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You searched for subject:(Language Development). Showing records 1 – 30 of 35 total matches.

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Victoria University of Wellington

1. Sun, Dekun. Developing 'My Way' in Chinese Language Teaching: Qualitative Case Studies of Teachers' Personal Practical Knowledge.

Degree: 2010, Victoria University of Wellington

 Much of L2 teacher cognition research has focused on L2 English education with native speakers teaching adult students at private institutes and tertiary levels. The… (more)

Subjects/Keywords: Language teacher development; Teaching Chinese

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APA (6th Edition):

Sun, D. (2010). Developing 'My Way' in Chinese Language Teaching: Qualitative Case Studies of Teachers' Personal Practical Knowledge. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/1480

Chicago Manual of Style (16th Edition):

Sun, Dekun. “Developing 'My Way' in Chinese Language Teaching: Qualitative Case Studies of Teachers' Personal Practical Knowledge.” 2010. Doctoral Dissertation, Victoria University of Wellington. Accessed July 21, 2019. http://hdl.handle.net/10063/1480.

MLA Handbook (7th Edition):

Sun, Dekun. “Developing 'My Way' in Chinese Language Teaching: Qualitative Case Studies of Teachers' Personal Practical Knowledge.” 2010. Web. 21 Jul 2019.

Vancouver:

Sun D. Developing 'My Way' in Chinese Language Teaching: Qualitative Case Studies of Teachers' Personal Practical Knowledge. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2010. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10063/1480.

Council of Science Editors:

Sun D. Developing 'My Way' in Chinese Language Teaching: Qualitative Case Studies of Teachers' Personal Practical Knowledge. [Doctoral Dissertation]. Victoria University of Wellington; 2010. Available from: http://hdl.handle.net/10063/1480


University of Waikato

2. Gao, Suxia. Teacher Development for English Language Teaching in China: Based on English Language Teachers' Beliefs and Practices in New Zealand .

Degree: 2011, University of Waikato

 This study inquired into English language teachers’ beliefs and practices in China and in New Zealand, and explored the process of using New Zealand English… (more)

Subjects/Keywords: teacher development; New Zealand English language teachers' beliefs and practices; English language teaching in China

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APA (6th Edition):

Gao, S. (2011). Teacher Development for English Language Teaching in China: Based on English Language Teachers' Beliefs and Practices in New Zealand . (Doctoral Dissertation). University of Waikato. Retrieved from http://hdl.handle.net/10289/5955

Chicago Manual of Style (16th Edition):

Gao, Suxia. “Teacher Development for English Language Teaching in China: Based on English Language Teachers' Beliefs and Practices in New Zealand .” 2011. Doctoral Dissertation, University of Waikato. Accessed July 21, 2019. http://hdl.handle.net/10289/5955.

MLA Handbook (7th Edition):

Gao, Suxia. “Teacher Development for English Language Teaching in China: Based on English Language Teachers' Beliefs and Practices in New Zealand .” 2011. Web. 21 Jul 2019.

Vancouver:

Gao S. Teacher Development for English Language Teaching in China: Based on English Language Teachers' Beliefs and Practices in New Zealand . [Internet] [Doctoral dissertation]. University of Waikato; 2011. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10289/5955.

Council of Science Editors:

Gao S. Teacher Development for English Language Teaching in China: Based on English Language Teachers' Beliefs and Practices in New Zealand . [Doctoral Dissertation]. University of Waikato; 2011. Available from: http://hdl.handle.net/10289/5955


AUT University

3. Driscoll-Davies, Sharon Jayne. Do bilingual German-English speaking preschool children catch up to their monolingual English speaking age-group peers in terms of expressive and receptive skills in English? .

Degree: 2011, AUT University

 The first half of the 20th century, childhood bilingualism was often linked to personality disorders, mental deficits, social problems and even schizophrenia (Baker, 2000). However,… (more)

Subjects/Keywords: Child bilingualism; Language development of young children; Language delay; Receptive & expressive skills; Research methodology; Speech language therapist(s)

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APA (6th Edition):

Driscoll-Davies, S. J. (2011). Do bilingual German-English speaking preschool children catch up to their monolingual English speaking age-group peers in terms of expressive and receptive skills in English? . (Thesis). AUT University. Retrieved from http://hdl.handle.net/10292/1340

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):

Driscoll-Davies, Sharon Jayne. “Do bilingual German-English speaking preschool children catch up to their monolingual English speaking age-group peers in terms of expressive and receptive skills in English? .” 2011. Thesis, AUT University. Accessed July 21, 2019. http://hdl.handle.net/10292/1340.

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

MLA Handbook (7th Edition):

Driscoll-Davies, Sharon Jayne. “Do bilingual German-English speaking preschool children catch up to their monolingual English speaking age-group peers in terms of expressive and receptive skills in English? .” 2011. Web. 21 Jul 2019.

Vancouver:

Driscoll-Davies SJ. Do bilingual German-English speaking preschool children catch up to their monolingual English speaking age-group peers in terms of expressive and receptive skills in English? . [Internet] [Thesis]. AUT University; 2011. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10292/1340.

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

Council of Science Editors:

Driscoll-Davies SJ. Do bilingual German-English speaking preschool children catch up to their monolingual English speaking age-group peers in terms of expressive and receptive skills in English? . [Thesis]. AUT University; 2011. Available from: http://hdl.handle.net/10292/1340

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


University of Canterbury

4. Newbury, Jayne Margaret. Early language variation and working memory: A longitudinal study of late talkers and typically developing children.

Degree: Department of Communication Disorders, 2014, University of Canterbury

 This research explored whether variation in working memory ability helps account for the wide variation in toddlers' language skills and improves predictive models of language(more)

Subjects/Keywords: working memory; language development; late talkers; executive functions

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APA (6th Edition):

Newbury, J. M. (2014). Early language variation and working memory: A longitudinal study of late talkers and typically developing children. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/9665

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):

Newbury, Jayne Margaret. “Early language variation and working memory: A longitudinal study of late talkers and typically developing children.” 2014. Thesis, University of Canterbury. Accessed July 21, 2019. http://hdl.handle.net/10092/9665.

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

MLA Handbook (7th Edition):

Newbury, Jayne Margaret. “Early language variation and working memory: A longitudinal study of late talkers and typically developing children.” 2014. Web. 21 Jul 2019.

Vancouver:

Newbury JM. Early language variation and working memory: A longitudinal study of late talkers and typically developing children. [Internet] [Thesis]. University of Canterbury; 2014. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10092/9665.

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

Council of Science Editors:

Newbury JM. Early language variation and working memory: A longitudinal study of late talkers and typically developing children. [Thesis]. University of Canterbury; 2014. Available from: http://hdl.handle.net/10092/9665

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


Victoria University of Wellington

5. Smith, Kaitlyn. Synthesis of sign and speech in a New Zealand Sign Language-target session: Oral channel variation of hearing bimodal bilingual children of Deaf parents.

Degree: 2017, Victoria University of Wellington

 This thesis investigates the uniquely “bimodal” bilingual language production of some of the New Zealand Deaf community’s youngest members—hearing and cochlear-implanted Deaf children who have… (more)

Subjects/Keywords: Bimodal bilingualism; Child language development; New Zealand Sign Language; Oral channel; Code-blending; Transfer; Audible and visual volume

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APA (6th Edition):

Smith, K. (2017). Synthesis of sign and speech in a New Zealand Sign Language-target session: Oral channel variation of hearing bimodal bilingual children of Deaf parents. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/6477

Chicago Manual of Style (16th Edition):

Smith, Kaitlyn. “Synthesis of sign and speech in a New Zealand Sign Language-target session: Oral channel variation of hearing bimodal bilingual children of Deaf parents.” 2017. Masters Thesis, Victoria University of Wellington. Accessed July 21, 2019. http://hdl.handle.net/10063/6477.

MLA Handbook (7th Edition):

Smith, Kaitlyn. “Synthesis of sign and speech in a New Zealand Sign Language-target session: Oral channel variation of hearing bimodal bilingual children of Deaf parents.” 2017. Web. 21 Jul 2019.

Vancouver:

Smith K. Synthesis of sign and speech in a New Zealand Sign Language-target session: Oral channel variation of hearing bimodal bilingual children of Deaf parents. [Internet] [Masters thesis]. Victoria University of Wellington; 2017. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10063/6477.

Council of Science Editors:

Smith K. Synthesis of sign and speech in a New Zealand Sign Language-target session: Oral channel variation of hearing bimodal bilingual children of Deaf parents. [Masters Thesis]. Victoria University of Wellington; 2017. Available from: http://hdl.handle.net/10063/6477


University of Canterbury

6. Kornisch, Myriam. Visual and Verbal Short-Term Memory Correlates of Variability in Vocabulary Size.

Degree: Communication Disorders, 2012, University of Canterbury

 This study investigated the relationship between working memory and language in typically developing young children. The aim was to gain a better understanding of language(more)

Subjects/Keywords: working memory; visual short-term memory; verbal short-term memory; vocabulary size; language development

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APA (6th Edition):

Kornisch, M. (2012). Visual and Verbal Short-Term Memory Correlates of Variability in Vocabulary Size. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/6737

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):

Kornisch, Myriam. “Visual and Verbal Short-Term Memory Correlates of Variability in Vocabulary Size.” 2012. Thesis, University of Canterbury. Accessed July 21, 2019. http://hdl.handle.net/10092/6737.

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

MLA Handbook (7th Edition):

Kornisch, Myriam. “Visual and Verbal Short-Term Memory Correlates of Variability in Vocabulary Size.” 2012. Web. 21 Jul 2019.

Vancouver:

Kornisch M. Visual and Verbal Short-Term Memory Correlates of Variability in Vocabulary Size. [Internet] [Thesis]. University of Canterbury; 2012. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10092/6737.

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

Council of Science Editors:

Kornisch M. Visual and Verbal Short-Term Memory Correlates of Variability in Vocabulary Size. [Thesis]. University of Canterbury; 2012. Available from: http://hdl.handle.net/10092/6737

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


AUT University

7. O'Regan, Hana. Te Tīmataka Mai O Te Waiatataka Mai O Te Reo .

Degree: AUT University

 As the world places increasing pressures on the survival of minority languages, there is a growing urgency for the development and application of strategies concerned… (more)

Subjects/Keywords: Te reo Māori; Language revitalisation; Language strategy development; Kāi Tahu; Minority language

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APA (6th Edition):

O'Regan, H. (n.d.). Te Tīmataka Mai O Te Waiatataka Mai O Te Reo . (Thesis). AUT University. Retrieved from http://hdl.handle.net/10292/10646

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

O'Regan, Hana. “Te Tīmataka Mai O Te Waiatataka Mai O Te Reo .” Thesis, AUT University. Accessed July 21, 2019. http://hdl.handle.net/10292/10646.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

O'Regan, Hana. “Te Tīmataka Mai O Te Waiatataka Mai O Te Reo .” Web. 21 Jul 2019.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

O'Regan H. Te Tīmataka Mai O Te Waiatataka Mai O Te Reo . [Internet] [Thesis]. AUT University; [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10292/10646.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

O'Regan H. Te Tīmataka Mai O Te Waiatataka Mai O Te Reo . [Thesis]. AUT University; Available from: http://hdl.handle.net/10292/10646

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.


University of Canterbury

8. Cunningham UM. Language pedagogy and non-transience in the flipped classroom.

Degree: 2016, University of Canterbury

 High connectivity at tertiary institutions, and students who are often equipped with laptops and/or tablets as well as smartphones, have resulted in language learners being… (more)

Subjects/Keywords: non-transient media; language teaching; language pedagogy; flipped classroom; language education; Field of Research::20 - Language, Communication and Culture::2003 - Language Studies; Field of Research::13 - Education::1302 - Curriculum and Pedagogy::130202 - Curriculum and Pedagogy Theory and Development

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APA (6th Edition):

UM, C. (2016). Language pedagogy and non-transience in the flipped classroom. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/14462

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):

UM, Cunningham. “Language pedagogy and non-transience in the flipped classroom.” 2016. Thesis, University of Canterbury. Accessed July 21, 2019. http://hdl.handle.net/10092/14462.

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

MLA Handbook (7th Edition):

UM, Cunningham. “Language pedagogy and non-transience in the flipped classroom.” 2016. Web. 21 Jul 2019.

Vancouver:

UM C. Language pedagogy and non-transience in the flipped classroom. [Internet] [Thesis]. University of Canterbury; 2016. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10092/14462.

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

Council of Science Editors:

UM C. Language pedagogy and non-transience in the flipped classroom. [Thesis]. University of Canterbury; 2016. Available from: http://hdl.handle.net/10092/14462

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


University of Canterbury

9. Fry, Juliet Ruth. Shifting thinking, shifting approaches: Curriculum and facilitating change for secondary teachers of English language learners.

Degree: School of Māori, Social and Cultural Studies/ School of Teacher Education, 2014, University of Canterbury

 The purpose of this study was twofold: to find out how teachers of English as an Additional Language (EAL) conceived curriculum, teaching and learning and… (more)

Subjects/Keywords: curriculum; English as an additional language; professional learning and development; Pasifika learners; teaching as inquiry; multilingual learners

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APA (6th Edition):

Fry, J. R. (2014). Shifting thinking, shifting approaches: Curriculum and facilitating change for secondary teachers of English language learners. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/9956

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):

Fry, Juliet Ruth. “Shifting thinking, shifting approaches: Curriculum and facilitating change for secondary teachers of English language learners.” 2014. Thesis, University of Canterbury. Accessed July 21, 2019. http://hdl.handle.net/10092/9956.

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

MLA Handbook (7th Edition):

Fry, Juliet Ruth. “Shifting thinking, shifting approaches: Curriculum and facilitating change for secondary teachers of English language learners.” 2014. Web. 21 Jul 2019.

Vancouver:

Fry JR. Shifting thinking, shifting approaches: Curriculum and facilitating change for secondary teachers of English language learners. [Internet] [Thesis]. University of Canterbury; 2014. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10092/9956.

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

Council of Science Editors:

Fry JR. Shifting thinking, shifting approaches: Curriculum and facilitating change for secondary teachers of English language learners. [Thesis]. University of Canterbury; 2014. Available from: http://hdl.handle.net/10092/9956

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


Massey University

10. Ludlam, Shari K. The use of music therapy to support speech and expressive language development for pre-school children with special needs : an exegesis submitted in partial fulfilment of the requirements for the degree of Master of Music Therapy at New Zealand School of Music, Massey University, Wellington, New Zealand .

Degree: 2011, Massey University

 Client-centred music therapy with individual pre-school children, involving playful but focused songs, behaviours and instrumental play, can enhance their speech and expressive language development. Four… (more)

Subjects/Keywords: Music therapy for children; Developmentally disabled children; Preschool children with special needs; Speech; Language development; New Zealand

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APA (6th Edition):

Ludlam, S. K. (2011). The use of music therapy to support speech and expressive language development for pre-school children with special needs : an exegesis submitted in partial fulfilment of the requirements for the degree of Master of Music Therapy at New Zealand School of Music, Massey University, Wellington, New Zealand . (Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/3453

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):

Ludlam, Shari K. “The use of music therapy to support speech and expressive language development for pre-school children with special needs : an exegesis submitted in partial fulfilment of the requirements for the degree of Master of Music Therapy at New Zealand School of Music, Massey University, Wellington, New Zealand .” 2011. Thesis, Massey University. Accessed July 21, 2019. http://hdl.handle.net/10179/3453.

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

MLA Handbook (7th Edition):

Ludlam, Shari K. “The use of music therapy to support speech and expressive language development for pre-school children with special needs : an exegesis submitted in partial fulfilment of the requirements for the degree of Master of Music Therapy at New Zealand School of Music, Massey University, Wellington, New Zealand .” 2011. Web. 21 Jul 2019.

Vancouver:

Ludlam SK. The use of music therapy to support speech and expressive language development for pre-school children with special needs : an exegesis submitted in partial fulfilment of the requirements for the degree of Master of Music Therapy at New Zealand School of Music, Massey University, Wellington, New Zealand . [Internet] [Thesis]. Massey University; 2011. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10179/3453.

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

Council of Science Editors:

Ludlam SK. The use of music therapy to support speech and expressive language development for pre-school children with special needs : an exegesis submitted in partial fulfilment of the requirements for the degree of Master of Music Therapy at New Zealand School of Music, Massey University, Wellington, New Zealand . [Thesis]. Massey University; 2011. Available from: http://hdl.handle.net/10179/3453

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


Massey University

11. Marshall, Sam. Creating offline web applications using HTML5 : a thesis presented in partial fulfillment of the requirements for the degree of Master of Information Sciences in Computer Science, [Massey University, Albany, New Zealand] .

Degree: 2013, Massey University

 With the proliferation in the use of mobile devices, browser based applications are becoming the ideal information system for both individuals and organization. Web applications… (more)

Subjects/Keywords: Application software development; Mobile computing; HTML (Document markup language); Web applications; HTML5; Client side storage; Browser databases; IndexedDB; Database replication/synchronization

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APA (6th Edition):

Marshall, S. (2013). Creating offline web applications using HTML5 : a thesis presented in partial fulfillment of the requirements for the degree of Master of Information Sciences in Computer Science, [Massey University, Albany, New Zealand] . (Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/4652

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):

Marshall, Sam. “Creating offline web applications using HTML5 : a thesis presented in partial fulfillment of the requirements for the degree of Master of Information Sciences in Computer Science, [Massey University, Albany, New Zealand] .” 2013. Thesis, Massey University. Accessed July 21, 2019. http://hdl.handle.net/10179/4652.

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

MLA Handbook (7th Edition):

Marshall, Sam. “Creating offline web applications using HTML5 : a thesis presented in partial fulfillment of the requirements for the degree of Master of Information Sciences in Computer Science, [Massey University, Albany, New Zealand] .” 2013. Web. 21 Jul 2019.

Vancouver:

Marshall S. Creating offline web applications using HTML5 : a thesis presented in partial fulfillment of the requirements for the degree of Master of Information Sciences in Computer Science, [Massey University, Albany, New Zealand] . [Internet] [Thesis]. Massey University; 2013. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10179/4652.

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

Council of Science Editors:

Marshall S. Creating offline web applications using HTML5 : a thesis presented in partial fulfillment of the requirements for the degree of Master of Information Sciences in Computer Science, [Massey University, Albany, New Zealand] . [Thesis]. Massey University; 2013. Available from: http://hdl.handle.net/10179/4652

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

12. McKenzie, Tabitha Gaylyn Kura. The Challenges and Opportunities of Using Mobile Devices to Attain Māori Language Proficiency.

Degree: 2014, Victoria University of Wellington

 What are the effects of using mobile devices as part of teacher professional development focused on teaching and learning the Māori language for Māori immersion… (more)

Subjects/Keywords: Māori language; Teacher professional development; Mobile learning

…13 A Brief Account of Māori Language Development in Education… …in language development. The VUW WPR programme operates in a school for three years, aiming… …Māori language, teacher professional learning and development and mobile learning. Using the… …on Māori language development in education, mobile learning, and teacher PLD. The aim of… …may fill some of the gaps. A Brief Account of Māori Language Development in Education It… 

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APA (6th Edition):

McKenzie, T. G. K. (2014). The Challenges and Opportunities of Using Mobile Devices to Attain Māori Language Proficiency. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/3291

Chicago Manual of Style (16th Edition):

McKenzie, Tabitha Gaylyn Kura. “The Challenges and Opportunities of Using Mobile Devices to Attain Māori Language Proficiency.” 2014. Doctoral Dissertation, Victoria University of Wellington. Accessed July 21, 2019. http://hdl.handle.net/10063/3291.

MLA Handbook (7th Edition):

McKenzie, Tabitha Gaylyn Kura. “The Challenges and Opportunities of Using Mobile Devices to Attain Māori Language Proficiency.” 2014. Web. 21 Jul 2019.

Vancouver:

McKenzie TGK. The Challenges and Opportunities of Using Mobile Devices to Attain Māori Language Proficiency. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2014. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10063/3291.

Council of Science Editors:

McKenzie TGK. The Challenges and Opportunities of Using Mobile Devices to Attain Māori Language Proficiency. [Doctoral Dissertation]. Victoria University of Wellington; 2014. Available from: http://hdl.handle.net/10063/3291


University of Canterbury

13. Gallagher, Kerrie Louise. An Intervention Approach to Target Vocabulary Development in Te Reo Maori in Maori Immersion Settings.

Degree: Communication Disorders, 2008, University of Canterbury

 The aim of this study was to investigate the effectiveness of a storybook retell technique to facilitate vocabulary acquisition in children educated in Māori immersion… (more)

Subjects/Keywords: Specific language impairment; vocabulary development; Maori language; Maori language immersion education settings; kura kaupapa Maori; story book retell

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APA (6th Edition):

Gallagher, K. L. (2008). An Intervention Approach to Target Vocabulary Development in Te Reo Maori in Maori Immersion Settings. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/1879

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):

Gallagher, Kerrie Louise. “An Intervention Approach to Target Vocabulary Development in Te Reo Maori in Maori Immersion Settings.” 2008. Thesis, University of Canterbury. Accessed July 21, 2019. http://hdl.handle.net/10092/1879.

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

MLA Handbook (7th Edition):

Gallagher, Kerrie Louise. “An Intervention Approach to Target Vocabulary Development in Te Reo Maori in Maori Immersion Settings.” 2008. Web. 21 Jul 2019.

Vancouver:

Gallagher KL. An Intervention Approach to Target Vocabulary Development in Te Reo Maori in Maori Immersion Settings. [Internet] [Thesis]. University of Canterbury; 2008. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10092/1879.

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

Council of Science Editors:

Gallagher KL. An Intervention Approach to Target Vocabulary Development in Te Reo Maori in Maori Immersion Settings. [Thesis]. University of Canterbury; 2008. Available from: http://hdl.handle.net/10092/1879

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


AUT University

14. Vu, Trinh. Developing Higher English Language Proficiency for Vietnamese Primary EFL Teachers: a Critical Ethnographic Study .

Degree: AUT University

 The English language proficiency of primary teachers is of considerable interest in many non-Anglo countries including Vietnam. In the Vietnamese context of primary EFL teacher… (more)

Subjects/Keywords: Early language learning; Vietnam; Language policy; English as a Foreign Language; Primary EFL teacher professional development

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

APA (6th Edition):

Vu, T. (n.d.). Developing Higher English Language Proficiency for Vietnamese Primary EFL Teachers: a Critical Ethnographic Study . (Thesis). AUT University. Retrieved from http://hdl.handle.net/10292/11792

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Vu, Trinh. “Developing Higher English Language Proficiency for Vietnamese Primary EFL Teachers: a Critical Ethnographic Study .” Thesis, AUT University. Accessed July 21, 2019. http://hdl.handle.net/10292/11792.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Vu, Trinh. “Developing Higher English Language Proficiency for Vietnamese Primary EFL Teachers: a Critical Ethnographic Study .” Web. 21 Jul 2019.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Vu T. Developing Higher English Language Proficiency for Vietnamese Primary EFL Teachers: a Critical Ethnographic Study . [Internet] [Thesis]. AUT University; [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10292/11792.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

Vu T. Developing Higher English Language Proficiency for Vietnamese Primary EFL Teachers: a Critical Ethnographic Study . [Thesis]. AUT University; Available from: http://hdl.handle.net/10292/11792

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.


University of Canterbury

15. Scott A. Any Time, Any Place, Flexible Pace: Technology-Enhanced Language Learning in a Teacher Education Programme.

Degree: 2017, University of Canterbury

 Abstract: Ongoing developments in e-learning, improved internet accessibility and increased digital citizenry provide exciting opportunities to integrate effective classroom pedagogies with online educational technologies, creating… (more)

Subjects/Keywords: 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::20 - Language, Communication and Culture::2003 - Language Studies::200321 - Te Reo Māori (Māori Language); Field of Research::13 - Education::1302 - Curriculum and Pedagogy::130206 - Köga Reo (Māori Language Curriculum and Pedagogy); Field of Research::13 - Education::1303 - Specialist Studies in Education::130313 - Teacher Education and Professional Development of Educators

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APA (6th Edition):

A, S. (2017). Any Time, Any Place, Flexible Pace: Technology-Enhanced Language Learning in a Teacher Education Programme. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/15026

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):

A, Scott. “Any Time, Any Place, Flexible Pace: Technology-Enhanced Language Learning in a Teacher Education Programme.” 2017. Thesis, University of Canterbury. Accessed July 21, 2019. http://hdl.handle.net/10092/15026.

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

MLA Handbook (7th Edition):

A, Scott. “Any Time, Any Place, Flexible Pace: Technology-Enhanced Language Learning in a Teacher Education Programme.” 2017. Web. 21 Jul 2019.

Vancouver:

A S. Any Time, Any Place, Flexible Pace: Technology-Enhanced Language Learning in a Teacher Education Programme. [Internet] [Thesis]. University of Canterbury; 2017. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10092/15026.

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

Council of Science Editors:

A S. Any Time, Any Place, Flexible Pace: Technology-Enhanced Language Learning in a Teacher Education Programme. [Thesis]. University of Canterbury; 2017. Available from: http://hdl.handle.net/10092/15026

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


University of Canterbury

16. De Groot, Henk W. K. The Study Of The Dutch Language In Japan During Its Period Of National Isolation (ca. 1641-1868).

Degree: Japanese, 2005, University of Canterbury

 From the middle of the seventeenth century until 1853, the Japanese shogunal government virtually isolated Japan from the rest of the world. Only the Chinese… (more)

Subjects/Keywords: Development of Japanese language; Dutch influence; Japanese history; Japanese civilization

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APA (6th Edition):

De Groot, H. W. K. (2005). The Study Of The Dutch Language In Japan During Its Period Of National Isolation (ca. 1641-1868). (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/1015

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 Groot, Henk W K. “The Study Of The Dutch Language In Japan During Its Period Of National Isolation (ca. 1641-1868).” 2005. Thesis, University of Canterbury. Accessed July 21, 2019. http://hdl.handle.net/10092/1015.

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

MLA Handbook (7th Edition):

De Groot, Henk W K. “The Study Of The Dutch Language In Japan During Its Period Of National Isolation (ca. 1641-1868).” 2005. Web. 21 Jul 2019.

Vancouver:

De Groot HWK. The Study Of The Dutch Language In Japan During Its Period Of National Isolation (ca. 1641-1868). [Internet] [Thesis]. University of Canterbury; 2005. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10092/1015.

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

Council of Science Editors:

De Groot HWK. The Study Of The Dutch Language In Japan During Its Period Of National Isolation (ca. 1641-1868). [Thesis]. University of Canterbury; 2005. Available from: http://hdl.handle.net/10092/1015

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


University of Waikato

17. Murray, Tracy Olive. Experiences from the past inform the journey ahead: ‘a way of being’ - culturally responsive and relational professional learning and development.

Degree: 2018, University of Waikato

 This thesis begins by contextualising the current reality for many Māori learners in Aotearoa New Zealand. By reviewing the literature around the role of the… (more)

Subjects/Keywords: Culturally responsive and relational angragogy; Kia Eke Panuku; Educational disparity; Maori achievement; Professional development; Kaupapa Maori; Critical Theory; Identity language and culture; Ka Hikitia; Worldviews; Treaty of Waitangi; Transformative Praxis

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APA (6th Edition):

Murray, T. O. (2018). Experiences from the past inform the journey ahead: ‘a way of being’ - culturally responsive and relational professional learning and development. (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/11773

Chicago Manual of Style (16th Edition):

Murray, Tracy Olive. “Experiences from the past inform the journey ahead: ‘a way of being’ - culturally responsive and relational professional learning and development. ” 2018. Masters Thesis, University of Waikato. Accessed July 21, 2019. http://hdl.handle.net/10289/11773.

MLA Handbook (7th Edition):

Murray, Tracy Olive. “Experiences from the past inform the journey ahead: ‘a way of being’ - culturally responsive and relational professional learning and development. ” 2018. Web. 21 Jul 2019.

Vancouver:

Murray TO. Experiences from the past inform the journey ahead: ‘a way of being’ - culturally responsive and relational professional learning and development. [Internet] [Masters thesis]. University of Waikato; 2018. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10289/11773.

Council of Science Editors:

Murray TO. Experiences from the past inform the journey ahead: ‘a way of being’ - culturally responsive and relational professional learning and development. [Masters Thesis]. University of Waikato; 2018. Available from: http://hdl.handle.net/10289/11773

18. Wulyani, Anik Nunuk. Professional development of English language teachers in Malang, Indonesia: Institutional and individual perspectives.

Degree: 2017, Victoria University of Wellington

 Two important areas of professional development for teachers of English as a foreign language (EFL) in Indonesia identified in the 2003 Law on National Education… (more)

Subjects/Keywords: Teacher professional development; EFL; English as a foreign language; Indonesia

…Appendix 10 Seven guidelines for second language teacher personal professional development… …institutional professional development 300 Appendix 10 Seven guidelines for second language teacher… …situating the context within teacher development among teachers of English as a foreign language… …teacher development among teachers of English as a foreign language (EFL) in Indonesia… …teacher development are established in maintaining and improving their second language… 

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APA (6th Edition):

Wulyani, A. N. (2017). Professional development of English language teachers in Malang, Indonesia: Institutional and individual perspectives. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/6462

Chicago Manual of Style (16th Edition):

Wulyani, Anik Nunuk. “Professional development of English language teachers in Malang, Indonesia: Institutional and individual perspectives.” 2017. Doctoral Dissertation, Victoria University of Wellington. Accessed July 21, 2019. http://hdl.handle.net/10063/6462.

MLA Handbook (7th Edition):

Wulyani, Anik Nunuk. “Professional development of English language teachers in Malang, Indonesia: Institutional and individual perspectives.” 2017. Web. 21 Jul 2019.

Vancouver:

Wulyani AN. Professional development of English language teachers in Malang, Indonesia: Institutional and individual perspectives. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2017. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10063/6462.

Council of Science Editors:

Wulyani AN. Professional development of English language teachers in Malang, Indonesia: Institutional and individual perspectives. [Doctoral Dissertation]. Victoria University of Wellington; 2017. Available from: http://hdl.handle.net/10063/6462


AUT University

19. Chen, Andi. Reflections on the design and development of language educational resources in the three-dimensional virtual reality environment High Fidelity .

Degree: AUT University

 The emergences of freely accessible 2D virtual worlds on the web have brought new opportunities for language education, resulting in the proliferation of virtual language(more)

Subjects/Keywords: Language educational resources; Virtual reality environment; Design and development; Reflections

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APA (6th Edition):

Chen, A. (n.d.). Reflections on the design and development of language educational resources in the three-dimensional virtual reality environment High Fidelity . (Thesis). AUT University. Retrieved from http://hdl.handle.net/10292/11755

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Chen, Andi. “Reflections on the design and development of language educational resources in the three-dimensional virtual reality environment High Fidelity .” Thesis, AUT University. Accessed July 21, 2019. http://hdl.handle.net/10292/11755.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Chen, Andi. “Reflections on the design and development of language educational resources in the three-dimensional virtual reality environment High Fidelity .” Web. 21 Jul 2019.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Chen A. Reflections on the design and development of language educational resources in the three-dimensional virtual reality environment High Fidelity . [Internet] [Thesis]. AUT University; [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10292/11755.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

Chen A. Reflections on the design and development of language educational resources in the three-dimensional virtual reality environment High Fidelity . [Thesis]. AUT University; Available from: http://hdl.handle.net/10292/11755

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.


University of Canterbury

20. Price, Gaylene. Scaffolding teacher learning: Examining teacher practice and the professional development process of teachers with culturally and linguistically diverse (CLD) learners.

Degree: Educational Studies and Human Development, 2008, University of Canterbury

 Teachers work in complex and demanding times with an increasing number of students from culturally and linguistically diverse backgrounds (CLD) in classrooms. These students are… (more)

Subjects/Keywords: Teacher professional development; Scaffolding; ESL (English as a second language); CLD (Cultural and linguistic diversity); Second language learners

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APA (6th Edition):

Price, G. (2008). Scaffolding teacher learning: Examining teacher practice and the professional development process of teachers with culturally and linguistically diverse (CLD) learners. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/2682

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):

Price, Gaylene. “Scaffolding teacher learning: Examining teacher practice and the professional development process of teachers with culturally and linguistically diverse (CLD) learners.” 2008. Thesis, University of Canterbury. Accessed July 21, 2019. http://hdl.handle.net/10092/2682.

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

MLA Handbook (7th Edition):

Price, Gaylene. “Scaffolding teacher learning: Examining teacher practice and the professional development process of teachers with culturally and linguistically diverse (CLD) learners.” 2008. Web. 21 Jul 2019.

Vancouver:

Price G. Scaffolding teacher learning: Examining teacher practice and the professional development process of teachers with culturally and linguistically diverse (CLD) learners. [Internet] [Thesis]. University of Canterbury; 2008. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10092/2682.

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

Council of Science Editors:

Price G. Scaffolding teacher learning: Examining teacher practice and the professional development process of teachers with culturally and linguistically diverse (CLD) learners. [Thesis]. University of Canterbury; 2008. Available from: http://hdl.handle.net/10092/2682

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


Massey University

21. Garrett, Jill Ruth Maria. The provision of English as a second language as part of the NZAID package : discussed in the context of English as a world language.

Degree: M. Phil., Development Studies, 2004, Massey University

 It has been the aim of the nation state ideology, and nation building, to emulate a singular language and a singular culture as a means… (more)

Subjects/Keywords: English language; Foreign countries; Intercultural communication; Foreign speakers; Political aspects; Social aspects; Language, Universal; Economic development

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APA (6th Edition):

Garrett, J. R. M. (2004). The provision of English as a second language as part of the NZAID package : discussed in the context of English as a world language. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/10943

Chicago Manual of Style (16th Edition):

Garrett, Jill Ruth Maria. “The provision of English as a second language as part of the NZAID package : discussed in the context of English as a world language.” 2004. Masters Thesis, Massey University. Accessed July 21, 2019. http://hdl.handle.net/10179/10943.

MLA Handbook (7th Edition):

Garrett, Jill Ruth Maria. “The provision of English as a second language as part of the NZAID package : discussed in the context of English as a world language.” 2004. Web. 21 Jul 2019.

Vancouver:

Garrett JRM. The provision of English as a second language as part of the NZAID package : discussed in the context of English as a world language. [Internet] [Masters thesis]. Massey University; 2004. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10179/10943.

Council of Science Editors:

Garrett JRM. The provision of English as a second language as part of the NZAID package : discussed in the context of English as a world language. [Masters Thesis]. Massey University; 2004. Available from: http://hdl.handle.net/10179/10943


Unitec New Zealand

22. Nguyen, Xuan Thi Thanh. Switching on to digital literacy? : a case study of English language teachers at a Vietnamese university.

Degree: 2014, Unitec New Zealand

 Digital technology has significantly contributed to the shaping of an increasingly digitalised landscape of English language teaching (ELT) today. Recently, Vietnam has experienced initial development(more)

Subjects/Keywords: Vietnam; ELT teachers; National Foreign Language Project; Vietnamese universities; EFL; educational technology in language learning; teacher professional development; 130207 LOTE, ESL and TESOL Curriculum and Pedagogy (excl. Māori); 130306 Educational Technology and Computing

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APA (6th Edition):

Nguyen, X. T. T. (2014). Switching on to digital literacy? : a case study of English language teachers at a Vietnamese university. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/2531

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

Chicago Manual of Style (16th Edition):

Nguyen, Xuan Thi Thanh. “Switching on to digital literacy? : a case study of English language teachers at a Vietnamese university.” 2014. Thesis, Unitec New Zealand. Accessed July 21, 2019. http://hdl.handle.net/10652/2531.

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

MLA Handbook (7th Edition):

Nguyen, Xuan Thi Thanh. “Switching on to digital literacy? : a case study of English language teachers at a Vietnamese university.” 2014. Web. 21 Jul 2019.

Vancouver:

Nguyen XTT. Switching on to digital literacy? : a case study of English language teachers at a Vietnamese university. [Internet] [Thesis]. Unitec New Zealand; 2014. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10652/2531.

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

Council of Science Editors:

Nguyen XTT. Switching on to digital literacy? : a case study of English language teachers at a Vietnamese university. [Thesis]. Unitec New Zealand; 2014. Available from: http://hdl.handle.net/10652/2531

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


AUT University

23. Skulic, Tomislav. Languages of psychotherapy: the therapist's bilingualism in the psychotherapeutic process .

Degree: 2009, AUT University

 The ways in which the therapist’s bilingualism can influence the process and practice of psychotherapy are explored in this study. While the majority of research… (more)

Subjects/Keywords: Classical psychoanalytic theory; Bilingual self-experience; Language-related self-experience; Language independence phenomenon; Therapeutic process; Professional identity development

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APA (6th Edition):

Skulic, T. (2009). Languages of psychotherapy: the therapist's bilingualism in the psychotherapeutic process . (Thesis). AUT University. Retrieved from http://hdl.handle.net/10292/514

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):

Skulic, Tomislav. “Languages of psychotherapy: the therapist's bilingualism in the psychotherapeutic process .” 2009. Thesis, AUT University. Accessed July 21, 2019. http://hdl.handle.net/10292/514.

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

MLA Handbook (7th Edition):

Skulic, Tomislav. “Languages of psychotherapy: the therapist's bilingualism in the psychotherapeutic process .” 2009. Web. 21 Jul 2019.

Vancouver:

Skulic T. Languages of psychotherapy: the therapist's bilingualism in the psychotherapeutic process . [Internet] [Thesis]. AUT University; 2009. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10292/514.

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

Council of Science Editors:

Skulic T. Languages of psychotherapy: the therapist's bilingualism in the psychotherapeutic process . [Thesis]. AUT University; 2009. Available from: http://hdl.handle.net/10292/514

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


University of Canterbury

24. Davey, R. Learning to be a secondary english teacher: complex realities in the first year.

Degree: School of Educational Studies and Human Development.; University of Canterbury. School of Literacies and Arts in Education., 2007, University of Canterbury

Subjects/Keywords: Fields of Research::330000 Education::330300 Professional Development of Teachers; Fields of Research::420000 Language and Culture::420100 Language Studies::420101 English

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APA (6th Edition):

Davey, R. (2007). Learning to be a secondary english teacher: complex realities in the first year. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/726

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):

Davey, R. “Learning to be a secondary english teacher: complex realities in the first year.” 2007. Thesis, University of Canterbury. Accessed July 21, 2019. http://hdl.handle.net/10092/726.

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

MLA Handbook (7th Edition):

Davey, R. “Learning to be a secondary english teacher: complex realities in the first year.” 2007. Web. 21 Jul 2019.

Vancouver:

Davey R. Learning to be a secondary english teacher: complex realities in the first year. [Internet] [Thesis]. University of Canterbury; 2007. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10092/726.

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

Council of Science Editors:

Davey R. Learning to be a secondary english teacher: complex realities in the first year. [Thesis]. University of Canterbury; 2007. Available from: http://hdl.handle.net/10092/726

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


University of Canterbury

25. Melrose, Unaiki. Insights on Māori Social Enterprise 2017- Pakihi What Kaupapa.

Degree: 2017, University of Canterbury

 This resource has been prepared by Te Puni Kōkiri to provide insight and share initial findings from Te Puni Kōkiri commissioned research and evaluation of… (more)

Subjects/Keywords: Field of Research::14 - Economics::1402 - Applied Economics::140202 - Economic Development and Growth; Field of Research::16 - Studies in Human Society::1605 - Policy and Administration::160505 - Economic Development Policy; Field of Research::16 - Studies in Human Society::1605 - Policy and Administration::160512 - Social Policy; Field of Research::15 - Commerce, Management, Tourism and Services::1503 - Business and Management::150304 - Entrepreneurship; Field of Research::20 - Language, Communication and Culture::2002 - Cultural Studies::200207 - Māori Cultural Studies

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APA (6th Edition):

Melrose, U. (2017). Insights on Māori Social Enterprise 2017- Pakihi What Kaupapa. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/15663

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):

Melrose, Unaiki. “Insights on Māori Social Enterprise 2017- Pakihi What Kaupapa.” 2017. Thesis, University of Canterbury. Accessed July 21, 2019. http://hdl.handle.net/10092/15663.

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

MLA Handbook (7th Edition):

Melrose, Unaiki. “Insights on Māori Social Enterprise 2017- Pakihi What Kaupapa.” 2017. Web. 21 Jul 2019.

Vancouver:

Melrose U. Insights on Māori Social Enterprise 2017- Pakihi What Kaupapa. [Internet] [Thesis]. University of Canterbury; 2017. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10092/15663.

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

Council of Science Editors:

Melrose U. Insights on Māori Social Enterprise 2017- Pakihi What Kaupapa. [Thesis]. University of Canterbury; 2017. Available from: http://hdl.handle.net/10092/15663

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


University of Canterbury

26. Dombroski K. Returning Water Data to Communities in Ndola, Zambia: A Case Study in Decolonising Environmental Science.

Degree: 2019, University of Canterbury

 Many scientific research projects carried out in developing countries gather data and fail to return any summary of the findings to the community that provided… (more)

Subjects/Keywords: Field of Research::05 - Environmental Sciences::0502 - Environmental Science and Management::050209 - Natural Resource Management; Field of Research::05 - Environmental Sciences::0502 - Environmental Science and Management::050203 - Environmental Education and Extension; Field of Research::20 - Language, Communication and Culture::2002 - Cultural Studies::200211 - Postcolonial Studies; Field of Research::16 - Studies in Human Society::1601 - Anthropology::160101 - Anthropology of Development

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APA (6th Edition):

K, D. (2019). Returning Water Data to Communities in Ndola, Zambia: A Case Study in Decolonising Environmental Science. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/16651

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, Dombroski. “Returning Water Data to Communities in Ndola, Zambia: A Case Study in Decolonising Environmental Science.” 2019. Thesis, University of Canterbury. Accessed July 21, 2019. http://hdl.handle.net/10092/16651.

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

MLA Handbook (7th Edition):

K, Dombroski. “Returning Water Data to Communities in Ndola, Zambia: A Case Study in Decolonising Environmental Science.” 2019. Web. 21 Jul 2019.

Vancouver:

K D. Returning Water Data to Communities in Ndola, Zambia: A Case Study in Decolonising Environmental Science. [Internet] [Thesis]. University of Canterbury; 2019. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10092/16651.

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

Council of Science Editors:

K D. Returning Water Data to Communities in Ndola, Zambia: A Case Study in Decolonising Environmental Science. [Thesis]. University of Canterbury; 2019. Available from: http://hdl.handle.net/10092/16651

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


University of Canterbury

27. Cunningham, U. Flipping the language classroom.

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

Subjects/Keywords: asynchrony; language education; flipped classroom; Field of Research::13 - Education::1303 - Specialist Studies in Education::130313 - Teacher Education and Professional Development of Educators; Field of Research::20 - Language, Communication and Culture::2004 - Linguistics::200401 - Applied Linguistics and Educational Linguistics

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

APA (6th Edition):

Cunningham, U. (2014). Flipping the language classroom. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/10756

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):

Cunningham, U. “Flipping the language classroom.” 2014. Thesis, University of Canterbury. Accessed July 21, 2019. http://hdl.handle.net/10092/10756.

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

MLA Handbook (7th Edition):

Cunningham, U. “Flipping the language classroom.” 2014. Web. 21 Jul 2019.

Vancouver:

Cunningham U. Flipping the language classroom. [Internet] [Thesis]. University of Canterbury; 2014. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10092/10756.

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

Council of Science Editors:

Cunningham U. Flipping the language classroom. [Thesis]. University of Canterbury; 2014. Available from: http://hdl.handle.net/10092/10756

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


University of Canterbury

28. Gunn, A.C. Public discourse, private practice and social justice in early childhood education: New Zealand teachers and the civil unions and care of children debates.

Degree: School of Educational Studies and Human Development., 2004, University of Canterbury

Subjects/Keywords: Fields of Research::330000 Education::330100 Education Studies::330110 Early childhood education; Fields of Research::330000 Education::330300 Professional Development of Teachers; Fields of Research::420000 Language and Culture::420300 Cultural Studies::420303 Culture, gender, sexuality

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APA (6th Edition):

Gunn, A. C. (2004). Public discourse, private practice and social justice in early childhood education: New Zealand teachers and the civil unions and care of children debates. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/1837

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):

Gunn, A C. “Public discourse, private practice and social justice in early childhood education: New Zealand teachers and the civil unions and care of children debates.” 2004. Thesis, University of Canterbury. Accessed July 21, 2019. http://hdl.handle.net/10092/1837.

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

MLA Handbook (7th Edition):

Gunn, A C. “Public discourse, private practice and social justice in early childhood education: New Zealand teachers and the civil unions and care of children debates.” 2004. Web. 21 Jul 2019.

Vancouver:

Gunn AC. Public discourse, private practice and social justice in early childhood education: New Zealand teachers and the civil unions and care of children debates. [Internet] [Thesis]. University of Canterbury; 2004. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10092/1837.

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

Council of Science Editors:

Gunn AC. Public discourse, private practice and social justice in early childhood education: New Zealand teachers and the civil unions and care of children debates. [Thesis]. University of Canterbury; 2004. Available from: http://hdl.handle.net/10092/1837

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


University of Canterbury

29. Raubal, Martin. Semantic Referencing - Determining Context Weights for Similarity Measurement.

Degree: 2010, University of Canterbury

 Semantic similarity measurement is a key methodology in various domains ranging from cognitive science to geographic information retrieval on the Web. Meaningful notions of similarity,… (more)

Subjects/Keywords: Semantic Similarity; Geo-Semantics; Information Retrieval; Field of Research::08 - Information and Computing Sciences::0805 - Distributed Computing::080505 - Web Technologies (excl. Web Search); Field of Research::09 - Engineering::0909 - Geomatic Engineering::090903 - Geospatial Information Systems; Field of Research::08 - Information and Computing Sciences::0806 - Information Systems::080608 - Information Systems Development Methodologies; Field of Research::20 - Language, Communication and Culture::2004 - Linguistics::200408 - Linguistic Structures (incl. Grammar, Phonology, Lexicon, Semantics); Field of Research::08 - Information and Computing Sciences::0806 - Information Systems::080602 - Computer-Human Interaction

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

APA (6th Edition):

Raubal, M. (2010). Semantic Referencing - Determining Context Weights for Similarity Measurement. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/14991

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):

Raubal, Martin. “Semantic Referencing - Determining Context Weights for Similarity Measurement.” 2010. Thesis, University of Canterbury. Accessed July 21, 2019. http://hdl.handle.net/10092/14991.

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

MLA Handbook (7th Edition):

Raubal, Martin. “Semantic Referencing - Determining Context Weights for Similarity Measurement.” 2010. Web. 21 Jul 2019.

Vancouver:

Raubal M. Semantic Referencing - Determining Context Weights for Similarity Measurement. [Internet] [Thesis]. University of Canterbury; 2010. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10092/14991.

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

Council of Science Editors:

Raubal M. Semantic Referencing - Determining Context Weights for Similarity Measurement. [Thesis]. University of Canterbury; 2010. Available from: http://hdl.handle.net/10092/14991

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


University of Canterbury

30. Light RL. The Roots of Exceptional Performance: Indigenous Players' Early Development in Australian Football.

Degree: 2016, University of Canterbury

Subjects/Keywords: Field of Research::13 - Education::1302 - Curriculum and Pedagogy::130210 - Physical Education and Development Curriculum and Pedagogy; Field of Research::20 - Language, Communication and Culture::2002 - Cultural Studies::200201 - Aboriginal and Torres Strait Islander Cultural Studies

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APA (6th Edition):

RL, L. (2016). The Roots of Exceptional Performance: Indigenous Players' Early Development in Australian Football. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/16311

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):

RL, Light. “The Roots of Exceptional Performance: Indigenous Players' Early Development in Australian Football.” 2016. Thesis, University of Canterbury. Accessed July 21, 2019. http://hdl.handle.net/10092/16311.

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

MLA Handbook (7th Edition):

RL, Light. “The Roots of Exceptional Performance: Indigenous Players' Early Development in Australian Football.” 2016. Web. 21 Jul 2019.

Vancouver:

RL L. The Roots of Exceptional Performance: Indigenous Players' Early Development in Australian Football. [Internet] [Thesis]. University of Canterbury; 2016. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10092/16311.

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

Council of Science Editors:

RL L. The Roots of Exceptional Performance: Indigenous Players' Early Development in Australian Football. [Thesis]. University of Canterbury; 2016. Available from: http://hdl.handle.net/10092/16311

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

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