primary education; student voice; curriculum design; locus of control; Auckland, New Zealand; 130105 Primary Education (excl. Māori)

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

APA (6th Edition):

Parry, H. (2014). Student voice : empowerment, engagement, efficacy in New Zealand schools. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/2616

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):

Parry, Helen. “Student voice : empowerment, engagement, efficacy in New Zealand schools.” 2014. Thesis, Unitec New Zealand. Accessed September 23, 2019. http://hdl.handle.net/10652/2616.

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

MLA Handbook (7th Edition):

Parry, Helen. “Student voice : empowerment, engagement, efficacy in New Zealand schools.” 2014. Web. 23 Sep 2019.

Vancouver:

Parry H. Student voice : empowerment, engagement, efficacy in New Zealand schools. [Internet] [Thesis]. Unitec New Zealand; 2014. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10652/2616.

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

Council of Science Editors:

Parry H. Student voice : empowerment, engagement, efficacy in New Zealand schools. [Thesis]. Unitec New Zealand; 2014. Available from: http://hdl.handle.net/10652/2616

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


Unitec New Zealand

8. Klein, Gus. Experienced principals’ accounts of their character development : their inside stories.

Degree: 2012, Unitec New Zealand

 RESEARCH QUESTIONS: 1. What is character and how is it related to leadership? 2. How do experienced principals account for their development of character with… (more)

Subjects/Keywords: leadership; principals; primary schools; low decile schools; Auckland, New Zealand; principalship; character; 130105 Primary Education (excl. Māori)

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

APA (6th Edition):

Klein, G. (2012). Experienced principals’ accounts of their character development : their inside stories. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/2076

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):

Klein, Gus. “Experienced principals’ accounts of their character development : their inside stories.” 2012. Thesis, Unitec New Zealand. Accessed September 23, 2019. http://hdl.handle.net/10652/2076.

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

MLA Handbook (7th Edition):

Klein, Gus. “Experienced principals’ accounts of their character development : their inside stories.” 2012. Web. 23 Sep 2019.

Vancouver:

Klein G. Experienced principals’ accounts of their character development : their inside stories. [Internet] [Thesis]. Unitec New Zealand; 2012. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10652/2076.

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

Council of Science Editors:

Klein G. Experienced principals’ accounts of their character development : their inside stories. [Thesis]. Unitec New Zealand; 2012. Available from: http://hdl.handle.net/10652/2076

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


Unitec New Zealand

9. Henderson, Duncan Clark. Professional learning support experiences of primary school teachers in their third to fifth year of practice.

Degree: 2013, Unitec New Zealand

 A qualitative methodology was employed for this research, focusing on three New Zealand primary schools. Across the three data locations, semi-structured interviews were undertaken with… (more)

Subjects/Keywords: New Zealand primary school teachers; professional development; third to fifth year of teaching; 130105 Primary Education (excl. Māori)

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

APA (6th Edition):

Henderson, D. C. (2013). Professional learning support experiences of primary school teachers in their third to fifth year of practice. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/2210

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):

Henderson, Duncan Clark. “Professional learning support experiences of primary school teachers in their third to fifth year of practice.” 2013. Thesis, Unitec New Zealand. Accessed September 23, 2019. http://hdl.handle.net/10652/2210.

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

MLA Handbook (7th Edition):

Henderson, Duncan Clark. “Professional learning support experiences of primary school teachers in their third to fifth year of practice.” 2013. Web. 23 Sep 2019.

Vancouver:

Henderson DC. Professional learning support experiences of primary school teachers in their third to fifth year of practice. [Internet] [Thesis]. Unitec New Zealand; 2013. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10652/2210.

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

Council of Science Editors:

Henderson DC. Professional learning support experiences of primary school teachers in their third to fifth year of practice. [Thesis]. Unitec New Zealand; 2013. Available from: http://hdl.handle.net/10652/2210

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


Unitec New Zealand

10. Janes (née Dobson), Claire. The nature and practice of goal setting in teacher appraisal within primary schools.

Degree: 2016, Unitec New Zealand

 Goal setting in teacher appraisal forms a large part of the performance management requirements within New Zealand schools. This study aims to identify the strengths… (more)

Subjects/Keywords: New Zealand; primary schools; teachers; performance appraisals; teachers' perceptions; goal setting; 130105 Primary Education (excl. Māori)

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

APA (6th Edition):

Janes (née Dobson), C. (2016). The nature and practice of goal setting in teacher appraisal within primary schools. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/3617

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):

Janes (née Dobson), Claire. “The nature and practice of goal setting in teacher appraisal within primary schools.” 2016. Thesis, Unitec New Zealand. Accessed September 23, 2019. http://hdl.handle.net/10652/3617.

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

MLA Handbook (7th Edition):

Janes (née Dobson), Claire. “The nature and practice of goal setting in teacher appraisal within primary schools.” 2016. Web. 23 Sep 2019.

Vancouver:

Janes (née Dobson) C. The nature and practice of goal setting in teacher appraisal within primary schools. [Internet] [Thesis]. Unitec New Zealand; 2016. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10652/3617.

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

Council of Science Editors:

Janes (née Dobson) C. The nature and practice of goal setting in teacher appraisal within primary schools. [Thesis]. Unitec New Zealand; 2016. Available from: http://hdl.handle.net/10652/3617

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


University of Canterbury

11. Rietveld, C.M. The Hidden Curriculum: Its Impact of Peer Relationships on the Quality of Inclusion and Learning Experienced by Children with and without Down Syndrome in Early Childhood Settings.

Degree: School of Educational Studies and Human Development, 2009, University of Canterbury

 Discrepancies have been known to occur between parents and teachers’ reports of inclusion and children’s actual experiences of inclusion. This qualitative study of 3 children… (more)

Subjects/Keywords: Field of Research::13 - Education::1301 - Education Systems::130102 - Early Childhood Education (excl. M?ori); Field of Research::13 - Education::1303 - Specialist Studies in Education::130312 - Special Education and Disability

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

APA (6th Edition):

Rietveld, C. M. (2009). The Hidden Curriculum: Its Impact of Peer Relationships on the Quality of Inclusion and Learning Experienced by Children with and without Down Syndrome in Early Childhood Settings. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/5218

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):

Rietveld, C M. “The Hidden Curriculum: Its Impact of Peer Relationships on the Quality of Inclusion and Learning Experienced by Children with and without Down Syndrome in Early Childhood Settings.” 2009. Thesis, University of Canterbury. Accessed September 23, 2019. http://hdl.handle.net/10092/5218.

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

MLA Handbook (7th Edition):

Rietveld, C M. “The Hidden Curriculum: Its Impact of Peer Relationships on the Quality of Inclusion and Learning Experienced by Children with and without Down Syndrome in Early Childhood Settings.” 2009. Web. 23 Sep 2019.

Vancouver:

Rietveld CM. The Hidden Curriculum: Its Impact of Peer Relationships on the Quality of Inclusion and Learning Experienced by Children with and without Down Syndrome in Early Childhood Settings. [Internet] [Thesis]. University of Canterbury; 2009. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10092/5218.

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

Council of Science Editors:

Rietveld CM. The Hidden Curriculum: Its Impact of Peer Relationships on the Quality of Inclusion and Learning Experienced by Children with and without Down Syndrome in Early Childhood Settings. [Thesis]. University of Canterbury; 2009. Available from: http://hdl.handle.net/10092/5218

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


University of Canterbury

12. Areli, Sione. Changing pedagogies: including indigenous epistemologies and inclusive practices.

Degree: 2015, University of Canterbury

 This literature review looks at a variety of sources in regards to the topic of the inclusion of indigenous epistemologies within modern pedagogy. The study… (more)

Subjects/Keywords: M?�ori; education; epistemology; indigenous; pedagogy

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APA (6th Edition):

Areli, S. (2015). Changing pedagogies: including indigenous epistemologies and inclusive practices. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/11447

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):

Areli, Sione. “Changing pedagogies: including indigenous epistemologies and inclusive practices.” 2015. Thesis, University of Canterbury. Accessed September 23, 2019. http://hdl.handle.net/10092/11447.

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

MLA Handbook (7th Edition):

Areli, Sione. “Changing pedagogies: including indigenous epistemologies and inclusive practices.” 2015. Web. 23 Sep 2019.

Vancouver:

Areli S. Changing pedagogies: including indigenous epistemologies and inclusive practices. [Internet] [Thesis]. University of Canterbury; 2015. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10092/11447.

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

Council of Science Editors:

Areli S. Changing pedagogies: including indigenous epistemologies and inclusive practices. [Thesis]. University of Canterbury; 2015. Available from: http://hdl.handle.net/10092/11447

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


Unitec New Zealand

13. Kemp, Aaron. Expectations and reality : primary school principals’ experiences of change leadership in the transition to digital learning environments.

Degree: 2015, Unitec New Zealand

 Principals in New Zealand primary schools are aware of the expectations placed on them in their role as educational leaders. These expectations include being leaders… (more)

Subjects/Keywords: educational leadership; elearning; primary school principals; change management; New Zealand primary schools; Auckland, New Zealand; 130306 Educational Technology and Computing; 130105 Primary Education (excl. Māori)

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

APA (6th Edition):

Kemp, A. (2015). Expectations and reality : primary school principals’ experiences of change leadership in the transition to digital learning environments. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/3253

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):

Kemp, Aaron. “Expectations and reality : primary school principals’ experiences of change leadership in the transition to digital learning environments.” 2015. Thesis, Unitec New Zealand. Accessed September 23, 2019. http://hdl.handle.net/10652/3253.

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

MLA Handbook (7th Edition):

Kemp, Aaron. “Expectations and reality : primary school principals’ experiences of change leadership in the transition to digital learning environments.” 2015. Web. 23 Sep 2019.

Vancouver:

Kemp A. Expectations and reality : primary school principals’ experiences of change leadership in the transition to digital learning environments. [Internet] [Thesis]. Unitec New Zealand; 2015. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10652/3253.

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

Council of Science Editors:

Kemp A. Expectations and reality : primary school principals’ experiences of change leadership in the transition to digital learning environments. [Thesis]. Unitec New Zealand; 2015. Available from: http://hdl.handle.net/10652/3253

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


Unitec New Zealand

14. Phommahack, Satitphone. Professional development provision for primary teaching assistants : the case of one international school in Laos.

Degree: 2014, Unitec New Zealand

 There are a growing number of professional development provisions in many educational institutions. This is because professional development is regarded as the key learning opportunity… (more)

Subjects/Keywords: Lao PDR; teachers' assistants; international schools; primary schools; professional development; 130105 Primary Education (excl. Māori); 130313 Teacher Education and Professional Development of Educators

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

APA (6th Edition):

Phommahack, S. (2014). Professional development provision for primary teaching assistants : the case of one international school in Laos. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/2701

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):

Phommahack, Satitphone. “Professional development provision for primary teaching assistants : the case of one international school in Laos.” 2014. Thesis, Unitec New Zealand. Accessed September 23, 2019. http://hdl.handle.net/10652/2701.

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

MLA Handbook (7th Edition):

Phommahack, Satitphone. “Professional development provision for primary teaching assistants : the case of one international school in Laos.” 2014. Web. 23 Sep 2019.

Vancouver:

Phommahack S. Professional development provision for primary teaching assistants : the case of one international school in Laos. [Internet] [Thesis]. Unitec New Zealand; 2014. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10652/2701.

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

Council of Science Editors:

Phommahack S. Professional development provision for primary teaching assistants : the case of one international school in Laos. [Thesis]. Unitec New Zealand; 2014. Available from: http://hdl.handle.net/10652/2701

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


Unitec New Zealand

15. Kalsum, Rafia. An investigation of the role of teacher aides in primary schools in Aotearoa New Zealand.

Degree: 2014, Unitec New Zealand

 The aim of this research is to interpret, from multiple perspectives, the role of the teacher aide in New Zealand primary schools. It is based… (more)

Subjects/Keywords: teacher aides; roles; responsibilities; learning difficulties; primary schools; training; professional development; Ministry of Education; 130304 Educational Administration, Management and Leadership; 130105 Primary Education (excl. Māori)

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

APA (6th Edition):

Kalsum, R. (2014). An investigation of the role of teacher aides in primary schools in Aotearoa New Zealand. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/3107

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):

Kalsum, Rafia. “An investigation of the role of teacher aides in primary schools in Aotearoa New Zealand.” 2014. Thesis, Unitec New Zealand. Accessed September 23, 2019. http://hdl.handle.net/10652/3107.

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

MLA Handbook (7th Edition):

Kalsum, Rafia. “An investigation of the role of teacher aides in primary schools in Aotearoa New Zealand.” 2014. Web. 23 Sep 2019.

Vancouver:

Kalsum R. An investigation of the role of teacher aides in primary schools in Aotearoa New Zealand. [Internet] [Thesis]. Unitec New Zealand; 2014. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10652/3107.

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

Council of Science Editors:

Kalsum R. An investigation of the role of teacher aides in primary schools in Aotearoa New Zealand. [Thesis]. Unitec New Zealand; 2014. Available from: http://hdl.handle.net/10652/3107

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


Unitec New Zealand

16. Shaw, Nicholas. Supporting first-time middle leaders in New Zealand primary schools.

Degree: 2016, Unitec New Zealand

 Middle leaders in New Zealand primary schools play a substantial part in the teaching of students and leadership of staff yet there is little understanding… (more)

Subjects/Keywords: New Zealand; primary schools; middle level leaders; educational leadership; 130213 Vocational Education and Training Curriculum and Pedagogy; 130105 Primary Education (excl. Māori)

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APA (6th Edition):

Shaw, N. (2016). Supporting first-time middle leaders in New Zealand primary schools. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/3692

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):

Shaw, Nicholas. “Supporting first-time middle leaders in New Zealand primary schools.” 2016. Thesis, Unitec New Zealand. Accessed September 23, 2019. http://hdl.handle.net/10652/3692.

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

MLA Handbook (7th Edition):

Shaw, Nicholas. “Supporting first-time middle leaders in New Zealand primary schools.” 2016. Web. 23 Sep 2019.

Vancouver:

Shaw N. Supporting first-time middle leaders in New Zealand primary schools. [Internet] [Thesis]. Unitec New Zealand; 2016. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10652/3692.

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

Council of Science Editors:

Shaw N. Supporting first-time middle leaders in New Zealand primary schools. [Thesis]. Unitec New Zealand; 2016. Available from: http://hdl.handle.net/10652/3692

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


Unitec New Zealand

17. Mauigoa, Sepora. Improving Pasifika achievement : Pasifika teachers’ expectations, experiences and perceptions of primary school leadership.

Degree: 2014, Unitec New Zealand

 Pasifika success in education has been identified as critical for the future of Aotearoa New Zealand. Although leadership has been identified as a key factor… (more)

Subjects/Keywords: Pasifika students; primary schools; student achievement; Pasifika teachers; school leadership; 130311 Pacific Peoples Education; 130304 Educational Administration, Management and Leadership; 130105 Primary Education (excl. Māori)

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APA (6th Edition):

Mauigoa, S. (2014). Improving Pasifika achievement : Pasifika teachers’ expectations, experiences and perceptions of primary school leadership. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/2589

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):

Mauigoa, Sepora. “Improving Pasifika achievement : Pasifika teachers’ expectations, experiences and perceptions of primary school leadership.” 2014. Thesis, Unitec New Zealand. Accessed September 23, 2019. http://hdl.handle.net/10652/2589.

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

MLA Handbook (7th Edition):

Mauigoa, Sepora. “Improving Pasifika achievement : Pasifika teachers’ expectations, experiences and perceptions of primary school leadership.” 2014. Web. 23 Sep 2019.

Vancouver:

Mauigoa S. Improving Pasifika achievement : Pasifika teachers’ expectations, experiences and perceptions of primary school leadership. [Internet] [Thesis]. Unitec New Zealand; 2014. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10652/2589.

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

Council of Science Editors:

Mauigoa S. Improving Pasifika achievement : Pasifika teachers’ expectations, experiences and perceptions of primary school leadership. [Thesis]. Unitec New Zealand; 2014. Available from: http://hdl.handle.net/10652/2589

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


Unitec New Zealand

18. Young, Daniel. The changing space of education : how can design elements and spaces be combined with contemporary educational pedagogy to develop highly effective, future focused, Innovative Learning Environments, in a primary school setting?.

Degree: 2015, Unitec New Zealand

 The New Zealand educational system is at the beginning of the largest redevelopment of educational infrastructure the country has ever undertaken. In 2013, the Minister… (more)

Subjects/Keywords: primary schools; school building design; Innovative Learning Environments (ILE); Christchurch (N.Z.); 130105 Primary Education (excl. Māori); 120104 Architectural Science and Technology (incl. Acoustics, Lighting, Structure and Ecologically Sustainable Design)

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APA (6th Edition):

Young, D. (2015). The changing space of education : how can design elements and spaces be combined with contemporary educational pedagogy to develop highly effective, future focused, Innovative Learning Environments, in a primary school setting?. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/3372

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):

Young, Daniel. “The changing space of education : how can design elements and spaces be combined with contemporary educational pedagogy to develop highly effective, future focused, Innovative Learning Environments, in a primary school setting?.” 2015. Thesis, Unitec New Zealand. Accessed September 23, 2019. http://hdl.handle.net/10652/3372.

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

MLA Handbook (7th Edition):

Young, Daniel. “The changing space of education : how can design elements and spaces be combined with contemporary educational pedagogy to develop highly effective, future focused, Innovative Learning Environments, in a primary school setting?.” 2015. Web. 23 Sep 2019.

Vancouver:

Young D. The changing space of education : how can design elements and spaces be combined with contemporary educational pedagogy to develop highly effective, future focused, Innovative Learning Environments, in a primary school setting?. [Internet] [Thesis]. Unitec New Zealand; 2015. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10652/3372.

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

Council of Science Editors:

Young D. The changing space of education : how can design elements and spaces be combined with contemporary educational pedagogy to develop highly effective, future focused, Innovative Learning Environments, in a primary school setting?. [Thesis]. Unitec New Zealand; 2015. Available from: http://hdl.handle.net/10652/3372

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


Unitec New Zealand

19. Seemar, Rashi. Home-school communication with Indian parents in New Zealand primary schools.

Degree: 2018, Unitec New Zealand

 RESEARCH QUESTIONS: 1. What are the expectations and experiences of Indian parents regarding home school communication practices in New Zealand? 2. What do parents believe… (more)

Subjects/Keywords: New Zealand; primary schools; Indian parents; migrants; parent-teacher communication; homework; migrant children; parents' perceptions; Indian migrants; 130105 Primary Education (excl. Māori); 130304 Educational Administration, Management and Leadership

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APA (6th Edition):

Seemar, R. (2018). Home-school communication with Indian parents in New Zealand primary schools. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/4456

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):

Seemar, Rashi. “Home-school communication with Indian parents in New Zealand primary schools.” 2018. Thesis, Unitec New Zealand. Accessed September 23, 2019. http://hdl.handle.net/10652/4456.

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

MLA Handbook (7th Edition):

Seemar, Rashi. “Home-school communication with Indian parents in New Zealand primary schools.” 2018. Web. 23 Sep 2019.

Vancouver:

Seemar R. Home-school communication with Indian parents in New Zealand primary schools. [Internet] [Thesis]. Unitec New Zealand; 2018. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10652/4456.

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

Council of Science Editors:

Seemar R. Home-school communication with Indian parents in New Zealand primary schools. [Thesis]. Unitec New Zealand; 2018. Available from: http://hdl.handle.net/10652/4456

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


Unitec New Zealand

20. Tetzlaff, Keith. The nature, leadership and development of senior leadership teams in New Zealand primary schools.

Degree: 2016, Unitec New Zealand

 Senior Leadership Teams are the most common permanent team found in New Zealand primary schools and the complex and changing role of the principal is… (more)

Subjects/Keywords: New Zealand; primary schools; senior leadership teams; educational leadership; team leadership; team performance; collaboration; 130304 Educational Administration, Management and Leadership; 130105 Primary Education (excl. Māori)

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

APA (6th Edition):

Tetzlaff, K. (2016). The nature, leadership and development of senior leadership teams in New Zealand primary schools. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/3509

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):

Tetzlaff, Keith. “The nature, leadership and development of senior leadership teams in New Zealand primary schools.” 2016. Thesis, Unitec New Zealand. Accessed September 23, 2019. http://hdl.handle.net/10652/3509.

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

MLA Handbook (7th Edition):

Tetzlaff, Keith. “The nature, leadership and development of senior leadership teams in New Zealand primary schools.” 2016. Web. 23 Sep 2019.

Vancouver:

Tetzlaff K. The nature, leadership and development of senior leadership teams in New Zealand primary schools. [Internet] [Thesis]. Unitec New Zealand; 2016. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10652/3509.

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

Council of Science Editors:

Tetzlaff K. The nature, leadership and development of senior leadership teams in New Zealand primary schools. [Thesis]. Unitec New Zealand; 2016. Available from: http://hdl.handle.net/10652/3509

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


Unitec New Zealand

21. Rigden, Sarah. The biophilic learning environment : an alternative to the current New Zealand Innovative Learning Environment model.

Degree: 2017, Unitec New Zealand

 ARCHITECTURAL QUESTION: How can architecture provide an alternative learning environment that inspires pedagogy and development through responding to the inbuilt human desire for an affiliation… (more)

Subjects/Keywords: Christchurch, New Zealand; primary schools; Innovative Learning Environments (ILE); personalised learning; biophilic design; architecture and nature; Christchurch 2010-2011 earthquakes; 120101 Architectural Design; 130105 Primary Education (excl. Māori)

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APA (6th Edition):

Rigden, S. (2017). The biophilic learning environment : an alternative to the current New Zealand Innovative Learning Environment model. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/4481

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):

Rigden, Sarah. “The biophilic learning environment : an alternative to the current New Zealand Innovative Learning Environment model.” 2017. Thesis, Unitec New Zealand. Accessed September 23, 2019. http://hdl.handle.net/10652/4481.

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

MLA Handbook (7th Edition):

Rigden, Sarah. “The biophilic learning environment : an alternative to the current New Zealand Innovative Learning Environment model.” 2017. Web. 23 Sep 2019.

Vancouver:

Rigden S. The biophilic learning environment : an alternative to the current New Zealand Innovative Learning Environment model. [Internet] [Thesis]. Unitec New Zealand; 2017. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10652/4481.

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

Council of Science Editors:

Rigden S. The biophilic learning environment : an alternative to the current New Zealand Innovative Learning Environment model. [Thesis]. Unitec New Zealand; 2017. Available from: http://hdl.handle.net/10652/4481

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


University of Canterbury

22. Allan, M. Te Ru Tamariki: A Study of Juniors Settling into School and Learning: Parent Report.

Degree: 2015, University of Canterbury

 In our study we are looking at how children cope with stress in their daily lives, especially during their time at school. To date, our… (more)

Subjects/Keywords: Field of Research::17 - Psychology and Cognitive Sciences::1701 - Psychology::170103 - Educational Psychology; Field of Research::13 - Education::1301 - Education Systems::130105 - Primary Education (excl. Māori)

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APA (6th Edition):

Allan, M. (2015). Te Ru Tamariki: A Study of Juniors Settling into School and Learning: Parent Report. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/15410

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):

Allan, M. “Te Ru Tamariki: A Study of Juniors Settling into School and Learning: Parent Report.” 2015. Thesis, University of Canterbury. Accessed September 23, 2019. http://hdl.handle.net/10092/15410.

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

MLA Handbook (7th Edition):

Allan, M. “Te Ru Tamariki: A Study of Juniors Settling into School and Learning: Parent Report.” 2015. Web. 23 Sep 2019.

Vancouver:

Allan M. Te Ru Tamariki: A Study of Juniors Settling into School and Learning: Parent Report. [Internet] [Thesis]. University of Canterbury; 2015. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10092/15410.

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

Council of Science Editors:

Allan M. Te Ru Tamariki: A Study of Juniors Settling into School and Learning: Parent Report. [Thesis]. University of Canterbury; 2015. Available from: http://hdl.handle.net/10092/15410

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


University of Canterbury

23. Boereboom JB. Starting school in New Zealand.

Degree: 2017, University of Canterbury

Subjects/Keywords: Field of Research::13 - Education::1301 - Education Systems::130105 - Primary Education (excl. Māori)

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APA (6th Edition):

JB, B. (2017). Starting school in New Zealand. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/15700

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):

JB, Boereboom. “Starting school in New Zealand.” 2017. Thesis, University of Canterbury. Accessed September 23, 2019. http://hdl.handle.net/10092/15700.

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

MLA Handbook (7th Edition):

JB, Boereboom. “Starting school in New Zealand.” 2017. Web. 23 Sep 2019.

Vancouver:

JB B. Starting school in New Zealand. [Internet] [Thesis]. University of Canterbury; 2017. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10092/15700.

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

Council of Science Editors:

JB B. Starting school in New Zealand. [Thesis]. University of Canterbury; 2017. Available from: http://hdl.handle.net/10092/15700

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


Central Queensland University

24. Aprile, KT. A frontline job from a ‘behind the scenes’ position: A case of teacher aides’ learning support work with middle school readers in Queensland.

Degree: 2017, Central Queensland University

Being ‘behind the scenes’ refers to teacher aides’ perceptions of their positioning in a schooling system under pressure for improved performance and achievement in reading… (more)

Subjects/Keywords: Social fields; Accountability; Role; Dispositions; Structuration theory; Learning needs; Reading literacy; Teacher aides; Middle years; 130313 Teacher Education and Professional Development of Educators; 130105 Primary Education (excl. Māori)

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APA (6th Edition):

Aprile, K. (2017). A frontline job from a ‘behind the scenes’ position: A case of teacher aides’ learning support work with middle school readers in Queensland. (Thesis). Central Queensland University. Retrieved from http://hdl.cqu.edu.au/10018/1229786

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):

Aprile, KT. “A frontline job from a ‘behind the scenes’ position: A case of teacher aides’ learning support work with middle school readers in Queensland.” 2017. Thesis, Central Queensland University. Accessed September 23, 2019. http://hdl.cqu.edu.au/10018/1229786.

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

MLA Handbook (7th Edition):

Aprile, KT. “A frontline job from a ‘behind the scenes’ position: A case of teacher aides’ learning support work with middle school readers in Queensland.” 2017. Web. 23 Sep 2019.

Vancouver:

Aprile K. A frontline job from a ‘behind the scenes’ position: A case of teacher aides’ learning support work with middle school readers in Queensland. [Internet] [Thesis]. Central Queensland University; 2017. [cited 2019 Sep 23]. Available from: http://hdl.cqu.edu.au/10018/1229786.

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

Council of Science Editors:

Aprile K. A frontline job from a ‘behind the scenes’ position: A case of teacher aides’ learning support work with middle school readers in Queensland. [Thesis]. Central Queensland University; 2017. Available from: http://hdl.cqu.edu.au/10018/1229786

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


Unitec New Zealand

25. Timu, Benjamin. St Pius X School Glenn Innes : matter tells space how to curve, space tells matter how to move.

Degree: 2018, Unitec New Zealand

 RESEARCH QUESTION: How can the architectural redevelopment of St Pius X School preserve and accommodate its unique spirit and culture? St Pius X School in… (more)

Subjects/Keywords: St Pius X School; Glenn Innes, Auckland; school architecture; school building design; Pasifika students; primary schools; primary students; community-school collaboration; community engagement; community centres; private schools; Catholic schools; 130105 Primary Education (excl. Māori); 130102 Early Childhood Education (excl. Māori); Tāngata o Te Moana-nui-a-Kiwa

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APA (6th Edition):

Timu, B. (2018). St Pius X School Glenn Innes : matter tells space how to curve, space tells matter how to move. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/4331

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):

Timu, Benjamin. “St Pius X School Glenn Innes : matter tells space how to curve, space tells matter how to move.” 2018. Thesis, Unitec New Zealand. Accessed September 23, 2019. http://hdl.handle.net/10652/4331.

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

MLA Handbook (7th Edition):

Timu, Benjamin. “St Pius X School Glenn Innes : matter tells space how to curve, space tells matter how to move.” 2018. Web. 23 Sep 2019.

Vancouver:

Timu B. St Pius X School Glenn Innes : matter tells space how to curve, space tells matter how to move. [Internet] [Thesis]. Unitec New Zealand; 2018. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10652/4331.

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

Council of Science Editors:

Timu B. St Pius X School Glenn Innes : matter tells space how to curve, space tells matter how to move. [Thesis]. Unitec New Zealand; 2018. Available from: http://hdl.handle.net/10652/4331

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


Unitec New Zealand

26. Saythongmany, Sisamouth. The benefits of keeping Hmong girls enrolled in primary education in Luang Prabang province of Lao People’s Democratic Republic (Lao PDR) : teachers and parents/guardians viewpoints and perspectives.

Degree: 2016, Unitec New Zealand

Primary schooling in Laos improved dramatically after Laos got full independence in 1975. The Ministry of Education and Sports (MoES) has expanded a number of… (more)

Subjects/Keywords: Xieng Ngeun district (Luang Prabang, Laos); female students; primary students; Hmong students; Lao language learning; teachers' perceptions; parents' perceptions; 130105 Primary Education (excl. Māori); 130307 Ethnic Education (excl. Aboriginal and Torres Strait Islander, Māori and Pacific Peoples)

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

APA (6th Edition):

Saythongmany, S. (2016). The benefits of keeping Hmong girls enrolled in primary education in Luang Prabang province of Lao People’s Democratic Republic (Lao PDR) : teachers and parents/guardians viewpoints and perspectives. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/3505

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):

Saythongmany, Sisamouth. “The benefits of keeping Hmong girls enrolled in primary education in Luang Prabang province of Lao People’s Democratic Republic (Lao PDR) : teachers and parents/guardians viewpoints and perspectives.” 2016. Thesis, Unitec New Zealand. Accessed September 23, 2019. http://hdl.handle.net/10652/3505.

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

MLA Handbook (7th Edition):

Saythongmany, Sisamouth. “The benefits of keeping Hmong girls enrolled in primary education in Luang Prabang province of Lao People’s Democratic Republic (Lao PDR) : teachers and parents/guardians viewpoints and perspectives.” 2016. Web. 23 Sep 2019.

Vancouver:

Saythongmany S. The benefits of keeping Hmong girls enrolled in primary education in Luang Prabang province of Lao People’s Democratic Republic (Lao PDR) : teachers and parents/guardians viewpoints and perspectives. [Internet] [Thesis]. Unitec New Zealand; 2016. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10652/3505.

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

Council of Science Editors:

Saythongmany S. The benefits of keeping Hmong girls enrolled in primary education in Luang Prabang province of Lao People’s Democratic Republic (Lao PDR) : teachers and parents/guardians viewpoints and perspectives. [Thesis]. Unitec New Zealand; 2016. Available from: http://hdl.handle.net/10652/3505

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


Unitec New Zealand

27. Long, Nilroath. Leadership development needs of Cambodian primary school principals and deputy principals.

Degree: 2015, Unitec New Zealand

 Senior school leaders in Cambodia are required to respond and cope with growing demands and expectations of relevant education stakeholders such as the Ministry of… (more)

Subjects/Keywords: Cambodia; primary schools; Cambodia. Ministry of Education, Youth and Sports (MoEYS); school leaders; primary school principals; school principals; deputy principals; leadership development; 130105 Primary Education (excl. Māori); 130313 Teacher Education and Professional Development of Educators; 130399 Specialist Studies in Education not elsewhere classified

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

APA (6th Edition):

Long, N. (2015). Leadership development needs of Cambodian primary school principals and deputy principals. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/3112

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):

Long, Nilroath. “Leadership development needs of Cambodian primary school principals and deputy principals.” 2015. Thesis, Unitec New Zealand. Accessed September 23, 2019. http://hdl.handle.net/10652/3112.

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

MLA Handbook (7th Edition):

Long, Nilroath. “Leadership development needs of Cambodian primary school principals and deputy principals.” 2015. Web. 23 Sep 2019.

Vancouver:

Long N. Leadership development needs of Cambodian primary school principals and deputy principals. [Internet] [Thesis]. Unitec New Zealand; 2015. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10652/3112.

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

Council of Science Editors:

Long N. Leadership development needs of Cambodian primary school principals and deputy principals. [Thesis]. Unitec New Zealand; 2015. Available from: http://hdl.handle.net/10652/3112

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


University of Canterbury

28. Surtees, N. "Who are you?": Same-gender parented families navigation of tensions around family diversity in early education settings.

Degree: School of Educational Studies and Human Development; University of Canterbury. School of Maori, Social and Cultural Studies in Education, 2009, University of Canterbury

 As children and their families engage with settings outside the home they encounter systems and structures in which prevalent norms and values can differ markedly… (more)

Subjects/Keywords: heteronormativity; same-gender parents; family diversity; early education settings; homophobia; inclusion; Field of Research::13 - Education::1301 - Education Systems::130102 - Early Childhood Education (excl. M?ori); Field of Research::13 - Education::1303 - Specialist Studies in Education::130308 - Gender, Sexuality and Education

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

APA (6th Edition):

Surtees, N. (2009). "Who are you?": Same-gender parented families navigation of tensions around family diversity in early education settings. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/4998

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):

Surtees, N. “"Who are you?": Same-gender parented families navigation of tensions around family diversity in early education settings.” 2009. Thesis, University of Canterbury. Accessed September 23, 2019. http://hdl.handle.net/10092/4998.

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

MLA Handbook (7th Edition):

Surtees, N. “"Who are you?": Same-gender parented families navigation of tensions around family diversity in early education settings.” 2009. Web. 23 Sep 2019.

Vancouver:

Surtees N. "Who are you?": Same-gender parented families navigation of tensions around family diversity in early education settings. [Internet] [Thesis]. University of Canterbury; 2009. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10092/4998.

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

Council of Science Editors:

Surtees N. "Who are you?": Same-gender parented families navigation of tensions around family diversity in early education settings. [Thesis]. University of Canterbury; 2009. Available from: http://hdl.handle.net/10092/4998

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


University of Canterbury

29. Rietveld, C.M. Early Childhood Inclusion: The Hidden Curriculum of Peer Relationships.

Degree: School of Educational Studies and Human Development, 2010, University of Canterbury

 Discrepancies have been known to occur between parents and teachers’ reports of inclusion and children’s actual experiences of inclusion. This qualitative study of 3 children… (more)

Subjects/Keywords: Inclusion; Early Childhood Education; Down Syndrome; Field of Research::13 - Education::1301 - Education Systems::130102 - Early Childhood Education (excl. M?ori); Field of Research::13 - Education::1303 - Specialist Studies in Education::130312 - Special Education and Disability

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

APA (6th Edition):

Rietveld, C. M. (2010). Early Childhood Inclusion: The Hidden Curriculum of Peer Relationships. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/5223

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):

Rietveld, C M. “Early Childhood Inclusion: The Hidden Curriculum of Peer Relationships.” 2010. Thesis, University of Canterbury. Accessed September 23, 2019. http://hdl.handle.net/10092/5223.

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

MLA Handbook (7th Edition):

Rietveld, C M. “Early Childhood Inclusion: The Hidden Curriculum of Peer Relationships.” 2010. Web. 23 Sep 2019.

Vancouver:

Rietveld CM. Early Childhood Inclusion: The Hidden Curriculum of Peer Relationships. [Internet] [Thesis]. University of Canterbury; 2010. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10092/5223.

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

Council of Science Editors:

Rietveld CM. Early Childhood Inclusion: The Hidden Curriculum of Peer Relationships. [Thesis]. University of Canterbury; 2010. Available from: http://hdl.handle.net/10092/5223

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


Unitec New Zealand

30. Wang, Qian. School ground greening : developing a model for comprehensive design with multiple benefits.

Degree: 2017, Unitec New Zealand

 RESEARCH QUESTION: How can the value of SGG projects be increased for all stakeholders and their communities through a co-design process? It is proposed that… (more)

Subjects/Keywords: Auckland, New Zealand; Royal Road Primary School (Massey, Auckland, N.Z.); Enviroschools Programme (N.Z.); school grounds; sustainability education; greening schools; school ground greening; primary schools; co-design; children; landscape architecture; 130105 Primary Education (excl. Māori); 050203 Environmental Education and Extension

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

APA (6th Edition):

Wang, Q. (2017). School ground greening : developing a model for comprehensive design with multiple benefits. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/4381

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):

Wang, Qian. “School ground greening : developing a model for comprehensive design with multiple benefits.” 2017. Thesis, Unitec New Zealand. Accessed September 23, 2019. http://hdl.handle.net/10652/4381.

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

MLA Handbook (7th Edition):

Wang, Qian. “School ground greening : developing a model for comprehensive design with multiple benefits.” 2017. Web. 23 Sep 2019.

Vancouver:

Wang Q. School ground greening : developing a model for comprehensive design with multiple benefits. [Internet] [Thesis]. Unitec New Zealand; 2017. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10652/4381.

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

Council of Science Editors:

Wang Q. School ground greening : developing a model for comprehensive design with multiple benefits. [Thesis]. Unitec New Zealand; 2017. Available from: http://hdl.handle.net/10652/4381

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

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