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You searched for subject:(Field of Research 13 Education 1301 Education Systems 130105 Primary Education excl M ori ). Showing records 1 – 30 of 468353 total matches.

[1] [2] [3] [4] [5] … [15612]

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University of Canterbury

1. 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 October 19, 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. 19 Oct 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 Oct 19]. 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


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 October 19, 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. 19 Oct 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 Oct 19]. 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


University of Canterbury

3. 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 October 19, 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. 19 Oct 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 Oct 19]. 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

4. Wenmoth, D. Primary and Secondary Virtual Learning in New Zealand: Examining the Process of Achieving Maturity.

Degree: School of Educational Studies and Leadership, 2016, University of Canterbury

 This paper describes the organizational development of virtual learning in networked rural and other schools in New Zealand in 2011, specifically the obstacles that e-learning… (more)

Subjects/Keywords: Field of Research::13 - Education::1301 - Education Systems::130105 - Primary Education (excl. Māori); Field of Research::13 - Education::1301 - Education Systems::130106 - Secondary Education; Field of Research::13 - Education::1303 - Specialist Studies in Education::130306 - Educational Technology and Computing

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

APA (6th Edition):

Wenmoth, D. (2016). Primary and Secondary Virtual Learning in New Zealand: Examining the Process of Achieving Maturity. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/12953

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):

Wenmoth, D. “Primary and Secondary Virtual Learning in New Zealand: Examining the Process of Achieving Maturity.” 2016. Thesis, University of Canterbury. Accessed October 19, 2019. http://hdl.handle.net/10092/12953.

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

MLA Handbook (7th Edition):

Wenmoth, D. “Primary and Secondary Virtual Learning in New Zealand: Examining the Process of Achieving Maturity.” 2016. Web. 19 Oct 2019.

Vancouver:

Wenmoth D. Primary and Secondary Virtual Learning in New Zealand: Examining the Process of Achieving Maturity. [Internet] [Thesis]. University of Canterbury; 2016. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10092/12953.

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

Council of Science Editors:

Wenmoth D. Primary and Secondary Virtual Learning in New Zealand: Examining the Process of Achieving Maturity. [Thesis]. University of Canterbury; 2016. Available from: http://hdl.handle.net/10092/12953

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


University of Canterbury

5. Harris L. Visibility of language diversity in the educational settings of 4 to 6-year-old multilingual children: Visibility of language diversity in the educational settings of 4 to 6-year-olds.

Degree: 2019, University of Canterbury

 An important way to value and support language diversity and multilingualism is to include children’s languages and related cultural artefacts in their linguistic landscapes. Languages… (more)

Subjects/Keywords: Field of Research::20 - Language, Communication and Culture::2004 - Linguistics::200401 - Applied Linguistics and Educational Linguistics; Field of Research::13 - Education::1301 - Education Systems::130102 - Early Childhood Education (excl. Māori); Field of Research::13 - Education::1301 - Education Systems::130105 - Primary Education (excl. Māori)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

L, H. (2019). Visibility of language diversity in the educational settings of 4 to 6-year-old multilingual children: Visibility of language diversity in the educational settings of 4 to 6-year-olds. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/17020

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):

L, Harris. “Visibility of language diversity in the educational settings of 4 to 6-year-old multilingual children: Visibility of language diversity in the educational settings of 4 to 6-year-olds.” 2019. Thesis, University of Canterbury. Accessed October 19, 2019. http://hdl.handle.net/10092/17020.

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

MLA Handbook (7th Edition):

L, Harris. “Visibility of language diversity in the educational settings of 4 to 6-year-old multilingual children: Visibility of language diversity in the educational settings of 4 to 6-year-olds.” 2019. Web. 19 Oct 2019.

Vancouver:

L H. Visibility of language diversity in the educational settings of 4 to 6-year-old multilingual children: Visibility of language diversity in the educational settings of 4 to 6-year-olds. [Internet] [Thesis]. University of Canterbury; 2019. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10092/17020.

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

Council of Science Editors:

L H. Visibility of language diversity in the educational settings of 4 to 6-year-old multilingual children: Visibility of language diversity in the educational settings of 4 to 6-year-olds. [Thesis]. University of Canterbury; 2019. Available from: http://hdl.handle.net/10092/17020

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


University of Canterbury

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

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 October 19, 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. 19 Oct 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 Oct 19]. 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

7. 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)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 October 19, 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. 19 Oct 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 Oct 19]. 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

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

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 October 19, 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. 19 Oct 2019.

Vancouver:

JB B. Starting school in New Zealand. [Internet] [Thesis]. University of Canterbury; 2017. [cited 2019 Oct 19]. 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


University of Canterbury

9. Hunia, M. Toitu te Reo: Evaluation of Taiki E!, Haumi E!, Toi te Kupu and Eke Panuku.

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

 This evaluative study, Toitu te Reo: Evaluation of Taiki E!, Haumi E!, Toi te Kupu and Eke Panuku, provides a critical evaluation for the Ministry… (more)

Subjects/Keywords: Field of Research::13 - Education::1301 - Education Systems::130104 - Kura Kaupapa Maori (Maori Primary Education); Field of Research::13 - Education::1301 - Education Systems::130107 - Te Wh?riki (M?ori Early Childhood Education)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hunia, M. (2010). Toitu te Reo: Evaluation of Taiki E!, Haumi E!, Toi te Kupu and Eke Panuku. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/5089

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):

Hunia, M. “Toitu te Reo: Evaluation of Taiki E!, Haumi E!, Toi te Kupu and Eke Panuku.” 2010. Thesis, University of Canterbury. Accessed October 19, 2019. http://hdl.handle.net/10092/5089.

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

MLA Handbook (7th Edition):

Hunia, M. “Toitu te Reo: Evaluation of Taiki E!, Haumi E!, Toi te Kupu and Eke Panuku.” 2010. Web. 19 Oct 2019.

Vancouver:

Hunia M. Toitu te Reo: Evaluation of Taiki E!, Haumi E!, Toi te Kupu and Eke Panuku. [Internet] [Thesis]. University of Canterbury; 2010. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10092/5089.

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

Council of Science Editors:

Hunia M. Toitu te Reo: Evaluation of Taiki E!, Haumi E!, Toi te Kupu and Eke Panuku. [Thesis]. University of Canterbury; 2010. Available from: http://hdl.handle.net/10092/5089

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


University of Canterbury

10. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 October 19, 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. 19 Oct 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 Oct 19]. 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

11. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 October 19, 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. 19 Oct 2019.

Vancouver:

Rietveld CM. Early Childhood Inclusion: The Hidden Curriculum of Peer Relationships. [Internet] [Thesis]. University of Canterbury; 2010. [cited 2019 Oct 19]. 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


University of Canterbury

12. Grimley, M. Where has all the physical education gone? Results of a generalist primary schools teachers' survey on teaching physical education.

Degree: School of Educational Studies and Human Development, 2011, University of Canterbury

 Concerns about low levels of children’s physical activity and motor skill development, prompted the Ministry of Education to trial a physical activity pilot project (PAPP)… (more)

Subjects/Keywords: children; physical education; primary school; teaching; Field of Research::13 - Education::1302 - Curriculum and Pedagogy::130210 - Physical Education and Development Curriculum and Pedagogy; Field of Research::13 - Education::1301 - Education Systems::130105 - Primary Education (excl. Māori)

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

APA (6th Edition):

Grimley, M. (2011). Where has all the physical education gone? Results of a generalist primary schools teachers' survey on teaching physical education. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/6140

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):

Grimley, M. “Where has all the physical education gone? Results of a generalist primary schools teachers' survey on teaching physical education.” 2011. Thesis, University of Canterbury. Accessed October 19, 2019. http://hdl.handle.net/10092/6140.

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

MLA Handbook (7th Edition):

Grimley, M. “Where has all the physical education gone? Results of a generalist primary schools teachers' survey on teaching physical education.” 2011. Web. 19 Oct 2019.

Vancouver:

Grimley M. Where has all the physical education gone? Results of a generalist primary schools teachers' survey on teaching physical education. [Internet] [Thesis]. University of Canterbury; 2011. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10092/6140.

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

Council of Science Editors:

Grimley M. Where has all the physical education gone? Results of a generalist primary schools teachers' survey on teaching physical education. [Thesis]. University of Canterbury; 2011. Available from: http://hdl.handle.net/10092/6140

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


University of Canterbury

13. Mackey J. Bring your own device (BYOD) and teacher pedagogy in a New Zealand primary school.

Degree: 2017, University of Canterbury

 The practice of students bringing their own mobile devices (BYOD) to school is increasingly being used to leverage digital learning opportunities in New Zealand schools.… (more)

Subjects/Keywords: BYOD; case study; pedagogy; SAMR model; Field of Research::13 - Education::1303 - Specialist Studies in Education::130306 - Educational Technology and Computing; Field of Research::13 - Education::1302 - Curriculum and Pedagogy::130202 - Curriculum and Pedagogy Theory and Development; Field of Research::13 - Education::1301 - Education Systems::130105 - Primary Education (excl. Māori)

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APA (6th Edition):

J, M. (2017). Bring your own device (BYOD) and teacher pedagogy in a New Zealand primary school. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/15384

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):

J, Mackey. “Bring your own device (BYOD) and teacher pedagogy in a New Zealand primary school.” 2017. Thesis, University of Canterbury. Accessed October 19, 2019. http://hdl.handle.net/10092/15384.

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

MLA Handbook (7th Edition):

J, Mackey. “Bring your own device (BYOD) and teacher pedagogy in a New Zealand primary school.” 2017. Web. 19 Oct 2019.

Vancouver:

J M. Bring your own device (BYOD) and teacher pedagogy in a New Zealand primary school. [Internet] [Thesis]. University of Canterbury; 2017. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10092/15384.

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

Council of Science Editors:

J M. Bring your own device (BYOD) and teacher pedagogy in a New Zealand primary school. [Thesis]. University of Canterbury; 2017. Available from: http://hdl.handle.net/10092/15384

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


University of Canterbury

14. Skerrett, M. Te tirohanga whakamuri, te anga whakamua - Past locus, future focus.

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

 The project was designed so as to explore, from the perspectives of key people instrumental to the change, the rapid expansion and growth of early… (more)

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

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APA (6th Edition):

Skerrett, M. (2010). Te tirohanga whakamuri, te anga whakamua - Past locus, future focus. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/5771

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. “Te tirohanga whakamuri, te anga whakamua - Past locus, future focus.” 2010. Thesis, University of Canterbury. Accessed October 19, 2019. http://hdl.handle.net/10092/5771.

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. “Te tirohanga whakamuri, te anga whakamua - Past locus, future focus.” 2010. Web. 19 Oct 2019.

Vancouver:

Skerrett M. Te tirohanga whakamuri, te anga whakamua - Past locus, future focus. [Internet] [Thesis]. University of Canterbury; 2010. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10092/5771.

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. Te tirohanga whakamuri, te anga whakamua - Past locus, future focus. [Thesis]. University of Canterbury; 2010. Available from: http://hdl.handle.net/10092/5771

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


University of Canterbury

15. Teschers C. Playing with philosophy: Gestures, life-performance, P4C and an art of living.

Degree: 2017, University of Canterbury

 It can hardly be denied that play is an important tool for the development and socialisation of children. In this article we argue that through… (more)

Subjects/Keywords: P4C; art of living; gestures; life-performance; CoI; drama education; Field of Research::22 - Philosophy and Religious Studies::2203 - Philosophy::220319 - Social Philosophy; Field of Research::13 - Education::1301 - Education Systems::130105 - Primary Education (excl. Māori); Field of Research::13 - Education::1303 - Specialist Studies in Education::130309 - Learning Sciences; Field of Research::19 - Studies in the Creative Arts and Writing::1904 - Performing Arts and Creative Writing::190404 - Drama, Theatre and Performance Studies

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APA (6th Edition):

C, T. (2017). Playing with philosophy: Gestures, life-performance, P4C and an art of living. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/15122

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):

C, Teschers. “Playing with philosophy: Gestures, life-performance, P4C and an art of living.” 2017. Thesis, University of Canterbury. Accessed October 19, 2019. http://hdl.handle.net/10092/15122.

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

MLA Handbook (7th Edition):

C, Teschers. “Playing with philosophy: Gestures, life-performance, P4C and an art of living.” 2017. Web. 19 Oct 2019.

Vancouver:

C T. Playing with philosophy: Gestures, life-performance, P4C and an art of living. [Internet] [Thesis]. University of Canterbury; 2017. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10092/15122.

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

Council of Science Editors:

C T. Playing with philosophy: Gestures, life-performance, P4C and an art of living. [Thesis]. University of Canterbury; 2017. Available from: http://hdl.handle.net/10092/15122

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


University of Canterbury

16. Liberty K. Juniors Settling Into School Annual Report for [school name removed].

Degree: 2014, University of Canterbury

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):

K, L. (2014). Juniors Settling Into School Annual Report for [school name removed]. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/15407

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):

K, Liberty. “Juniors Settling Into School Annual Report for [school name removed].” 2014. Thesis, University of Canterbury. Accessed October 19, 2019. http://hdl.handle.net/10092/15407.

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

MLA Handbook (7th Edition):

K, Liberty. “Juniors Settling Into School Annual Report for [school name removed].” 2014. Web. 19 Oct 2019.

Vancouver:

K L. Juniors Settling Into School Annual Report for [school name removed]. [Internet] [Thesis]. University of Canterbury; 2014. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10092/15407.

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

Council of Science Editors:

K L. Juniors Settling Into School Annual Report for [school name removed]. [Thesis]. University of Canterbury; 2014. Available from: http://hdl.handle.net/10092/15407

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


University of Canterbury

17. Surtees, N. Including diverse families: Reframing relatedness, intimacy and care in early childhood education.

Degree: School of Educational Studies and Leadership, 2015, University of Canterbury

 Within a context of changing possibilities for same-sex and heterosexual relationships, lesbians and gay men are creating novel family forms; their non-traditional conception and parenthood… (more)

Subjects/Keywords: Field of Research::13 - Education::1301 - Education Systems::130102 - Early Childhood Education (excl. Māori); Field of Research::13 - Education::1303 - Specialist Studies in Education::130308 - Gender, Sexuality and Education

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APA (6th Edition):

Surtees, N. (2015). Including diverse families: Reframing relatedness, intimacy and care in early childhood education. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/12955

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. “Including diverse families: Reframing relatedness, intimacy and care in early childhood education.” 2015. Thesis, University of Canterbury. Accessed October 19, 2019. http://hdl.handle.net/10092/12955.

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. “Including diverse families: Reframing relatedness, intimacy and care in early childhood education.” 2015. Web. 19 Oct 2019.

Vancouver:

Surtees N. Including diverse families: Reframing relatedness, intimacy and care in early childhood education. [Internet] [Thesis]. University of Canterbury; 2015. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10092/12955.

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. Including diverse families: Reframing relatedness, intimacy and care in early childhood education. [Thesis]. University of Canterbury; 2015. Available from: http://hdl.handle.net/10092/12955

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


University of Canterbury

18. Rietveld, C.M. Starting preschool: How do children with and without Down Syndrome become valued members of peer Groups?.

Degree: School of Educational Studies and Human Development, 2007, University of Canterbury

 The purpose of this study was to investigate the process of transition from home to early childhood centre or playgroup for three children with and… (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 (6th Edition):

Rietveld, C. M. (2007). Starting preschool: How do children with and without Down Syndrome become valued members of peer Groups?. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/5200

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. “Starting preschool: How do children with and without Down Syndrome become valued members of peer Groups?.” 2007. Thesis, University of Canterbury. Accessed October 19, 2019. http://hdl.handle.net/10092/5200.

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. “Starting preschool: How do children with and without Down Syndrome become valued members of peer Groups?.” 2007. Web. 19 Oct 2019.

Vancouver:

Rietveld CM. Starting preschool: How do children with and without Down Syndrome become valued members of peer Groups?. [Internet] [Thesis]. University of Canterbury; 2007. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10092/5200.

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. Starting preschool: How do children with and without Down Syndrome become valued members of peer Groups?. [Thesis]. University of Canterbury; 2007. Available from: http://hdl.handle.net/10092/5200

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


University of Canterbury

19. O'Steen, B. They saved our city and changed our university.

Degree: School of Educational Studies and Leadership, 2015, University of Canterbury

 Prior to the devastating 2010 and 2011 earthquakes in Christchurch, New Zealand, the University of Canterbury (UC) was renowned for its graduates’ academic preparation and… (more)

Subjects/Keywords: Field of Research::13 - Education::1301 - Education Systems::130103 - Higher Education

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APA (6th Edition):

O'Steen, B. (2015). They saved our city and changed our university. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/12619

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

Chicago Manual of Style (16th Edition):

O'Steen, B. “They saved our city and changed our university.” 2015. Thesis, University of Canterbury. Accessed October 19, 2019. http://hdl.handle.net/10092/12619.

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

MLA Handbook (7th Edition):

O'Steen, B. “They saved our city and changed our university.” 2015. Web. 19 Oct 2019.

Vancouver:

O'Steen B. They saved our city and changed our university. [Internet] [Thesis]. University of Canterbury; 2015. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10092/12619.

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

Council of Science Editors:

O'Steen B. They saved our city and changed our university. [Thesis]. University of Canterbury; 2015. Available from: http://hdl.handle.net/10092/12619

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


University of Canterbury

20. O'Steen, B. Location, location, location: How local research at the University of Canterbury in New Zealand was used to make service-learning a graduation requirement.

Degree: School of Educational Studies and Leadership, 2015, University of Canterbury

Despite over 40 years of service-learning research that demonstrates positive impacts on students’ learning and civic engagement at university, its institutional adoption as a graduation requirement is rare . A case study of the University of Canterbury suggests that credible, local research is the most effective argument for institutional change.

Subjects/Keywords: Field of Research::13 - Education::1301 - Education Systems::130103 - Higher Education

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

APA (6th Edition):

O'Steen, B. (2015). Location, location, location: How local research at the University of Canterbury in New Zealand was used to make service-learning a graduation requirement. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/12620

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

Chicago Manual of Style (16th Edition):

O'Steen, B. “Location, location, location: How local research at the University of Canterbury in New Zealand was used to make service-learning a graduation requirement.” 2015. Thesis, University of Canterbury. Accessed October 19, 2019. http://hdl.handle.net/10092/12620.

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

MLA Handbook (7th Edition):

O'Steen, B. “Location, location, location: How local research at the University of Canterbury in New Zealand was used to make service-learning a graduation requirement.” 2015. Web. 19 Oct 2019.

Vancouver:

O'Steen B. Location, location, location: How local research at the University of Canterbury in New Zealand was used to make service-learning a graduation requirement. [Internet] [Thesis]. University of Canterbury; 2015. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10092/12620.

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

Council of Science Editors:

O'Steen B. Location, location, location: How local research at the University of Canterbury in New Zealand was used to make service-learning a graduation requirement. [Thesis]. University of Canterbury; 2015. Available from: http://hdl.handle.net/10092/12620

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


University of Canterbury

21. Roberts, P. Academic Dystopia: Knowledge, Performativity and Tertiary Education.

Degree: School of Educational Studies and Leadership, 2013, University of Canterbury

 This will be my task in the present article. I examine developments in tertiary education and research policy in New Zealand, paying particular attention to… (more)

Subjects/Keywords: Field of Research::13 - Education::1301 - Education Systems::130103 - Higher Education

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APA (6th Edition):

Roberts, P. (2013). Academic Dystopia: Knowledge, Performativity and Tertiary Education. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/8703

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):

Roberts, P. “Academic Dystopia: Knowledge, Performativity and Tertiary Education.” 2013. Thesis, University of Canterbury. Accessed October 19, 2019. http://hdl.handle.net/10092/8703.

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

MLA Handbook (7th Edition):

Roberts, P. “Academic Dystopia: Knowledge, Performativity and Tertiary Education.” 2013. Web. 19 Oct 2019.

Vancouver:

Roberts P. Academic Dystopia: Knowledge, Performativity and Tertiary Education. [Internet] [Thesis]. University of Canterbury; 2013. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10092/8703.

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

Council of Science Editors:

Roberts P. Academic Dystopia: Knowledge, Performativity and Tertiary Education. [Thesis]. University of Canterbury; 2013. Available from: http://hdl.handle.net/10092/8703

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


University of Canterbury

22. Wordsworth, R. Teaching Through 10,000 Earthquakes: Constructive Practice for Instructors in a Post-disaster Environment.

Degree: Management, Marketing, and Entrepreneurship, 2013, University of Canterbury

 The authors describe their experiences of teaching through a series of major earthquakes and the lessons learned regarding sustaining teaching and learning through an ongoing… (more)

Subjects/Keywords: Field of Research::13 - Education::1301 - Education Systems::130103 - Higher Education

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APA (6th Edition):

Wordsworth, R. (2013). Teaching Through 10,000 Earthquakes: Constructive Practice for Instructors in a Post-disaster Environment. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/9005

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):

Wordsworth, R. “Teaching Through 10,000 Earthquakes: Constructive Practice for Instructors in a Post-disaster Environment.” 2013. Thesis, University of Canterbury. Accessed October 19, 2019. http://hdl.handle.net/10092/9005.

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

MLA Handbook (7th Edition):

Wordsworth, R. “Teaching Through 10,000 Earthquakes: Constructive Practice for Instructors in a Post-disaster Environment.” 2013. Web. 19 Oct 2019.

Vancouver:

Wordsworth R. Teaching Through 10,000 Earthquakes: Constructive Practice for Instructors in a Post-disaster Environment. [Internet] [Thesis]. University of Canterbury; 2013. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10092/9005.

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

Council of Science Editors:

Wordsworth R. Teaching Through 10,000 Earthquakes: Constructive Practice for Instructors in a Post-disaster Environment. [Thesis]. University of Canterbury; 2013. Available from: http://hdl.handle.net/10092/9005

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


University of Canterbury

23. Macartney, B. Introducing Aotearoa - New Zealand’s National early childhood curriculum Te Whaariki as an ethics-based approach to education.

Degree: School of Educational Studies and Human Development, 2011, University of Canterbury

 In this paper I introduce Te Whaariki, Aotearoa-New Zealand’s early childhood education curriculum document (Ministry of Education, 1996, p. 70). I consider how Te Whaariki… (more)

Subjects/Keywords: Field of Research::13 - Education::1301 - Education Systems::130102 - Early Childhood Education (excl. Māori); Field of Research::13 - Education::1302 - Curriculum and Pedagogy

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APA (6th Edition):

Macartney, B. (2011). Introducing Aotearoa - New Zealand’s National early childhood curriculum Te Whaariki as an ethics-based approach to education. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/6139

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):

Macartney, B. “Introducing Aotearoa - New Zealand’s National early childhood curriculum Te Whaariki as an ethics-based approach to education.” 2011. Thesis, University of Canterbury. Accessed October 19, 2019. http://hdl.handle.net/10092/6139.

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

MLA Handbook (7th Edition):

Macartney, B. “Introducing Aotearoa - New Zealand’s National early childhood curriculum Te Whaariki as an ethics-based approach to education.” 2011. Web. 19 Oct 2019.

Vancouver:

Macartney B. Introducing Aotearoa - New Zealand’s National early childhood curriculum Te Whaariki as an ethics-based approach to education. [Internet] [Thesis]. University of Canterbury; 2011. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10092/6139.

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

Council of Science Editors:

Macartney B. Introducing Aotearoa - New Zealand’s National early childhood curriculum Te Whaariki as an ethics-based approach to education. [Thesis]. University of Canterbury; 2011. Available from: http://hdl.handle.net/10092/6139

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


University of Canterbury

24. Fickel L. Leading change for future focused learning in Innovative Learning Environments.

Degree: 2017, University of Canterbury

Subjects/Keywords: Field of Research::13 - Education::1303 - Specialist Studies in Education::130306 - Educational Technology and Computing; Field of Research::13 - Education::1301 - Education Systems::130104 - Kura Kaupapa Māori (Māori Primary Education); Field of Research::13 - Education::1301 - Education Systems::130105 - Primary Education (excl. Māori)

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APA (6th Edition):

L, F. (2017). Leading change for future focused learning in Innovative Learning Environments. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/13704

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):

L, Fickel. “Leading change for future focused learning in Innovative Learning Environments.” 2017. Thesis, University of Canterbury. Accessed October 19, 2019. http://hdl.handle.net/10092/13704.

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

MLA Handbook (7th Edition):

L, Fickel. “Leading change for future focused learning in Innovative Learning Environments.” 2017. Web. 19 Oct 2019.

Vancouver:

L F. Leading change for future focused learning in Innovative Learning Environments. [Internet] [Thesis]. University of Canterbury; 2017. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10092/13704.

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

Council of Science Editors:

L F. Leading change for future focused learning in Innovative Learning Environments. [Thesis]. University of Canterbury; 2017. Available from: http://hdl.handle.net/10092/13704

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


University of Canterbury

25. Lovett, S. Early career teachers: Messages from the teachers of Promise Study.

Degree: School of Educational Studies and Human Development, 2012, University of Canterbury

Subjects/Keywords: Field of Research::13 - Education::1303 - Specialist Studies in Education::130313 - Teacher Education and Professional Development of Educators; Field of Research::13 - Education::1301 - Education Systems::130105 - Primary Education (excl. Māori); Field of Research::13 - Education::1301 - Education Systems::130106 - Secondary Education

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APA (6th Edition):

Lovett, S. (2012). Early career teachers: Messages from the teachers of Promise Study. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/7386

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):

Lovett, S. “Early career teachers: Messages from the teachers of Promise Study.” 2012. Thesis, University of Canterbury. Accessed October 19, 2019. http://hdl.handle.net/10092/7386.

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

MLA Handbook (7th Edition):

Lovett, S. “Early career teachers: Messages from the teachers of Promise Study.” 2012. Web. 19 Oct 2019.

Vancouver:

Lovett S. Early career teachers: Messages from the teachers of Promise Study. [Internet] [Thesis]. University of Canterbury; 2012. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10092/7386.

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

Council of Science Editors:

Lovett S. Early career teachers: Messages from the teachers of Promise Study. [Thesis]. University of Canterbury; 2012. Available from: http://hdl.handle.net/10092/7386

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


University of Canterbury

26. Lovett S. How can teacher leadership become the norm in schools?.

Degree: 2018, University of Canterbury

Subjects/Keywords: Field of Research::13 - Education::1303 - Specialist Studies in Education::130304 - Educational Administration, Management and Leadership; Field of Research::13 - Education::1301 - Education Systems::130105 - Primary Education (excl. Māori); Field of Research::13 - Education::1301 - Education Systems::130106 - Secondary Education

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

APA (6th Edition):

S, L. (2018). How can teacher leadership become the norm in schools?. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/16077

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):

S, Lovett. “How can teacher leadership become the norm in schools?.” 2018. Thesis, University of Canterbury. Accessed October 19, 2019. http://hdl.handle.net/10092/16077.

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

MLA Handbook (7th Edition):

S, Lovett. “How can teacher leadership become the norm in schools?.” 2018. Web. 19 Oct 2019.

Vancouver:

S L. How can teacher leadership become the norm in schools?. [Internet] [Thesis]. University of Canterbury; 2018. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10092/16077.

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

Council of Science Editors:

S L. How can teacher leadership become the norm in schools?. [Thesis]. University of Canterbury; 2018. Available from: http://hdl.handle.net/10092/16077

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


University of Canterbury

27. Gomes, D. A intervenção do Estado no ensino comercial: o caso da Aula do Comércio, 1759 (II) (State Intervention in Commercial Education: The Case of the Portuguese School of Commerce, 1759 (II)).

Degree: Department of Accounting and Information Systems, 2010, University of Canterbury

 Terá sido a Aula do Comércio portuguesa a primeira escola oficial a oferecer instrução formal em comércio, onde se incluía o ensino das partidas dobradas… (more)

Subjects/Keywords: Field of Research::13 - Education::1301 - Education Systems

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

APA (6th Edition):

Gomes, D. (2010). A intervenção do Estado no ensino comercial: o caso da Aula do Comércio, 1759 (II) (State Intervention in Commercial Education: The Case of the Portuguese School of Commerce, 1759 (II)). (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/5907

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):

Gomes, D. “A intervenção do Estado no ensino comercial: o caso da Aula do Comércio, 1759 (II) (State Intervention in Commercial Education: The Case of the Portuguese School of Commerce, 1759 (II)).” 2010. Thesis, University of Canterbury. Accessed October 19, 2019. http://hdl.handle.net/10092/5907.

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

MLA Handbook (7th Edition):

Gomes, D. “A intervenção do Estado no ensino comercial: o caso da Aula do Comércio, 1759 (II) (State Intervention in Commercial Education: The Case of the Portuguese School of Commerce, 1759 (II)).” 2010. Web. 19 Oct 2019.

Vancouver:

Gomes D. A intervenção do Estado no ensino comercial: o caso da Aula do Comércio, 1759 (II) (State Intervention in Commercial Education: The Case of the Portuguese School of Commerce, 1759 (II)). [Internet] [Thesis]. University of Canterbury; 2010. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10092/5907.

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

Council of Science Editors:

Gomes D. A intervenção do Estado no ensino comercial: o caso da Aula do Comércio, 1759 (II) (State Intervention in Commercial Education: The Case of the Portuguese School of Commerce, 1759 (II)). [Thesis]. University of Canterbury; 2010. Available from: http://hdl.handle.net/10092/5907

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


University of Canterbury

28. McKenzie, J. Wild Children in Wild Classrooms.

Degree: School of Teacher Education, 2015, University of Canterbury

Subjects/Keywords: Field of Research::13 - Education::1301 - Education Systems::130105 - Primary Education (excl. Māori); Field of Research::13 - Education::1302 - Curriculum and Pedagogy::130202 - Curriculum and Pedagogy Theory and Development

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

APA (6th Edition):

McKenzie, J. (2015). Wild Children in Wild Classrooms. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/12957

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):

McKenzie, J. “Wild Children in Wild Classrooms.” 2015. Thesis, University of Canterbury. Accessed October 19, 2019. http://hdl.handle.net/10092/12957.

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

MLA Handbook (7th Edition):

McKenzie, J. “Wild Children in Wild Classrooms.” 2015. Web. 19 Oct 2019.

Vancouver:

McKenzie J. Wild Children in Wild Classrooms. [Internet] [Thesis]. University of Canterbury; 2015. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10092/12957.

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

Council of Science Editors:

McKenzie J. Wild Children in Wild Classrooms. [Thesis]. University of Canterbury; 2015. Available from: http://hdl.handle.net/10092/12957

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


University of Canterbury

29. Rau, C. Countercolonial Unveiling of Neoliberal Discourses in Aotearoa New Zealand.

Degree: School of Teacher Education, 2014, University of Canterbury

 In this paper, we traverse both historical and contemporary discourses pertaining to early childhood care and education in Aotearoa New Zealand, offering a genealogical discursive… (more)

Subjects/Keywords: early childhood care and education; indigenous education; colonisation; neoliberalism; Field of Research::13 - Education::1301 - Education Systems::130102 - Early Childhood Education (excl. Māori); Field of Research::13 - Education::1301 - Education Systems::130107 - Te Whāriki (Māori Early Childhood Education)

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APA (6th Edition):

Rau, C. (2014). Countercolonial Unveiling of Neoliberal Discourses in Aotearoa New Zealand. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/10035

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):

Rau, C. “Countercolonial Unveiling of Neoliberal Discourses in Aotearoa New Zealand.” 2014. Thesis, University of Canterbury. Accessed October 19, 2019. http://hdl.handle.net/10092/10035.

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

MLA Handbook (7th Edition):

Rau, C. “Countercolonial Unveiling of Neoliberal Discourses in Aotearoa New Zealand.” 2014. Web. 19 Oct 2019.

Vancouver:

Rau C. Countercolonial Unveiling of Neoliberal Discourses in Aotearoa New Zealand. [Internet] [Thesis]. University of Canterbury; 2014. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10092/10035.

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

Council of Science Editors:

Rau C. Countercolonial Unveiling of Neoliberal Discourses in Aotearoa New Zealand. [Thesis]. University of Canterbury; 2014. Available from: http://hdl.handle.net/10092/10035

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


University of Canterbury

30. Davis, N.E. Evolving Resilience Through e-Learning: An Emerging Case Study of Change in Initial Teacher Education Programmes as a Result of Seismic Events.

Degree: School of Educational Studies and Leadership, 2014, University of Canterbury

 Change can be viewed as an evolutionary process in which the educators and their organisations are co-evolving with digital technologies (Davis, Eickelmann, & Zaka, 2013)… (more)

Subjects/Keywords: Field of Research::13 - Education::1301 - Education Systems::130103 - Higher Education; Field of Research::08 - Information and Computing Sciences::0805 - Distributed Computing::080505 - Web Technologies (excl. Web Search)

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

APA (6th Edition):

Davis, N. E. (2014). Evolving Resilience Through e-Learning: An Emerging Case Study of Change in Initial Teacher Education Programmes as a Result of Seismic Events. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/12640

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

Chicago Manual of Style (16th Edition):

Davis, N E. “Evolving Resilience Through e-Learning: An Emerging Case Study of Change in Initial Teacher Education Programmes as a Result of Seismic Events.” 2014. Thesis, University of Canterbury. Accessed October 19, 2019. http://hdl.handle.net/10092/12640.

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

MLA Handbook (7th Edition):

Davis, N E. “Evolving Resilience Through e-Learning: An Emerging Case Study of Change in Initial Teacher Education Programmes as a Result of Seismic Events.” 2014. Web. 19 Oct 2019.

Vancouver:

Davis NE. Evolving Resilience Through e-Learning: An Emerging Case Study of Change in Initial Teacher Education Programmes as a Result of Seismic Events. [Internet] [Thesis]. University of Canterbury; 2014. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10092/12640.

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

Council of Science Editors:

Davis NE. Evolving Resilience Through e-Learning: An Emerging Case Study of Change in Initial Teacher Education Programmes as a Result of Seismic Events. [Thesis]. University of Canterbury; 2014. Available from: http://hdl.handle.net/10092/12640

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

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