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You searched for subject:(NCEA). Showing records 1 – 26 of 26 total matches.

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1. Aburn, Robert John. The dilemma of aural skills within year eleven music programmes in the New Zealand curriculum.

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

 This thesis investigates a perceived dilemma, music teachers and students have about the significance and value aural and listening skills have in relation to Year… (more)

Subjects/Keywords: assessment; aural skills; listening; music education; NCEA

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

APA (6th Edition):

Aburn, R. J. (2015). The dilemma of aural skills within year eleven music programmes in the New Zealand curriculum. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/11353

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):

Aburn, Robert John. “The dilemma of aural skills within year eleven music programmes in the New Zealand curriculum.” 2015. Thesis, University of Canterbury. Accessed July 20, 2019. http://hdl.handle.net/10092/11353.

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

MLA Handbook (7th Edition):

Aburn, Robert John. “The dilemma of aural skills within year eleven music programmes in the New Zealand curriculum.” 2015. Web. 20 Jul 2019.

Vancouver:

Aburn RJ. The dilemma of aural skills within year eleven music programmes in the New Zealand curriculum. [Internet] [Thesis]. University of Canterbury; 2015. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/10092/11353.

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

Council of Science Editors:

Aburn RJ. The dilemma of aural skills within year eleven music programmes in the New Zealand curriculum. [Thesis]. University of Canterbury; 2015. Available from: http://hdl.handle.net/10092/11353

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


University of Otago

2. Garden, Rachel Mhairi Isabel. Factors affecting students’ academic motivation to achieve Excellence in Level 1 NCEA English .

Degree: 2013, University of Otago

 The purpose of this study was to identify factors influencing students’ academic motivation to achieve at a high level (for the purpose of this study,… (more)

Subjects/Keywords: academic motivation; NCEA Level 1 English

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APA (6th Edition):

Garden, R. M. I. (2013). Factors affecting students’ academic motivation to achieve Excellence in Level 1 NCEA English . (Doctoral Dissertation). University of Otago. Retrieved from http://hdl.handle.net/10523/3825

Chicago Manual of Style (16th Edition):

Garden, Rachel Mhairi Isabel. “Factors affecting students’ academic motivation to achieve Excellence in Level 1 NCEA English .” 2013. Doctoral Dissertation, University of Otago. Accessed July 20, 2019. http://hdl.handle.net/10523/3825.

MLA Handbook (7th Edition):

Garden, Rachel Mhairi Isabel. “Factors affecting students’ academic motivation to achieve Excellence in Level 1 NCEA English .” 2013. Web. 20 Jul 2019.

Vancouver:

Garden RMI. Factors affecting students’ academic motivation to achieve Excellence in Level 1 NCEA English . [Internet] [Doctoral dissertation]. University of Otago; 2013. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/10523/3825.

Council of Science Editors:

Garden RMI. Factors affecting students’ academic motivation to achieve Excellence in Level 1 NCEA English . [Doctoral Dissertation]. University of Otago; 2013. Available from: http://hdl.handle.net/10523/3825


University of Waikato

3. Barrett, Jenny. The impact of the NCEA on teacher collegiality .

Degree: 2008, University of Waikato

 This study looks at the impact that the National Certification of Educational Achievement (NCEA) has had on teacher collegiality in New Zealand. It is an… (more)

Subjects/Keywords: The NCEA; teacher collegiality

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APA (6th Edition):

Barrett, J. (2008). The impact of the NCEA on teacher collegiality . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/2270

Chicago Manual of Style (16th Edition):

Barrett, Jenny. “The impact of the NCEA on teacher collegiality .” 2008. Masters Thesis, University of Waikato. Accessed July 20, 2019. http://hdl.handle.net/10289/2270.

MLA Handbook (7th Edition):

Barrett, Jenny. “The impact of the NCEA on teacher collegiality .” 2008. Web. 20 Jul 2019.

Vancouver:

Barrett J. The impact of the NCEA on teacher collegiality . [Internet] [Masters thesis]. University of Waikato; 2008. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/10289/2270.

Council of Science Editors:

Barrett J. The impact of the NCEA on teacher collegiality . [Masters Thesis]. University of Waikato; 2008. Available from: http://hdl.handle.net/10289/2270


Massey University

4. Brooks, Zoe Jill. Assessing creativity : teachers' perceptions of the effect of the National Certificate of Educational Achievement (NCEA) on teaching and learning in the secondary drama classroom in New Zealand.

Degree: EdD (EdD), 2010, Massey University

 This thesis examines the implications for New Zealand secondary drama educators of the introduction of the National Certificate of Educational Achievement (NCEA) assessment in drama.… (more)

Subjects/Keywords: Drama study and teaching; National Certificate of Educational Achievement; New Zealand; NCEA

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APA (6th Edition):

Brooks, Z. J. (2010). Assessing creativity : teachers' perceptions of the effect of the National Certificate of Educational Achievement (NCEA) on teaching and learning in the secondary drama classroom in New Zealand. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/1795

Chicago Manual of Style (16th Edition):

Brooks, Zoe Jill. “Assessing creativity : teachers' perceptions of the effect of the National Certificate of Educational Achievement (NCEA) on teaching and learning in the secondary drama classroom in New Zealand.” 2010. Doctoral Dissertation, Massey University. Accessed July 20, 2019. http://hdl.handle.net/10179/1795.

MLA Handbook (7th Edition):

Brooks, Zoe Jill. “Assessing creativity : teachers' perceptions of the effect of the National Certificate of Educational Achievement (NCEA) on teaching and learning in the secondary drama classroom in New Zealand.” 2010. Web. 20 Jul 2019.

Vancouver:

Brooks ZJ. Assessing creativity : teachers' perceptions of the effect of the National Certificate of Educational Achievement (NCEA) on teaching and learning in the secondary drama classroom in New Zealand. [Internet] [Doctoral dissertation]. Massey University; 2010. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/10179/1795.

Council of Science Editors:

Brooks ZJ. Assessing creativity : teachers' perceptions of the effect of the National Certificate of Educational Achievement (NCEA) on teaching and learning in the secondary drama classroom in New Zealand. [Doctoral Dissertation]. Massey University; 2010. Available from: http://hdl.handle.net/10179/1795

5. Cirigliano, Natalie Ann. Exploring the Leadership Practices of National Catholic Educational Association Distinguished Catholic Elementary School Principals and Defining the Leadership Needed to Survive the 21st Century Challenges.

Degree: Doctor of Education (EdD), Leadership Studies, 2017, University of San Francisco

  The purpose of this study was to explore the life experiences (personal and educational) of eight distinguished elementary Catholic school principals formally recognized by… (more)

Subjects/Keywords: 21st century challenges; Catholic education; Catholic elementary school leadership; Distinguished leadership; Leadership practices; NCEA; Education; Educational Administration and Supervision; Educational Leadership

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APA (6th Edition):

Cirigliano, N. A. (2017). Exploring the Leadership Practices of National Catholic Educational Association Distinguished Catholic Elementary School Principals and Defining the Leadership Needed to Survive the 21st Century Challenges. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/418

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):

Cirigliano, Natalie Ann. “Exploring the Leadership Practices of National Catholic Educational Association Distinguished Catholic Elementary School Principals and Defining the Leadership Needed to Survive the 21st Century Challenges.” 2017. Thesis, University of San Francisco. Accessed July 20, 2019. https://repository.usfca.edu/diss/418.

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

MLA Handbook (7th Edition):

Cirigliano, Natalie Ann. “Exploring the Leadership Practices of National Catholic Educational Association Distinguished Catholic Elementary School Principals and Defining the Leadership Needed to Survive the 21st Century Challenges.” 2017. Web. 20 Jul 2019.

Vancouver:

Cirigliano NA. Exploring the Leadership Practices of National Catholic Educational Association Distinguished Catholic Elementary School Principals and Defining the Leadership Needed to Survive the 21st Century Challenges. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Jul 20]. Available from: https://repository.usfca.edu/diss/418.

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

Council of Science Editors:

Cirigliano NA. Exploring the Leadership Practices of National Catholic Educational Association Distinguished Catholic Elementary School Principals and Defining the Leadership Needed to Survive the 21st Century Challenges. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/diss/418

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


University of Waikato

6. Hart, Sally Anne. Investigating Socio-critical Discourses in Assessment of Senior Physical Education in New Zealand .

Degree: 2014, University of Waikato

 There has been a growing interest in and, to some extent, adoption of, ‘socio-critical’ discourses in Health and Physical Education (HPE) in New Zealand and… (more)

Subjects/Keywords: physical education; curriculum; assessment; pedagogy; biophysical; discourses; socio-critical; dichotomies; habitus; beliefs; high stakes assessment; values; policy; NCEA; standards; NZC

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

APA (6th Edition):

Hart, S. A. (2014). Investigating Socio-critical Discourses in Assessment of Senior Physical Education in New Zealand . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/8984

Chicago Manual of Style (16th Edition):

Hart, Sally Anne. “Investigating Socio-critical Discourses in Assessment of Senior Physical Education in New Zealand .” 2014. Masters Thesis, University of Waikato. Accessed July 20, 2019. http://hdl.handle.net/10289/8984.

MLA Handbook (7th Edition):

Hart, Sally Anne. “Investigating Socio-critical Discourses in Assessment of Senior Physical Education in New Zealand .” 2014. Web. 20 Jul 2019.

Vancouver:

Hart SA. Investigating Socio-critical Discourses in Assessment of Senior Physical Education in New Zealand . [Internet] [Masters thesis]. University of Waikato; 2014. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/10289/8984.

Council of Science Editors:

Hart SA. Investigating Socio-critical Discourses in Assessment of Senior Physical Education in New Zealand . [Masters Thesis]. University of Waikato; 2014. Available from: http://hdl.handle.net/10289/8984


Victoria University of Wellington

7. Yates, Anne. Economics and accounting teachers’ beliefs about school-based assessment, the summative and formative tension: A mixed method study.

Degree: 2018, Victoria University of Wellington

 The National Certificate of Educational Achievement (NCEA) is New Zealand’s main national qualification for senior secondary school students. A key feature of NCEA is that… (more)

Subjects/Keywords: Conceptions of assessment; School-based assessment; NCEA; Economics teachers; Accounting teachers; National Certificate of Educational Achievement

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APA (6th Edition):

Yates, A. (2018). Economics and accounting teachers’ beliefs about school-based assessment, the summative and formative tension: A mixed method study. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/6956

Chicago Manual of Style (16th Edition):

Yates, Anne. “Economics and accounting teachers’ beliefs about school-based assessment, the summative and formative tension: A mixed method study.” 2018. Doctoral Dissertation, Victoria University of Wellington. Accessed July 20, 2019. http://hdl.handle.net/10063/6956.

MLA Handbook (7th Edition):

Yates, Anne. “Economics and accounting teachers’ beliefs about school-based assessment, the summative and formative tension: A mixed method study.” 2018. Web. 20 Jul 2019.

Vancouver:

Yates A. Economics and accounting teachers’ beliefs about school-based assessment, the summative and formative tension: A mixed method study. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2018. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/10063/6956.

Council of Science Editors:

Yates A. Economics and accounting teachers’ beliefs about school-based assessment, the summative and formative tension: A mixed method study. [Doctoral Dissertation]. Victoria University of Wellington; 2018. Available from: http://hdl.handle.net/10063/6956


Victoria University of Wellington

8. Tewkesbury, Michelle. An analysis of National Certificate of Educational Achievement chemistry courses in terms of curriculum, pedagogy and assessment: With comparison to the International Baccalaureate Diploma.

Degree: 2017, Victoria University of Wellington

 New Zealand has seen significant change in curriculum and qualification frameworks in recent years. The implementation of the National Certificate of Educational Achievement (NCEA) from… (more)

Subjects/Keywords: Curriculum; Assessment; NCEA; Chemistry education; IB Diploma Programme; National Certificate of Educational Achievement; International Baccalaureate Diploma Programme

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

APA (6th Edition):

Tewkesbury, M. (2017). An analysis of National Certificate of Educational Achievement chemistry courses in terms of curriculum, pedagogy and assessment: With comparison to the International Baccalaureate Diploma. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/6610

Chicago Manual of Style (16th Edition):

Tewkesbury, Michelle. “An analysis of National Certificate of Educational Achievement chemistry courses in terms of curriculum, pedagogy and assessment: With comparison to the International Baccalaureate Diploma.” 2017. Doctoral Dissertation, Victoria University of Wellington. Accessed July 20, 2019. http://hdl.handle.net/10063/6610.

MLA Handbook (7th Edition):

Tewkesbury, Michelle. “An analysis of National Certificate of Educational Achievement chemistry courses in terms of curriculum, pedagogy and assessment: With comparison to the International Baccalaureate Diploma.” 2017. Web. 20 Jul 2019.

Vancouver:

Tewkesbury M. An analysis of National Certificate of Educational Achievement chemistry courses in terms of curriculum, pedagogy and assessment: With comparison to the International Baccalaureate Diploma. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2017. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/10063/6610.

Council of Science Editors:

Tewkesbury M. An analysis of National Certificate of Educational Achievement chemistry courses in terms of curriculum, pedagogy and assessment: With comparison to the International Baccalaureate Diploma. [Doctoral Dissertation]. Victoria University of Wellington; 2017. Available from: http://hdl.handle.net/10063/6610


AUT University

9. Singh, Kamakshi. Using predictive risk analysis to identify vulnerable first-year students at university: the importance of NCEA results .

Degree: AUT University

 Much research has highlighted the factors leading to increasing dropouts among first-year undergraduates around the globe. This phenomenon is also an issue in New Zealand.… (more)

Subjects/Keywords: Predictive risk analysis; Successful course completion; NCEA results

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APA (6th Edition):

Singh, K. (n.d.). Using predictive risk analysis to identify vulnerable first-year students at university: the importance of NCEA results . (Thesis). AUT University. Retrieved from http://hdl.handle.net/10292/9280

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):

Singh, Kamakshi. “Using predictive risk analysis to identify vulnerable first-year students at university: the importance of NCEA results .” Thesis, AUT University. Accessed July 20, 2019. http://hdl.handle.net/10292/9280.

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):

Singh, Kamakshi. “Using predictive risk analysis to identify vulnerable first-year students at university: the importance of NCEA results .” Web. 20 Jul 2019.

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

Vancouver:

Singh K. Using predictive risk analysis to identify vulnerable first-year students at university: the importance of NCEA results . [Internet] [Thesis]. AUT University; [cited 2019 Jul 20]. Available from: http://hdl.handle.net/10292/9280.

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:

Singh K. Using predictive risk analysis to identify vulnerable first-year students at university: the importance of NCEA results . [Thesis]. AUT University; Available from: http://hdl.handle.net/10292/9280

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


AUT University

10. Cao, Zhaoyi. Explaining ethnic differences in first-year student success at a university in New Zealand .

Degree: AUT University

 Previous research has found that ethnic gaps in first-year university academic performances are substantial. We utilise unit record administrative data made available by the Strategy… (more)

Subjects/Keywords: Decomposition techniques; Paper completion outcomes; Letter grades; NCEA results

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APA (6th Edition):

Cao, Z. (n.d.). Explaining ethnic differences in first-year student success at a university in New Zealand . (Thesis). AUT University. Retrieved from http://hdl.handle.net/10292/9939

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):

Cao, Zhaoyi. “Explaining ethnic differences in first-year student success at a university in New Zealand .” Thesis, AUT University. Accessed July 20, 2019. http://hdl.handle.net/10292/9939.

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):

Cao, Zhaoyi. “Explaining ethnic differences in first-year student success at a university in New Zealand .” Web. 20 Jul 2019.

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

Vancouver:

Cao Z. Explaining ethnic differences in first-year student success at a university in New Zealand . [Internet] [Thesis]. AUT University; [cited 2019 Jul 20]. Available from: http://hdl.handle.net/10292/9939.

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:

Cao Z. Explaining ethnic differences in first-year student success at a university in New Zealand . [Thesis]. AUT University; Available from: http://hdl.handle.net/10292/9939

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


AUT University

11. Whitham-Blackwell, Nicola Jane. The Wellbeing of Year 13 Girls in High-decile, High Performing, Single-sex Secondary Schools in New Zealand .

Degree: AUT University

 The aim of this research was to investigate the wellbeing of Year 13 girls in high-decile, high performing single-sex schools. It was based on a… (more)

Subjects/Keywords: Secondary school students; Wellbeing; NCEA; Feminist paradigm

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APA (6th Edition):

Whitham-Blackwell, N. J. (n.d.). The Wellbeing of Year 13 Girls in High-decile, High Performing, Single-sex Secondary Schools in New Zealand . (Thesis). AUT University. Retrieved from http://hdl.handle.net/10292/10784

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):

Whitham-Blackwell, Nicola Jane. “The Wellbeing of Year 13 Girls in High-decile, High Performing, Single-sex Secondary Schools in New Zealand .” Thesis, AUT University. Accessed July 20, 2019. http://hdl.handle.net/10292/10784.

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):

Whitham-Blackwell, Nicola Jane. “The Wellbeing of Year 13 Girls in High-decile, High Performing, Single-sex Secondary Schools in New Zealand .” Web. 20 Jul 2019.

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

Vancouver:

Whitham-Blackwell NJ. The Wellbeing of Year 13 Girls in High-decile, High Performing, Single-sex Secondary Schools in New Zealand . [Internet] [Thesis]. AUT University; [cited 2019 Jul 20]. Available from: http://hdl.handle.net/10292/10784.

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:

Whitham-Blackwell NJ. The Wellbeing of Year 13 Girls in High-decile, High Performing, Single-sex Secondary Schools in New Zealand . [Thesis]. AUT University; Available from: http://hdl.handle.net/10292/10784

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


Unitec New Zealand

12. Scott, Karen. Using exemplars for the National Certificate of Educational Achievement (NCEA) external assessments : perceptions of secondary school teachers.

Degree: 2018, Unitec New Zealand

 The New Zealand Qualifications Authority (NZQA) publishes exemplars of student work following the external National Certificate of Educational Achievement (NCEA) examinations each year. These are… (more)

Subjects/Keywords: New Zealand; secondary schools; teacher development; National Certificate of Educational Achievement (NCEA); (NCEA); exemplars; external assessment; perceptions; 130313 Teacher Education and Professional Development of Educators; 130303 Education Assessment and Evaluation; 130106 Secondary Education

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

APA (6th Edition):

Scott, K. (2018). Using exemplars for the National Certificate of Educational Achievement (NCEA) external assessments : perceptions of secondary school teachers. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/4530

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):

Scott, Karen. “Using exemplars for the National Certificate of Educational Achievement (NCEA) external assessments : perceptions of secondary school teachers.” 2018. Thesis, Unitec New Zealand. Accessed July 20, 2019. http://hdl.handle.net/10652/4530.

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

MLA Handbook (7th Edition):

Scott, Karen. “Using exemplars for the National Certificate of Educational Achievement (NCEA) external assessments : perceptions of secondary school teachers.” 2018. Web. 20 Jul 2019.

Vancouver:

Scott K. Using exemplars for the National Certificate of Educational Achievement (NCEA) external assessments : perceptions of secondary school teachers. [Internet] [Thesis]. Unitec New Zealand; 2018. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/10652/4530.

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

Council of Science Editors:

Scott K. Using exemplars for the National Certificate of Educational Achievement (NCEA) external assessments : perceptions of secondary school teachers. [Thesis]. Unitec New Zealand; 2018. Available from: http://hdl.handle.net/10652/4530

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

13. Austin, Lee Gowan. The decision making process leading to curriculum innovation in medium sized New Zealand secondary schools since the introduction of NCEA.

Degree: 2015, Victoria University of Wellington

 The introduction of the current New Zealand Curriculum and National Certificate in Educational Achievement (NCEA) system provides New Zealand secondary schools with the opportunity to… (more)

Subjects/Keywords: NCEA; National Certificate in Educational Achievement; Curriculum; Innovation

…around NCEA course design. With this intent, the following research questions were investigated… …leading to NCEA course design in currently available research. The research that has been… …and the introduction of NCEA assessment systems. The curriculum provides guidelines for all… …three years of schooling in New Zealand. Figure 1.1. shows how secondary schools and NCEA… …students are studying towards gaining an NCEA qualification. NCEA qualifications are offered at… 

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

APA (6th Edition):

Austin, L. G. (2015). The decision making process leading to curriculum innovation in medium sized New Zealand secondary schools since the introduction of NCEA. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/4573

Chicago Manual of Style (16th Edition):

Austin, Lee Gowan. “The decision making process leading to curriculum innovation in medium sized New Zealand secondary schools since the introduction of NCEA.” 2015. Masters Thesis, Victoria University of Wellington. Accessed July 20, 2019. http://hdl.handle.net/10063/4573.

MLA Handbook (7th Edition):

Austin, Lee Gowan. “The decision making process leading to curriculum innovation in medium sized New Zealand secondary schools since the introduction of NCEA.” 2015. Web. 20 Jul 2019.

Vancouver:

Austin LG. The decision making process leading to curriculum innovation in medium sized New Zealand secondary schools since the introduction of NCEA. [Internet] [Masters thesis]. Victoria University of Wellington; 2015. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/10063/4573.

Council of Science Editors:

Austin LG. The decision making process leading to curriculum innovation in medium sized New Zealand secondary schools since the introduction of NCEA. [Masters Thesis]. Victoria University of Wellington; 2015. Available from: http://hdl.handle.net/10063/4573


University of Canterbury

14. Boereboom JB. Ethnic Group Labelling and the Reporting of National Educational Outcomes in New Zealand.

Degree: 2017, University of Canterbury

 The New Zealand education system is culturally diverse and is guided by the principles of the Treaty of Waitangi to produce equitable outcomes for Māori… (more)

Subjects/Keywords: Ethnicity labelling; National assessment; NCEA reporting; National outcomes; Field of Research::13 - Education::1303 - Specialist Studies in Education::130303 - Education Assessment and Evaluation

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APA (6th Edition):

JB, B. (2017). Ethnic Group Labelling and the Reporting of National Educational Outcomes in New Zealand. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/13745

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. “Ethnic Group Labelling and the Reporting of National Educational Outcomes in New Zealand.” 2017. Thesis, University of Canterbury. Accessed July 20, 2019. http://hdl.handle.net/10092/13745.

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. “Ethnic Group Labelling and the Reporting of National Educational Outcomes in New Zealand.” 2017. Web. 20 Jul 2019.

Vancouver:

JB B. Ethnic Group Labelling and the Reporting of National Educational Outcomes in New Zealand. [Internet] [Thesis]. University of Canterbury; 2017. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/10092/13745.

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. Ethnic Group Labelling and the Reporting of National Educational Outcomes in New Zealand. [Thesis]. University of Canterbury; 2017. Available from: http://hdl.handle.net/10092/13745

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

15. Ricardo Lima de Aguiar. A substituiÃÃo tributÃria nas empresas atacadistas do Estado do Cearà apÃs o decreto 29.560/2008: um estudo empÃrico dos efeitos sobre a arrecadaÃÃo.

Degree: Master, 2013, Universidade Federal do Ceará

No Estado do Cearà foram implantadas novas polÃticas pÃblicas com o objetivo de incrementar o recolhimento de impostos e assegurar um maior desenvolvimento. Este estudo… (more)

Subjects/Keywords: CIENCIAS SOCIAIS APLICADAS; ICMS; CNAE; SubstituiÃÃo TributÃria; ArrecadaÃÃo; ICMS; NCEA; Tax replacing; Collection; Imposto sobre circulaÃÃo de mercadorias e serviÃos; Impostos; ArrecadaÃÃo

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

APA (6th Edition):

Aguiar, R. L. d. (2013). A substituiÃÃo tributÃria nas empresas atacadistas do Estado do Cearà apÃs o decreto 29.560/2008: um estudo empÃrico dos efeitos sobre a arrecadaÃÃo. (Masters Thesis). Universidade Federal do Ceará. Retrieved from http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=11852 ;

Chicago Manual of Style (16th Edition):

Aguiar, Ricardo Lima de. “A substituiÃÃo tributÃria nas empresas atacadistas do Estado do Cearà apÃs o decreto 29.560/2008: um estudo empÃrico dos efeitos sobre a arrecadaÃÃo.” 2013. Masters Thesis, Universidade Federal do Ceará. Accessed July 20, 2019. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=11852 ;.

MLA Handbook (7th Edition):

Aguiar, Ricardo Lima de. “A substituiÃÃo tributÃria nas empresas atacadistas do Estado do Cearà apÃs o decreto 29.560/2008: um estudo empÃrico dos efeitos sobre a arrecadaÃÃo.” 2013. Web. 20 Jul 2019.

Vancouver:

Aguiar RLd. A substituiÃÃo tributÃria nas empresas atacadistas do Estado do Cearà apÃs o decreto 29.560/2008: um estudo empÃrico dos efeitos sobre a arrecadaÃÃo. [Internet] [Masters thesis]. Universidade Federal do Ceará 2013. [cited 2019 Jul 20]. Available from: http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=11852 ;.

Council of Science Editors:

Aguiar RLd. A substituiÃÃo tributÃria nas empresas atacadistas do Estado do Cearà apÃs o decreto 29.560/2008: um estudo empÃrico dos efeitos sobre a arrecadaÃÃo. [Masters Thesis]. Universidade Federal do Ceará 2013. Available from: http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=11852 ;


Massey University

16. Rawlins, Peter Leslie Charles. Students' perceptions of the formative potential of the National Certificate of Educational Achievement : a thesis presented in partial fulfilment of the requirements of the degree of PhD in Education .

Degree: 2008, Massey University

 Research evidence suggests that appropriate use of formative assessment promotes effective learning. Improved learning occurs when assessment is viewed as integral to learning, and when… (more)

Subjects/Keywords: NCEA; New Zealand; Assessment; Secondary education; National Certificate of Educational Achievement

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APA (6th Edition):

Rawlins, P. L. C. (2008). Students' perceptions of the formative potential of the National Certificate of Educational Achievement : a thesis presented in partial fulfilment of the requirements of the degree of PhD in Education . (Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/664

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):

Rawlins, Peter Leslie Charles. “Students' perceptions of the formative potential of the National Certificate of Educational Achievement : a thesis presented in partial fulfilment of the requirements of the degree of PhD in Education .” 2008. Thesis, Massey University. Accessed July 20, 2019. http://hdl.handle.net/10179/664.

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

MLA Handbook (7th Edition):

Rawlins, Peter Leslie Charles. “Students' perceptions of the formative potential of the National Certificate of Educational Achievement : a thesis presented in partial fulfilment of the requirements of the degree of PhD in Education .” 2008. Web. 20 Jul 2019.

Vancouver:

Rawlins PLC. Students' perceptions of the formative potential of the National Certificate of Educational Achievement : a thesis presented in partial fulfilment of the requirements of the degree of PhD in Education . [Internet] [Thesis]. Massey University; 2008. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/10179/664.

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

Council of Science Editors:

Rawlins PLC. Students' perceptions of the formative potential of the National Certificate of Educational Achievement : a thesis presented in partial fulfilment of the requirements of the degree of PhD in Education . [Thesis]. Massey University; 2008. Available from: http://hdl.handle.net/10179/664

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


AUT University

17. Soysa, Tara-Lee. Innovative Curriculum within a New Zealand Low Decile Secondary School: A Case Study .

Degree: AUT University

 The Ministry of Education has expressed a desire to develop twenty-first century learners through innovative approaches to the New Zealand curriculum, indicating that a move… (more)

Subjects/Keywords: Curriculum innovation; New Zealand senior high school curriculum; NCEA; Cross-curricular

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

APA (6th Edition):

Soysa, T. (n.d.). Innovative Curriculum within a New Zealand Low Decile Secondary School: A Case Study . (Thesis). AUT University. Retrieved from http://hdl.handle.net/10292/12588

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):

Soysa, Tara-Lee. “Innovative Curriculum within a New Zealand Low Decile Secondary School: A Case Study .” Thesis, AUT University. Accessed July 20, 2019. http://hdl.handle.net/10292/12588.

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):

Soysa, Tara-Lee. “Innovative Curriculum within a New Zealand Low Decile Secondary School: A Case Study .” Web. 20 Jul 2019.

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

Vancouver:

Soysa T. Innovative Curriculum within a New Zealand Low Decile Secondary School: A Case Study . [Internet] [Thesis]. AUT University; [cited 2019 Jul 20]. Available from: http://hdl.handle.net/10292/12588.

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:

Soysa T. Innovative Curriculum within a New Zealand Low Decile Secondary School: A Case Study . [Thesis]. AUT University; Available from: http://hdl.handle.net/10292/12588

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

18. McIntosh, A.R. Using institutional research data on tertiary performance to inform departmental advice to secondary students.

Degree: Biological Sciences; University of Canterbury. AVC Research Office, 2011, University of Canterbury

 This article examines the use of institutional research data on tertiary academic success of students in the first-year Biology program at the University of Canterbury… (more)

Subjects/Keywords: NCEA; academic advising; biology; first year performance; academic preparation for university studies; Field of Research::13 - Education::1301 - Education Systems::130106 - Secondary Education; Field of Research::13 - Education::1301 - Education Systems::130103 - Higher Education

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APA (6th Edition):

McIntosh, A. R. (2011). Using institutional research data on tertiary performance to inform departmental advice to secondary students. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/8747

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):

McIntosh, A R. “Using institutional research data on tertiary performance to inform departmental advice to secondary students.” 2011. Thesis, University of Canterbury. Accessed July 20, 2019. http://hdl.handle.net/10092/8747.

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

MLA Handbook (7th Edition):

McIntosh, A R. “Using institutional research data on tertiary performance to inform departmental advice to secondary students.” 2011. Web. 20 Jul 2019.

Vancouver:

McIntosh AR. Using institutional research data on tertiary performance to inform departmental advice to secondary students. [Internet] [Thesis]. University of Canterbury; 2011. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/10092/8747.

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

Council of Science Editors:

McIntosh AR. Using institutional research data on tertiary performance to inform departmental advice to secondary students. [Thesis]. University of Canterbury; 2011. Available from: http://hdl.handle.net/10092/8747

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


University of Canterbury

19. Sampson, K.A. Marked for Success: Secondary School Performance and University Achievement in Biology.

Degree: AVC Research Office, 2011, University of Canterbury

 Building on Shulruf, Hattie and Tumen (2008), this work examines the capacity of various National Certificate in Educational Achievement (NCEA)-derived models to predict first-year performance… (more)

Subjects/Keywords: NCEA; academic advising; biology; first year performance; academic preparation for university studies; best-80; Field of Research::06 - Biological Sciences; Field of Research::13 - Education::1301 - Education Systems::130103 - Higher Education; Field of Research::13 - Education::1303 - Specialist Studies in Education::130303 - Education Assessment and Evaluation

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APA (6th Edition):

Sampson, K. A. (2011). Marked for Success: Secondary School Performance and University Achievement in Biology. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/8752

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):

Sampson, K A. “Marked for Success: Secondary School Performance and University Achievement in Biology.” 2011. Thesis, University of Canterbury. Accessed July 20, 2019. http://hdl.handle.net/10092/8752.

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

MLA Handbook (7th Edition):

Sampson, K A. “Marked for Success: Secondary School Performance and University Achievement in Biology.” 2011. Web. 20 Jul 2019.

Vancouver:

Sampson KA. Marked for Success: Secondary School Performance and University Achievement in Biology. [Internet] [Thesis]. University of Canterbury; 2011. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/10092/8752.

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

Council of Science Editors:

Sampson KA. Marked for Success: Secondary School Performance and University Achievement in Biology. [Thesis]. University of Canterbury; 2011. Available from: http://hdl.handle.net/10092/8752

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


University of Waikato

20. Luton, Jane Isobel. Drama and Theatre in and for Schools: Referencing the Nature of Theatre in Contemporary New Zealand .

Degree: 2010, University of Waikato

 This thesis considers the nature of drama and theatre in and for schools and references the nature of theatre in contemporary New Zealand. Drama in… (more)

Subjects/Keywords: Educational Drama; NCEA Drama; Performance in Schools; Professional theatre in schools; Contemporary New Zealand Theatre; New Zealand Secondary Schools; Arts in Schools; Theatre in Education; Drama in Education; History of Drama in Schools

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

APA (6th Edition):

Luton, J. I. (2010). Drama and Theatre in and for Schools: Referencing the Nature of Theatre in Contemporary New Zealand . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/3949

Chicago Manual of Style (16th Edition):

Luton, Jane Isobel. “Drama and Theatre in and for Schools: Referencing the Nature of Theatre in Contemporary New Zealand .” 2010. Masters Thesis, University of Waikato. Accessed July 20, 2019. http://hdl.handle.net/10289/3949.

MLA Handbook (7th Edition):

Luton, Jane Isobel. “Drama and Theatre in and for Schools: Referencing the Nature of Theatre in Contemporary New Zealand .” 2010. Web. 20 Jul 2019.

Vancouver:

Luton JI. Drama and Theatre in and for Schools: Referencing the Nature of Theatre in Contemporary New Zealand . [Internet] [Masters thesis]. University of Waikato; 2010. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/10289/3949.

Council of Science Editors:

Luton JI. Drama and Theatre in and for Schools: Referencing the Nature of Theatre in Contemporary New Zealand . [Masters Thesis]. University of Waikato; 2010. Available from: http://hdl.handle.net/10289/3949

21. Chote, John. Religious Studies Achievement Standards in New Zealand state secondary schools: Philosophy, pedagogy and policy.

Degree: 2018, Victoria University of Wellington

 This thesis outlines and examines the factors that account for the post-2009 growth in the adoption and use of the NCEA Religious Studies Achievement Standards… (more)

Subjects/Keywords: Religious Studies; NCEA; Achievement Standards; New Zealand Certificate of Educational Achievement

…x28;ASs), equal in status to other NCEA subjects. The RS ASs were placed under the… …introduced the NCEA system itself, explained its philosophy, and introduced the actual set of RS… …Statement on Religious Diversity preceded the introduction of the NCEA RS ASs by two years. That… …within two years of the Statement on Religious Diversity publication, the NCEA RS assessment… …the NCEA RS ASs and that some state schools had classes with enough students to warrant a… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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

APA (6th Edition):

Chote, J. (2018). Religious Studies Achievement Standards in New Zealand state secondary schools: Philosophy, pedagogy and policy. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/7959

Chicago Manual of Style (16th Edition):

Chote, John. “Religious Studies Achievement Standards in New Zealand state secondary schools: Philosophy, pedagogy and policy.” 2018. Masters Thesis, Victoria University of Wellington. Accessed July 20, 2019. http://hdl.handle.net/10063/7959.

MLA Handbook (7th Edition):

Chote, John. “Religious Studies Achievement Standards in New Zealand state secondary schools: Philosophy, pedagogy and policy.” 2018. Web. 20 Jul 2019.

Vancouver:

Chote J. Religious Studies Achievement Standards in New Zealand state secondary schools: Philosophy, pedagogy and policy. [Internet] [Masters thesis]. Victoria University of Wellington; 2018. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/10063/7959.

Council of Science Editors:

Chote J. Religious Studies Achievement Standards in New Zealand state secondary schools: Philosophy, pedagogy and policy. [Masters Thesis]. Victoria University of Wellington; 2018. Available from: http://hdl.handle.net/10063/7959


AUT University

22. Qin, Jane. An Empirical Study of New Zealand Secondary School Performance Under the Qualification System of National Certificate of Education Achievement (NCEA) .

Degree: AUT University

 The National Certificate of Education Achievement (NCEA) was introduced as the major qualification system for New Zealand secondary schools in 2004. Given there is limited… (more)

Subjects/Keywords: Performance measurement; Public school performance; Data envelopment analysis; National Certificate of Education Achievement (NCEA)

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

APA (6th Edition):

Qin, J. (n.d.). An Empirical Study of New Zealand Secondary School Performance Under the Qualification System of National Certificate of Education Achievement (NCEA) . (Thesis). AUT University. Retrieved from http://hdl.handle.net/10292/10131

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):

Qin, Jane. “An Empirical Study of New Zealand Secondary School Performance Under the Qualification System of National Certificate of Education Achievement (NCEA) .” Thesis, AUT University. Accessed July 20, 2019. http://hdl.handle.net/10292/10131.

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):

Qin, Jane. “An Empirical Study of New Zealand Secondary School Performance Under the Qualification System of National Certificate of Education Achievement (NCEA) .” Web. 20 Jul 2019.

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

Vancouver:

Qin J. An Empirical Study of New Zealand Secondary School Performance Under the Qualification System of National Certificate of Education Achievement (NCEA) . [Internet] [Thesis]. AUT University; [cited 2019 Jul 20]. Available from: http://hdl.handle.net/10292/10131.

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:

Qin J. An Empirical Study of New Zealand Secondary School Performance Under the Qualification System of National Certificate of Education Achievement (NCEA) . [Thesis]. AUT University; Available from: http://hdl.handle.net/10292/10131

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


Massey University

23. Alison, Judie. Mind the gap! : policy change in practice : school qualifications reform in New Zealand, 1980-2002.

Degree: PhD, Education, 2007, Massey University

 'Policy gaps' in education mean that the visions of policy-makers frequently fail to materialise fully, or at all, in teacher practice. This thesis argues that… (more)

Subjects/Keywords: Educational tests and measurements; National Certificate of Educational Achievement; Educational change; Education and state; High school students; Secondary school students; Education policy; New Zealand; NCEA

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APA (6th Edition):

Alison, J. (2007). Mind the gap! : policy change in practice : school qualifications reform in New Zealand, 1980-2002. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/1441

Chicago Manual of Style (16th Edition):

Alison, Judie. “Mind the gap! : policy change in practice : school qualifications reform in New Zealand, 1980-2002.” 2007. Doctoral Dissertation, Massey University. Accessed July 20, 2019. http://hdl.handle.net/10179/1441.

MLA Handbook (7th Edition):

Alison, Judie. “Mind the gap! : policy change in practice : school qualifications reform in New Zealand, 1980-2002.” 2007. Web. 20 Jul 2019.

Vancouver:

Alison J. Mind the gap! : policy change in practice : school qualifications reform in New Zealand, 1980-2002. [Internet] [Doctoral dissertation]. Massey University; 2007. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/10179/1441.

Council of Science Editors:

Alison J. Mind the gap! : policy change in practice : school qualifications reform in New Zealand, 1980-2002. [Doctoral Dissertation]. Massey University; 2007. Available from: http://hdl.handle.net/10179/1441


University of Canterbury

24. Maunder, Paul Allan. The Rebellious Mirror,Before and after 1984:Community-based theatre in Aotearoa.

Degree: Theatre and Film Studies, 2010, University of Canterbury

 In this thesis I outline the contribution Community-based theatre has made to New Zealand theatre. This involves a defining of theatre production as a material… (more)

Subjects/Keywords: community theatre; Community-based theatre; New Zealand theatre history; Maori Theatre history; Amamus; Theatre Action; Town and Country Players; Te Ika a Maui; Maranga Mai; Taki Rua; Theatre of the Eighth Day; Community Arts; Popular Theatre; Neo-liberalism; Creative Industries; Te Rakau Hua O Te Wao Tapu; Pou Mahi a Iwi-Cultural Work Centre; Tokelau Theatre; Massive Theatre Company; A Different Light; Talking House; The Travelling Tuatara; Eko; Queen Elizabeth 11 Arts Council of NZ; Creative NZ; arts funding policy; Jerzy Grotowsk; Augusto Boal; Jim Moriarty; Paul Maunder; Brian Potiki; Jill Walker; Rowley Habib; Sam Scott; Tony McCaffrey; Elizabeth O'Connor; Simon O'Connor; David O'Donnell; Heather Timms; Justine Simei-Barton; Clare Adams; NCEA drama; postmarxism; Murray Edmond; Peter Falkenberg; Free Theatre

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APA (6th Edition):

Maunder, P. A. (2010). The Rebellious Mirror,Before and after 1984:Community-based theatre in Aotearoa. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/5381

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):

Maunder, Paul Allan. “The Rebellious Mirror,Before and after 1984:Community-based theatre in Aotearoa.” 2010. Thesis, University of Canterbury. Accessed July 20, 2019. http://hdl.handle.net/10092/5381.

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

MLA Handbook (7th Edition):

Maunder, Paul Allan. “The Rebellious Mirror,Before and after 1984:Community-based theatre in Aotearoa.” 2010. Web. 20 Jul 2019.

Vancouver:

Maunder PA. The Rebellious Mirror,Before and after 1984:Community-based theatre in Aotearoa. [Internet] [Thesis]. University of Canterbury; 2010. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/10092/5381.

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

Council of Science Editors:

Maunder PA. The Rebellious Mirror,Before and after 1984:Community-based theatre in Aotearoa. [Thesis]. University of Canterbury; 2010. Available from: http://hdl.handle.net/10092/5381

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

25. Mällberg, Camilla. Quality Assurance in the Review Process of the Swedish EIA System.

Degree: Physical Geography, 2015, Stockholm University

By 2050, the world population is projected to exceed nine billion and sustainable development measures are therefore critical. There has been a clear consensus… (more)

Subjects/Keywords: quality assurance; EIA; CEAA; NCEA; commission; environmental impact assessment; burden of proof; EIS; transparency; independence; environmental impact statement; sustainable development; Sweden; Netherlands; environment; sustainability; review; impartiality; precautionary principle; environmental policy; environmental law; EU; Kvalitetssäkring; MKB; granskningsprocess; Sverige; Nederländerna; miljökonsekvensbeskrivning; hållbar utveckling; hållbarhet; miljö; EU; miljölagstiftning; miljöbalken

…Association for Impact Assessment NCEA Netherlands Commission for Environmental Assessment NEPA… …proposed projects (NCEA, 2011). Utilizing an independent national authority for… …system was selected, as it has been a reliably used planning system since 1987 (NCEA, 2011… …the respondents considered the NCEA to have a very important role for adding to a good… …of the three founding principles of the NCEA, along with expertise and independence. The… 

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APA (6th Edition):

Mällberg, C. (2015). Quality Assurance in the Review Process of the Swedish EIA System. (Thesis). Stockholm University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-118505

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):

Mällberg, Camilla. “Quality Assurance in the Review Process of the Swedish EIA System.” 2015. Thesis, Stockholm University. Accessed July 20, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-118505.

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

MLA Handbook (7th Edition):

Mällberg, Camilla. “Quality Assurance in the Review Process of the Swedish EIA System.” 2015. Web. 20 Jul 2019.

Vancouver:

Mällberg C. Quality Assurance in the Review Process of the Swedish EIA System. [Internet] [Thesis]. Stockholm University; 2015. [cited 2019 Jul 20]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-118505.

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

Council of Science Editors:

Mällberg C. Quality Assurance in the Review Process of the Swedish EIA System. [Thesis]. Stockholm University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-118505

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

26. Connolly, Maria Josephine. The impacts of the Canterbury earthquakes on educational inequalities and achievement in Christchurch secondary schools.

Degree: Geography, 2013, University of Canterbury

 During 2010 and 2011, major earthquakes caused widespread damage and the deaths of 185 people in the city of Christchurch. Damaged school buildings resulted in… (more)

Subjects/Keywords: New Zealand; Christchurch; Canterbury; earthquake; aftershocks; 4 September 2010; 22 February 2011; 13 June 2011; Canterbury earthquakes; Canterbury earthquake; Christchurch earthquake; Christchurch secondary schools; educational inequalities; social inequalities; disproportionate effects; National Certificate of Educational Achievement; NCEA; school performance; school achievement; government intervention; state intervention; Education Acts; school site sharing agreements; decile ratings; ERO; Ministry of Education; NZQA; geography

Page 1

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

APA (6th Edition):

Connolly, M. J. (2013). The impacts of the Canterbury earthquakes on educational inequalities and achievement in Christchurch secondary schools. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/7903

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):

Connolly, Maria Josephine. “The impacts of the Canterbury earthquakes on educational inequalities and achievement in Christchurch secondary schools.” 2013. Thesis, University of Canterbury. Accessed July 20, 2019. http://hdl.handle.net/10092/7903.

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

MLA Handbook (7th Edition):

Connolly, Maria Josephine. “The impacts of the Canterbury earthquakes on educational inequalities and achievement in Christchurch secondary schools.” 2013. Web. 20 Jul 2019.

Vancouver:

Connolly MJ. The impacts of the Canterbury earthquakes on educational inequalities and achievement in Christchurch secondary schools. [Internet] [Thesis]. University of Canterbury; 2013. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/10092/7903.

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

Council of Science Editors:

Connolly MJ. The impacts of the Canterbury earthquakes on educational inequalities and achievement in Christchurch secondary schools. [Thesis]. University of Canterbury; 2013. Available from: http://hdl.handle.net/10092/7903

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

.