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You searched for subject:(teacher created literacy interventions). Showing records 1 – 30 of 571 total matches.

[1] [2] [3] [4] [5] … [20]

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University of Waikato

1. Carss, Wendy Diane. Exploring the beliefs and practices of first year teachers of literacy in New Zealand primary schools .

Degree: 2019, University of Waikato

 The teaching of literacy presents ongoing and complex challenges for first-year teachers at the primary level as they strive to address the diverse social and… (more)

Subjects/Keywords: literacy education; beginning teachers; initial teacher education

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APA (6th Edition):

Carss, W. D. (2019). Exploring the beliefs and practices of first year teachers of literacy in New Zealand primary schools . (Doctoral Dissertation). University of Waikato. Retrieved from http://hdl.handle.net/10289/12421

Chicago Manual of Style (16th Edition):

Carss, Wendy Diane. “Exploring the beliefs and practices of first year teachers of literacy in New Zealand primary schools .” 2019. Doctoral Dissertation, University of Waikato. Accessed November 13, 2019. http://hdl.handle.net/10289/12421.

MLA Handbook (7th Edition):

Carss, Wendy Diane. “Exploring the beliefs and practices of first year teachers of literacy in New Zealand primary schools .” 2019. Web. 13 Nov 2019.

Vancouver:

Carss WD. Exploring the beliefs and practices of first year teachers of literacy in New Zealand primary schools . [Internet] [Doctoral dissertation]. University of Waikato; 2019. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/10289/12421.

Council of Science Editors:

Carss WD. Exploring the beliefs and practices of first year teachers of literacy in New Zealand primary schools . [Doctoral Dissertation]. University of Waikato; 2019. Available from: http://hdl.handle.net/10289/12421


University of Canterbury

2. McAleer, Donna. Understanding and developing early literacy : partnerships between parents and teachers in early childhood education.

Degree: School of Educational Studies and Human Development, 2005, University of Canterbury

 Research highlights the critical interrelationship between the literacy events, routines and practices parents embrace in their home settings, the literacy practices of the early childhood… (more)

Subjects/Keywords: Early Literacy; Literacy Whaariki; Parent Teacher

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APA (6th Edition):

McAleer, D. (2005). Understanding and developing early literacy : partnerships between parents and teachers in early childhood education. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/2429

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):

McAleer, Donna. “Understanding and developing early literacy : partnerships between parents and teachers in early childhood education.” 2005. Thesis, University of Canterbury. Accessed November 13, 2019. http://hdl.handle.net/10092/2429.

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

MLA Handbook (7th Edition):

McAleer, Donna. “Understanding and developing early literacy : partnerships between parents and teachers in early childhood education.” 2005. Web. 13 Nov 2019.

Vancouver:

McAleer D. Understanding and developing early literacy : partnerships between parents and teachers in early childhood education. [Internet] [Thesis]. University of Canterbury; 2005. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/10092/2429.

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

Council of Science Editors:

McAleer D. Understanding and developing early literacy : partnerships between parents and teachers in early childhood education. [Thesis]. University of Canterbury; 2005. Available from: http://hdl.handle.net/10092/2429

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


University of Otago

3. Hughes, Rosalind Margaret. Commercially Produced Literacy Packages: Why Do Schools Use Them? .

Degree: 2013, University of Otago

 The genesis of this study was anecdotal reports that Dunedin primary schools were using commercially produced packages to teach literacy. In wanting to understand this… (more)

Subjects/Keywords: primary school; commercially produced literacy packages; literacy; teaching; phonics; neo-liberal school reforms; teacher intensification

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APA (6th Edition):

Hughes, R. M. (2013). Commercially Produced Literacy Packages: Why Do Schools Use Them? . (Masters Thesis). University of Otago. Retrieved from http://hdl.handle.net/10523/3953

Chicago Manual of Style (16th Edition):

Hughes, Rosalind Margaret. “Commercially Produced Literacy Packages: Why Do Schools Use Them? .” 2013. Masters Thesis, University of Otago. Accessed November 13, 2019. http://hdl.handle.net/10523/3953.

MLA Handbook (7th Edition):

Hughes, Rosalind Margaret. “Commercially Produced Literacy Packages: Why Do Schools Use Them? .” 2013. Web. 13 Nov 2019.

Vancouver:

Hughes RM. Commercially Produced Literacy Packages: Why Do Schools Use Them? . [Internet] [Masters thesis]. University of Otago; 2013. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/10523/3953.

Council of Science Editors:

Hughes RM. Commercially Produced Literacy Packages: Why Do Schools Use Them? . [Masters Thesis]. University of Otago; 2013. Available from: http://hdl.handle.net/10523/3953


University of Otago

4. Lawson, Wendy. Does that sound right? An Investigation into Communication and Information Sharing Between Classroom Teachers and Reading Recovery Teachers .

Degree: 2014, University of Otago

 This project aims to provide contextual insights, through interpretation data, into the depth of information sharing, and quality of professional conversations between teachers who work… (more)

Subjects/Keywords: teacher collegiality; learning communities; literacy; Teacher communication; professional conversations; teachers sharing information

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APA (6th Edition):

Lawson, W. (2014). Does that sound right? An Investigation into Communication and Information Sharing Between Classroom Teachers and Reading Recovery Teachers . (Masters Thesis). University of Otago. Retrieved from http://hdl.handle.net/10523/4756

Chicago Manual of Style (16th Edition):

Lawson, Wendy. “Does that sound right? An Investigation into Communication and Information Sharing Between Classroom Teachers and Reading Recovery Teachers .” 2014. Masters Thesis, University of Otago. Accessed November 13, 2019. http://hdl.handle.net/10523/4756.

MLA Handbook (7th Edition):

Lawson, Wendy. “Does that sound right? An Investigation into Communication and Information Sharing Between Classroom Teachers and Reading Recovery Teachers .” 2014. Web. 13 Nov 2019.

Vancouver:

Lawson W. Does that sound right? An Investigation into Communication and Information Sharing Between Classroom Teachers and Reading Recovery Teachers . [Internet] [Masters thesis]. University of Otago; 2014. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/10523/4756.

Council of Science Editors:

Lawson W. Does that sound right? An Investigation into Communication and Information Sharing Between Classroom Teachers and Reading Recovery Teachers . [Masters Thesis]. University of Otago; 2014. Available from: http://hdl.handle.net/10523/4756


University of Waikato

5. Edwards, Frances. The development of summative assessment literacy: An exploration of the experiences of beginner secondary science teachers in New Zealand .

Degree: 2017, University of Waikato

 Summative assessment has been identified as an essential element of effective pedagogy. In the New Zealand context, secondary teachers are responsible for summative assessment within… (more)

Subjects/Keywords: assessment literacy; teacher development; summative assessment; secondary; SALRubric; New Zealand; longitudinal

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APA (6th Edition):

Edwards, F. (2017). The development of summative assessment literacy: An exploration of the experiences of beginner secondary science teachers in New Zealand . (Doctoral Dissertation). University of Waikato. Retrieved from http://hdl.handle.net/10289/11567

Chicago Manual of Style (16th Edition):

Edwards, Frances. “The development of summative assessment literacy: An exploration of the experiences of beginner secondary science teachers in New Zealand .” 2017. Doctoral Dissertation, University of Waikato. Accessed November 13, 2019. http://hdl.handle.net/10289/11567.

MLA Handbook (7th Edition):

Edwards, Frances. “The development of summative assessment literacy: An exploration of the experiences of beginner secondary science teachers in New Zealand .” 2017. Web. 13 Nov 2019.

Vancouver:

Edwards F. The development of summative assessment literacy: An exploration of the experiences of beginner secondary science teachers in New Zealand . [Internet] [Doctoral dissertation]. University of Waikato; 2017. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/10289/11567.

Council of Science Editors:

Edwards F. The development of summative assessment literacy: An exploration of the experiences of beginner secondary science teachers in New Zealand . [Doctoral Dissertation]. University of Waikato; 2017. Available from: http://hdl.handle.net/10289/11567


University of Canterbury

6. Mohammed, Feruz. Effects of a tailored incredible years teacher classroom management programme on ADHD symptoms and literacy performance of school children with ADHD in Addis Ababa.

Degree: School of Health Sciences, 2014, University of Canterbury

 Attention-Deficit/Hyperactivity Disorder (ADHD) is a persistent pattern of behaviours characterized by inattention, hyperactivity and impulsivity. This study evaluates the effects of a tailored Incredible Years… (more)

Subjects/Keywords: ADHD intervention; Incredible Years teacher classroom management programme; on-task behaviour; literacy performance; single-subject design

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APA (6th Edition):

Mohammed, F. (2014). Effects of a tailored incredible years teacher classroom management programme on ADHD symptoms and literacy performance of school children with ADHD in Addis Ababa. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/9829

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):

Mohammed, Feruz. “Effects of a tailored incredible years teacher classroom management programme on ADHD symptoms and literacy performance of school children with ADHD in Addis Ababa.” 2014. Thesis, University of Canterbury. Accessed November 13, 2019. http://hdl.handle.net/10092/9829.

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

MLA Handbook (7th Edition):

Mohammed, Feruz. “Effects of a tailored incredible years teacher classroom management programme on ADHD symptoms and literacy performance of school children with ADHD in Addis Ababa.” 2014. Web. 13 Nov 2019.

Vancouver:

Mohammed F. Effects of a tailored incredible years teacher classroom management programme on ADHD symptoms and literacy performance of school children with ADHD in Addis Ababa. [Internet] [Thesis]. University of Canterbury; 2014. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/10092/9829.

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

Council of Science Editors:

Mohammed F. Effects of a tailored incredible years teacher classroom management programme on ADHD symptoms and literacy performance of school children with ADHD in Addis Ababa. [Thesis]. University of Canterbury; 2014. Available from: http://hdl.handle.net/10092/9829

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


Unitec New Zealand

7. Haycock, Linda. Ways in which middle leaders support teachers in integrating digital technology.

Degree: 2017, Unitec New Zealand

 RESEARCH QUESTIONS: • What are teachers’ perceptions of how they are supported to implement pedagogies for integrating digital technology? • What are the challenges faced… (more)

Subjects/Keywords: Auckland, New Zealand; secondary teachers; digital literacy; teacher development; middle level leaders; perceptions; digital curriculum; 130313 Teacher Education and Professional Development of Educators; 130306 Educational Technology and Computing

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APA (6th Edition):

Haycock, L. (2017). Ways in which middle leaders support teachers in integrating digital technology. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/4688

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):

Haycock, Linda. “Ways in which middle leaders support teachers in integrating digital technology.” 2017. Thesis, Unitec New Zealand. Accessed November 13, 2019. http://hdl.handle.net/10652/4688.

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

MLA Handbook (7th Edition):

Haycock, Linda. “Ways in which middle leaders support teachers in integrating digital technology.” 2017. Web. 13 Nov 2019.

Vancouver:

Haycock L. Ways in which middle leaders support teachers in integrating digital technology. [Internet] [Thesis]. Unitec New Zealand; 2017. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/10652/4688.

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

Council of Science Editors:

Haycock L. Ways in which middle leaders support teachers in integrating digital technology. [Thesis]. Unitec New Zealand; 2017. Available from: http://hdl.handle.net/10652/4688

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

8. van Lamoen, Annette. Adult dyslexia in New Zealand: The professional development needs of adult literacy educators .

Degree: 2013, University of Waikato

 The needs of New Zealand adults with dyslexia are typically not sufficiently catered for in the tertiary education system (Rowan, 2010a; Tunmer & Greaney, 2010).… (more)

Subjects/Keywords: adult dyslexia; professional development; adult literacy educators; New Zealand; literacy; teacher perceptions; teacher knowledge

…105 5.2 Do New Zealand Adult Literacy Educators Have a Need to Engage in Professional… …105 5.3 How Confident do New Zealand Adult Literacy Educators Feel in Meeting the Needs of… …106 5.4 What Are the Perceived Levels of Knowledge of New Zealand Adult Literacy Educators… …107 5.5 What Are the Actual Levels of Knowledge of New Zealand Adult Literacy Educators in… …Adult Literacy Educators’ Improved Ability and Increased Confidence in Addressing the Needs of… 

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APA (6th Edition):

van Lamoen, A. (2013). Adult dyslexia in New Zealand: The professional development needs of adult literacy educators . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/7944

Chicago Manual of Style (16th Edition):

van Lamoen, Annette. “Adult dyslexia in New Zealand: The professional development needs of adult literacy educators .” 2013. Masters Thesis, University of Waikato. Accessed November 13, 2019. http://hdl.handle.net/10289/7944.

MLA Handbook (7th Edition):

van Lamoen, Annette. “Adult dyslexia in New Zealand: The professional development needs of adult literacy educators .” 2013. Web. 13 Nov 2019.

Vancouver:

van Lamoen A. Adult dyslexia in New Zealand: The professional development needs of adult literacy educators . [Internet] [Masters thesis]. University of Waikato; 2013. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/10289/7944.

Council of Science Editors:

van Lamoen A. Adult dyslexia in New Zealand: The professional development needs of adult literacy educators . [Masters Thesis]. University of Waikato; 2013. Available from: http://hdl.handle.net/10289/7944


University of Otago

9. Agnew, Shire. “Critical literacy seems really interesting, but why talk about menstruation?” A critical literacy approach to teaching and learning about menstruation .

Degree: University of Otago

 For the majority of young people, puberty and sexuality education is an important source of information about menstruation. Menstruation is part of the Positive Puberty… (more)

Subjects/Keywords: puberty and sexuality education; menstruation; critical literacy; sexuality education; dialogue; teacher education

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APA (6th Edition):

Agnew, S. (n.d.). “Critical literacy seems really interesting, but why talk about menstruation?” A critical literacy approach to teaching and learning about menstruation . (Doctoral Dissertation). University of Otago. Retrieved from http://hdl.handle.net/10523/7940

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

Chicago Manual of Style (16th Edition):

Agnew, Shire. ““Critical literacy seems really interesting, but why talk about menstruation?” A critical literacy approach to teaching and learning about menstruation .” Doctoral Dissertation, University of Otago. Accessed November 13, 2019. http://hdl.handle.net/10523/7940.

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

MLA Handbook (7th Edition):

Agnew, Shire. ““Critical literacy seems really interesting, but why talk about menstruation?” A critical literacy approach to teaching and learning about menstruation .” Web. 13 Nov 2019.

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

Vancouver:

Agnew S. “Critical literacy seems really interesting, but why talk about menstruation?” A critical literacy approach to teaching and learning about menstruation . [Internet] [Doctoral dissertation]. University of Otago; [cited 2019 Nov 13]. Available from: http://hdl.handle.net/10523/7940.

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

Council of Science Editors:

Agnew S. “Critical literacy seems really interesting, but why talk about menstruation?” A critical literacy approach to teaching and learning about menstruation . [Doctoral Dissertation]. University of Otago; Available from: http://hdl.handle.net/10523/7940

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

10. Charleson, Jane Louise. Effectiveness of weighted blankets as an intervention for sleep problems in children with autism.

Degree: Health Sciences, 2014, University of Canterbury

 Sleep problems are common in children with ASD. Despite this, evidence for interventions, particularly alternative approaches such as weighted blankets is limited. Aims. The aims… (more)

Subjects/Keywords: autism; sleep interventions; weighted blankets

Page 1

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APA (6th Edition):

Charleson, J. L. (2014). Effectiveness of weighted blankets as an intervention for sleep problems in children with autism. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/9515

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):

Charleson, Jane Louise. “Effectiveness of weighted blankets as an intervention for sleep problems in children with autism.” 2014. Thesis, University of Canterbury. Accessed November 13, 2019. http://hdl.handle.net/10092/9515.

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

MLA Handbook (7th Edition):

Charleson, Jane Louise. “Effectiveness of weighted blankets as an intervention for sleep problems in children with autism.” 2014. Web. 13 Nov 2019.

Vancouver:

Charleson JL. Effectiveness of weighted blankets as an intervention for sleep problems in children with autism. [Internet] [Thesis]. University of Canterbury; 2014. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/10092/9515.

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

Council of Science Editors:

Charleson JL. Effectiveness of weighted blankets as an intervention for sleep problems in children with autism. [Thesis]. University of Canterbury; 2014. Available from: http://hdl.handle.net/10092/9515

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


University of Canterbury

11. Bisseker, Gabrielle Jayne. Management of Sleep Problems in Preschoolers.

Degree: Health Sciences, 2010, University of Canterbury

 There is minimal research into behavioural interventions for typically developing preschoolers (2-5 years of age) with sleep problems. Often these children are not considered as… (more)

Subjects/Keywords: preschoolers; sleep problems; behavioural interventions; sleep; reinforcement; family interventions

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APA (6th Edition):

Bisseker, G. J. (2010). Management of Sleep Problems in Preschoolers. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/5329

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):

Bisseker, Gabrielle Jayne. “Management of Sleep Problems in Preschoolers.” 2010. Thesis, University of Canterbury. Accessed November 13, 2019. http://hdl.handle.net/10092/5329.

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

MLA Handbook (7th Edition):

Bisseker, Gabrielle Jayne. “Management of Sleep Problems in Preschoolers.” 2010. Web. 13 Nov 2019.

Vancouver:

Bisseker GJ. Management of Sleep Problems in Preschoolers. [Internet] [Thesis]. University of Canterbury; 2010. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/10092/5329.

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

Council of Science Editors:

Bisseker GJ. Management of Sleep Problems in Preschoolers. [Thesis]. University of Canterbury; 2010. Available from: http://hdl.handle.net/10092/5329

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


University of Canterbury

12. Price G. PLD Facilitated Support to Engage Teachers in Linking Family & Whānau to Classroom Literacy Pedagogy.

Degree: 2016, University of Canterbury

 In response to the Ministry of Education (MOE) focus on enhancing the provision of Professional Learning and Development (PLD), the Literacy Team Facilitators of the… (more)

Subjects/Keywords: Field of Research::13 - Education::1303 - Specialist Studies in Education::130313 - Teacher Education and Professional Development of Educators; Field of Research::13 - Education::1302 - Curriculum and Pedagogy::130204 - English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)

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APA (6th Edition):

G, P. (2016). PLD Facilitated Support to Engage Teachers in Linking Family & Whānau to Classroom Literacy Pedagogy. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/14956

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):

G, Price. “PLD Facilitated Support to Engage Teachers in Linking Family & Whānau to Classroom Literacy Pedagogy.” 2016. Thesis, University of Canterbury. Accessed November 13, 2019. http://hdl.handle.net/10092/14956.

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

MLA Handbook (7th Edition):

G, Price. “PLD Facilitated Support to Engage Teachers in Linking Family & Whānau to Classroom Literacy Pedagogy.” 2016. Web. 13 Nov 2019.

Vancouver:

G P. PLD Facilitated Support to Engage Teachers in Linking Family & Whānau to Classroom Literacy Pedagogy. [Internet] [Thesis]. University of Canterbury; 2016. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/10092/14956.

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

Council of Science Editors:

G P. PLD Facilitated Support to Engage Teachers in Linking Family & Whānau to Classroom Literacy Pedagogy. [Thesis]. University of Canterbury; 2016. Available from: http://hdl.handle.net/10092/14956

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


University of Canterbury

13. Price G. Inquiring into PLD Facilitator Practice to Support Culturally Responsive Literacy Pedagogy.

Degree: 2015, University of Canterbury

 This paper presents a documentary account of one aspect of the PLD programme being implemented by the Literacy Language Learning Te Waipounamu PLD Team. The… (more)

Subjects/Keywords: Field of Research::13 - Education::1303 - Specialist Studies in Education::130313 - Teacher Education and Professional Development of Educators; Field of Research::13 - Education::1302 - Curriculum and Pedagogy::130204 - English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)

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APA (6th Edition):

G, P. (2015). Inquiring into PLD Facilitator Practice to Support Culturally Responsive Literacy Pedagogy. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/14957

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):

G, Price. “Inquiring into PLD Facilitator Practice to Support Culturally Responsive Literacy Pedagogy.” 2015. Thesis, University of Canterbury. Accessed November 13, 2019. http://hdl.handle.net/10092/14957.

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

MLA Handbook (7th Edition):

G, Price. “Inquiring into PLD Facilitator Practice to Support Culturally Responsive Literacy Pedagogy.” 2015. Web. 13 Nov 2019.

Vancouver:

G P. Inquiring into PLD Facilitator Practice to Support Culturally Responsive Literacy Pedagogy. [Internet] [Thesis]. University of Canterbury; 2015. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/10092/14957.

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

Council of Science Editors:

G P. Inquiring into PLD Facilitator Practice to Support Culturally Responsive Literacy Pedagogy. [Thesis]. University of Canterbury; 2015. Available from: http://hdl.handle.net/10092/14957

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


University of Canterbury

14. Stevens E. Is there a case for blended leadership learning for principals?.

Degree: 2017, University of Canterbury

 This paper draws from six research studies investigating the question of what it takes for principals to be leaders of learning with a particular focus… (more)

Subjects/Keywords: School leadership development; principals’ professional learning; leadership for learning; literacy leadership; Field of Research::13 - Education::1303 - Specialist Studies in Education::130304 - Educational Administration, Management and Leadership; 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):

E, S. (2017). Is there a case for blended leadership learning for principals?. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/15063

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):

E, Stevens. “Is there a case for blended leadership learning for principals?.” 2017. Thesis, University of Canterbury. Accessed November 13, 2019. http://hdl.handle.net/10092/15063.

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

MLA Handbook (7th Edition):

E, Stevens. “Is there a case for blended leadership learning for principals?.” 2017. Web. 13 Nov 2019.

Vancouver:

E S. Is there a case for blended leadership learning for principals?. [Internet] [Thesis]. University of Canterbury; 2017. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/10092/15063.

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

Council of Science Editors:

E S. Is there a case for blended leadership learning for principals?. [Thesis]. University of Canterbury; 2017. Available from: http://hdl.handle.net/10092/15063

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


University of Waikato

15. McMillan, Rachael Christina. Anticipating subnational depopulation: Policy responses and strategic interventions to regional decline .

Degree: 2015, University of Waikato

 Population growth has already ended in a number of countries around the world. Significant demographic trends are transforming the global population, with record low fertility… (more)

Subjects/Keywords: Depopulation; policy responses; regional decline; strategic interventions

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APA (6th Edition):

McMillan, R. C. (2015). Anticipating subnational depopulation: Policy responses and strategic interventions to regional decline . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/9873

Chicago Manual of Style (16th Edition):

McMillan, Rachael Christina. “Anticipating subnational depopulation: Policy responses and strategic interventions to regional decline .” 2015. Masters Thesis, University of Waikato. Accessed November 13, 2019. http://hdl.handle.net/10289/9873.

MLA Handbook (7th Edition):

McMillan, Rachael Christina. “Anticipating subnational depopulation: Policy responses and strategic interventions to regional decline .” 2015. Web. 13 Nov 2019.

Vancouver:

McMillan RC. Anticipating subnational depopulation: Policy responses and strategic interventions to regional decline . [Internet] [Masters thesis]. University of Waikato; 2015. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/10289/9873.

Council of Science Editors:

McMillan RC. Anticipating subnational depopulation: Policy responses and strategic interventions to regional decline . [Masters Thesis]. University of Waikato; 2015. Available from: http://hdl.handle.net/10289/9873


Massey University

16. Isaacs, Peter Thomas. Adult literacy as technique and technology of governmentality.

Degree: MEd, Adult Education, 2011, Massey University

 This thesis examines the policy for adult literacy in New Zealand, in particular developments since the International Adult Literacy Survey of 1996. It was the… (more)

Subjects/Keywords: International Adult Literacy Survey; New Zealand literacy

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APA (6th Edition):

Isaacs, P. T. (2011). Adult literacy as technique and technology of governmentality. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/2628

Chicago Manual of Style (16th Edition):

Isaacs, Peter Thomas. “Adult literacy as technique and technology of governmentality.” 2011. Masters Thesis, Massey University. Accessed November 13, 2019. http://hdl.handle.net/10179/2628.

MLA Handbook (7th Edition):

Isaacs, Peter Thomas. “Adult literacy as technique and technology of governmentality.” 2011. Web. 13 Nov 2019.

Vancouver:

Isaacs PT. Adult literacy as technique and technology of governmentality. [Internet] [Masters thesis]. Massey University; 2011. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/10179/2628.

Council of Science Editors:

Isaacs PT. Adult literacy as technique and technology of governmentality. [Masters Thesis]. Massey University; 2011. Available from: http://hdl.handle.net/10179/2628


Victoria University of Wellington

17. Pentecost, Helen. Spelling in the Context of Writing: An Investigation of the Knowledge and Strategies Used by Average and Below Average Writers after Three Years at School.

Degree: 2010, Victoria University of Wellington

 After three years of schooling, some primary students are behind the expected levels for spelling achievement. This qualitative case study sought an insider view from… (more)

Subjects/Keywords: Orthography; Literacy; Writing

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APA (6th Edition):

Pentecost, H. (2010). Spelling in the Context of Writing: An Investigation of the Knowledge and Strategies Used by Average and Below Average Writers after Three Years at School. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/4486

Chicago Manual of Style (16th Edition):

Pentecost, Helen. “Spelling in the Context of Writing: An Investigation of the Knowledge and Strategies Used by Average and Below Average Writers after Three Years at School.” 2010. Masters Thesis, Victoria University of Wellington. Accessed November 13, 2019. http://hdl.handle.net/10063/4486.

MLA Handbook (7th Edition):

Pentecost, Helen. “Spelling in the Context of Writing: An Investigation of the Knowledge and Strategies Used by Average and Below Average Writers after Three Years at School.” 2010. Web. 13 Nov 2019.

Vancouver:

Pentecost H. Spelling in the Context of Writing: An Investigation of the Knowledge and Strategies Used by Average and Below Average Writers after Three Years at School. [Internet] [Masters thesis]. Victoria University of Wellington; 2010. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/10063/4486.

Council of Science Editors:

Pentecost H. Spelling in the Context of Writing: An Investigation of the Knowledge and Strategies Used by Average and Below Average Writers after Three Years at School. [Masters Thesis]. Victoria University of Wellington; 2010. Available from: http://hdl.handle.net/10063/4486


University of Otago

18. Berg, David. An international comparative study of the teacher efficacy beliefs and concerns about teaching of preservice teachers in Malaysia, New Zealand, and England .

Degree: 2011, University of Otago

 This study compares the teacher efficacy beliefs and concerns about teaching reported by preservice teachers from Malaysia (n = 53), New Zealand (n = 100),… (more)

Subjects/Keywords: teacher efficacy; teacher concerns

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APA (6th Edition):

Berg, D. (2011). An international comparative study of the teacher efficacy beliefs and concerns about teaching of preservice teachers in Malaysia, New Zealand, and England . (Doctoral Dissertation). University of Otago. Retrieved from http://hdl.handle.net/10523/1691

Chicago Manual of Style (16th Edition):

Berg, David. “An international comparative study of the teacher efficacy beliefs and concerns about teaching of preservice teachers in Malaysia, New Zealand, and England .” 2011. Doctoral Dissertation, University of Otago. Accessed November 13, 2019. http://hdl.handle.net/10523/1691.

MLA Handbook (7th Edition):

Berg, David. “An international comparative study of the teacher efficacy beliefs and concerns about teaching of preservice teachers in Malaysia, New Zealand, and England .” 2011. Web. 13 Nov 2019.

Vancouver:

Berg D. An international comparative study of the teacher efficacy beliefs and concerns about teaching of preservice teachers in Malaysia, New Zealand, and England . [Internet] [Doctoral dissertation]. University of Otago; 2011. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/10523/1691.

Council of Science Editors:

Berg D. An international comparative study of the teacher efficacy beliefs and concerns about teaching of preservice teachers in Malaysia, New Zealand, and England . [Doctoral Dissertation]. University of Otago; 2011. Available from: http://hdl.handle.net/10523/1691


University of Canterbury

19. Lovett S. Leadership action for promoting reading (Paper 1) in Symposium "The Principals as Literacy Leaders (PALL) Story".

Degree: 2018, University of Canterbury

 Principals as Literacy Leaders project (PALL) was initiated in 2009 by the Australian Primary Principals Association (APPA) for schools in four states of Australia. It… (more)

Subjects/Keywords: Field of Research::13 - Education::1302 - Curriculum and Pedagogy::130204 - English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL); Field of Research::13 - Education::1303 - Specialist Studies in Education::130304 - Educational Administration, Management and Leadership; 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):

S, L. (2018). Leadership action for promoting reading (Paper 1) in Symposium "The Principals as Literacy Leaders (PALL) Story". (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/15583

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

Chicago Manual of Style (16th Edition):

S, Lovett. “Leadership action for promoting reading (Paper 1) in Symposium "The Principals as Literacy Leaders (PALL) Story".” 2018. Thesis, University of Canterbury. Accessed November 13, 2019. http://hdl.handle.net/10092/15583.

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

MLA Handbook (7th Edition):

S, Lovett. “Leadership action for promoting reading (Paper 1) in Symposium "The Principals as Literacy Leaders (PALL) Story".” 2018. Web. 13 Nov 2019.

Vancouver:

S L. Leadership action for promoting reading (Paper 1) in Symposium "The Principals as Literacy Leaders (PALL) Story". [Internet] [Thesis]. University of Canterbury; 2018. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/10092/15583.

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

Council of Science Editors:

S L. Leadership action for promoting reading (Paper 1) in Symposium "The Principals as Literacy Leaders (PALL) Story". [Thesis]. University of Canterbury; 2018. Available from: http://hdl.handle.net/10092/15583

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


University of Canterbury

20. van Bysterveldt, Anne Katherine. Speech, Phonological Awareness and Literacy in New Zealand Children with Down Syndrome.

Degree: Department of Communication Disorders, 2009, University of Canterbury

 Children with Down syndrome (DS) are reported to experience difficulty with spoken and written language which can persist through the lifespan. However, little is known… (more)

Subjects/Keywords: speech; phonological awareness; literacy; Down syndrome; home literacy environment; school literacy environment; intervention

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APA (6th Edition):

van Bysterveldt, A. K. (2009). Speech, Phonological Awareness and Literacy in New Zealand Children with Down Syndrome. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/2282

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):

van Bysterveldt, Anne Katherine. “Speech, Phonological Awareness and Literacy in New Zealand Children with Down Syndrome.” 2009. Thesis, University of Canterbury. Accessed November 13, 2019. http://hdl.handle.net/10092/2282.

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

MLA Handbook (7th Edition):

van Bysterveldt, Anne Katherine. “Speech, Phonological Awareness and Literacy in New Zealand Children with Down Syndrome.” 2009. Web. 13 Nov 2019.

Vancouver:

van Bysterveldt AK. Speech, Phonological Awareness and Literacy in New Zealand Children with Down Syndrome. [Internet] [Thesis]. University of Canterbury; 2009. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/10092/2282.

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

Council of Science Editors:

van Bysterveldt AK. Speech, Phonological Awareness and Literacy in New Zealand Children with Down Syndrome. [Thesis]. University of Canterbury; 2009. Available from: http://hdl.handle.net/10092/2282

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


Massey University

21. Wright, Julia. Emergent literacy practices for preschool children with autism spectrum disorders.

Degree: Master of Speech [and] Language Therapy, 2014, Massey University

Literacy is essential to success in education and employment, and in the modern world plays an important role in our daily communication and social participation.… (more)

Subjects/Keywords: Autistic children; Preschool literacy; Literacy learning; Autism spectrum disorder (ASD); Emergent literacy

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APA (6th Edition):

Wright, J. (2014). Emergent literacy practices for preschool children with autism spectrum disorders. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/6736

Chicago Manual of Style (16th Edition):

Wright, Julia. “Emergent literacy practices for preschool children with autism spectrum disorders.” 2014. Masters Thesis, Massey University. Accessed November 13, 2019. http://hdl.handle.net/10179/6736.

MLA Handbook (7th Edition):

Wright, Julia. “Emergent literacy practices for preschool children with autism spectrum disorders.” 2014. Web. 13 Nov 2019.

Vancouver:

Wright J. Emergent literacy practices for preschool children with autism spectrum disorders. [Internet] [Masters thesis]. Massey University; 2014. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/10179/6736.

Council of Science Editors:

Wright J. Emergent literacy practices for preschool children with autism spectrum disorders. [Masters Thesis]. Massey University; 2014. Available from: http://hdl.handle.net/10179/6736


Victoria University of Wellington

22. Poelina-Hunter, Emily. Talkin' bout a revolution: Cultural Effects on the Transition from Oral to Written Literature.

Degree: 2009, Victoria University of Wellington

 Using language and writing to distinguish cultures from each other is commonplace. They are defining characteristics of culture that enable members to identify themselves within… (more)

Subjects/Keywords: Orality; Literacy; Reading; Minoans

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APA (6th Edition):

Poelina-Hunter, E. (2009). Talkin' bout a revolution: Cultural Effects on the Transition from Oral to Written Literature. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/1094

Chicago Manual of Style (16th Edition):

Poelina-Hunter, Emily. “Talkin' bout a revolution: Cultural Effects on the Transition from Oral to Written Literature.” 2009. Masters Thesis, Victoria University of Wellington. Accessed November 13, 2019. http://hdl.handle.net/10063/1094.

MLA Handbook (7th Edition):

Poelina-Hunter, Emily. “Talkin' bout a revolution: Cultural Effects on the Transition from Oral to Written Literature.” 2009. Web. 13 Nov 2019.

Vancouver:

Poelina-Hunter E. Talkin' bout a revolution: Cultural Effects on the Transition from Oral to Written Literature. [Internet] [Masters thesis]. Victoria University of Wellington; 2009. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/10063/1094.

Council of Science Editors:

Poelina-Hunter E. Talkin' bout a revolution: Cultural Effects on the Transition from Oral to Written Literature. [Masters Thesis]. Victoria University of Wellington; 2009. Available from: http://hdl.handle.net/10063/1094

23. Kant, Patricia Pratibha. “The Number Race”: an efficacy study of an adaptive software in 5-to-7-year-old New Zealand children with low numeracy.

Degree: Psychology, 2015, University of Canterbury

 Computer-assisted interventions designed to remediate low numeracy and developmental dyscalculia (mathematical learning disability) have been utilised in preschools and kindergartens with some efficacy for over… (more)

Subjects/Keywords: Developmental dyscalculia; Computer-assisted interventions; adaptive software; The Number Race

Page 1

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APA (6th Edition):

Kant, P. P. (2015). “The Number Race”: an efficacy study of an adaptive software in 5-to-7-year-old New Zealand children with low numeracy. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/10616

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):

Kant, Patricia Pratibha. ““The Number Race”: an efficacy study of an adaptive software in 5-to-7-year-old New Zealand children with low numeracy.” 2015. Thesis, University of Canterbury. Accessed November 13, 2019. http://hdl.handle.net/10092/10616.

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

MLA Handbook (7th Edition):

Kant, Patricia Pratibha. ““The Number Race”: an efficacy study of an adaptive software in 5-to-7-year-old New Zealand children with low numeracy.” 2015. Web. 13 Nov 2019.

Vancouver:

Kant PP. “The Number Race”: an efficacy study of an adaptive software in 5-to-7-year-old New Zealand children with low numeracy. [Internet] [Thesis]. University of Canterbury; 2015. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/10092/10616.

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

Council of Science Editors:

Kant PP. “The Number Race”: an efficacy study of an adaptive software in 5-to-7-year-old New Zealand children with low numeracy. [Thesis]. University of Canterbury; 2015. Available from: http://hdl.handle.net/10092/10616

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


Victoria University of Wellington

24. Beckett, Linda Louise. Care in Collaboration: Preventing Secondary Victimisation Through a Holistic Approach to Pre-Court Sexual Violence Interventions.

Degree: 2007, Victoria University of Wellington

 Although men's sexual violence is well known as a problem of epidemic proportions and a cause of significant harm, effective prevention strategies have yet to… (more)

Subjects/Keywords: Women; Police; Sexual violence interventions

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APA (6th Edition):

Beckett, L. L. (2007). Care in Collaboration: Preventing Secondary Victimisation Through a Holistic Approach to Pre-Court Sexual Violence Interventions. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/517

Chicago Manual of Style (16th Edition):

Beckett, Linda Louise. “Care in Collaboration: Preventing Secondary Victimisation Through a Holistic Approach to Pre-Court Sexual Violence Interventions.” 2007. Doctoral Dissertation, Victoria University of Wellington. Accessed November 13, 2019. http://hdl.handle.net/10063/517.

MLA Handbook (7th Edition):

Beckett, Linda Louise. “Care in Collaboration: Preventing Secondary Victimisation Through a Holistic Approach to Pre-Court Sexual Violence Interventions.” 2007. Web. 13 Nov 2019.

Vancouver:

Beckett LL. Care in Collaboration: Preventing Secondary Victimisation Through a Holistic Approach to Pre-Court Sexual Violence Interventions. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2007. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/10063/517.

Council of Science Editors:

Beckett LL. Care in Collaboration: Preventing Secondary Victimisation Through a Holistic Approach to Pre-Court Sexual Violence Interventions. [Doctoral Dissertation]. Victoria University of Wellington; 2007. Available from: http://hdl.handle.net/10063/517


University of Waikato

25. Bealing, Jordana. Teen pregnancy: Tailoring a pregnancy app to the needs of pregnant adolescents .

Degree: 2019, University of Waikato

 Teenage pregnancy is an important issue; adolescence is associated with various challenges and changes, as a result, pregnant adolescents have fewer cognitive, emotional, and social… (more)

Subjects/Keywords: Teen Pregnancy; mobile app; adolescents; pregnancy; E-Mental Health; Interventions

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APA (6th Edition):

Bealing, J. (2019). Teen pregnancy: Tailoring a pregnancy app to the needs of pregnant adolescents . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/12932

Chicago Manual of Style (16th Edition):

Bealing, Jordana. “Teen pregnancy: Tailoring a pregnancy app to the needs of pregnant adolescents .” 2019. Masters Thesis, University of Waikato. Accessed November 13, 2019. http://hdl.handle.net/10289/12932.

MLA Handbook (7th Edition):

Bealing, Jordana. “Teen pregnancy: Tailoring a pregnancy app to the needs of pregnant adolescents .” 2019. Web. 13 Nov 2019.

Vancouver:

Bealing J. Teen pregnancy: Tailoring a pregnancy app to the needs of pregnant adolescents . [Internet] [Masters thesis]. University of Waikato; 2019. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/10289/12932.

Council of Science Editors:

Bealing J. Teen pregnancy: Tailoring a pregnancy app to the needs of pregnant adolescents . [Masters Thesis]. University of Waikato; 2019. Available from: http://hdl.handle.net/10289/12932


Unitec New Zealand

26. Dolan, Belinda-Jane. Adult literacy provision within New Zealand private training establishments.

Degree: 2010, Unitec New Zealand

 The aim of this research was to investigate the current adult literacy provision taking place within New Zealand Private Tertiary Establishments. The first objective was… (more)

Subjects/Keywords: private tertiary establishments; adult literacy; literacy educator training; education

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APA (6th Edition):

Dolan, B. (2010). Adult literacy provision within New Zealand private training establishments. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/1426

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):

Dolan, Belinda-Jane. “Adult literacy provision within New Zealand private training establishments.” 2010. Thesis, Unitec New Zealand. Accessed November 13, 2019. http://hdl.handle.net/10652/1426.

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

MLA Handbook (7th Edition):

Dolan, Belinda-Jane. “Adult literacy provision within New Zealand private training establishments.” 2010. Web. 13 Nov 2019.

Vancouver:

Dolan B. Adult literacy provision within New Zealand private training establishments. [Internet] [Thesis]. Unitec New Zealand; 2010. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/10652/1426.

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

Council of Science Editors:

Dolan B. Adult literacy provision within New Zealand private training establishments. [Thesis]. Unitec New Zealand; 2010. Available from: http://hdl.handle.net/10652/1426

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


Victoria University of Wellington

27. Kim, Dinath. Tertiary teachers' motivation for choosing and remaining in teaching in a public university in Cambodia.

Degree: 2013, Victoria University of Wellington

 The motivation of tertiary teachers in Cambodian higher education has not received much attention over the years. Specifically, very little is known about factors that… (more)

Subjects/Keywords: Tertary teacher; Teacher motivation; De-motivating

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APA (6th Edition):

Kim, D. (2013). Tertiary teachers' motivation for choosing and remaining in teaching in a public university in Cambodia. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/3090

Chicago Manual of Style (16th Edition):

Kim, Dinath. “Tertiary teachers' motivation for choosing and remaining in teaching in a public university in Cambodia.” 2013. Masters Thesis, Victoria University of Wellington. Accessed November 13, 2019. http://hdl.handle.net/10063/3090.

MLA Handbook (7th Edition):

Kim, Dinath. “Tertiary teachers' motivation for choosing and remaining in teaching in a public university in Cambodia.” 2013. Web. 13 Nov 2019.

Vancouver:

Kim D. Tertiary teachers' motivation for choosing and remaining in teaching in a public university in Cambodia. [Internet] [Masters thesis]. Victoria University of Wellington; 2013. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/10063/3090.

Council of Science Editors:

Kim D. Tertiary teachers' motivation for choosing and remaining in teaching in a public university in Cambodia. [Masters Thesis]. Victoria University of Wellington; 2013. Available from: http://hdl.handle.net/10063/3090


University of Canterbury

28. Sutton, Gareth. Extracurricular engagement and the effects on teacher-student educational relationship.

Degree: 2015, University of Canterbury

 The literature reviews aims to investigate the effects that extracurricular activity engagement by teachers has on the teacher-student educational relationship. The review concludes that there… (more)

Subjects/Keywords: Teacher; Educational Relationships; Teacher-Student Relationship; Engagement.

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APA (6th Edition):

Sutton, G. (2015). Extracurricular engagement and the effects on teacher-student educational relationship. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/11452

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):

Sutton, Gareth. “Extracurricular engagement and the effects on teacher-student educational relationship.” 2015. Thesis, University of Canterbury. Accessed November 13, 2019. http://hdl.handle.net/10092/11452.

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

MLA Handbook (7th Edition):

Sutton, Gareth. “Extracurricular engagement and the effects on teacher-student educational relationship.” 2015. Web. 13 Nov 2019.

Vancouver:

Sutton G. Extracurricular engagement and the effects on teacher-student educational relationship. [Internet] [Thesis]. University of Canterbury; 2015. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/10092/11452.

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

Council of Science Editors:

Sutton G. Extracurricular engagement and the effects on teacher-student educational relationship. [Thesis]. University of Canterbury; 2015. Available from: http://hdl.handle.net/10092/11452

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


University of Waikato

29. Butcher, Jane. Overseas Trained Teachers' Experiences of Professional Socialisation in New Zealand .

Degree: 2012, University of Waikato

 This research traces the early experiences of overseas trained teachers (OTTs) recommencing their careers in urban secondary schools in New Zealand. The teachers’ professional lives… (more)

Subjects/Keywords: overseas trained teacher; immigrant teacher; professional socialisation; teacher induction; academic dissonance; teacher transitioning

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APA (6th Edition):

Butcher, J. (2012). Overseas Trained Teachers' Experiences of Professional Socialisation in New Zealand . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/6488

Chicago Manual of Style (16th Edition):

Butcher, Jane. “Overseas Trained Teachers' Experiences of Professional Socialisation in New Zealand .” 2012. Masters Thesis, University of Waikato. Accessed November 13, 2019. http://hdl.handle.net/10289/6488.

MLA Handbook (7th Edition):

Butcher, Jane. “Overseas Trained Teachers' Experiences of Professional Socialisation in New Zealand .” 2012. Web. 13 Nov 2019.

Vancouver:

Butcher J. Overseas Trained Teachers' Experiences of Professional Socialisation in New Zealand . [Internet] [Masters thesis]. University of Waikato; 2012. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/10289/6488.

Council of Science Editors:

Butcher J. Overseas Trained Teachers' Experiences of Professional Socialisation in New Zealand . [Masters Thesis]. University of Waikato; 2012. Available from: http://hdl.handle.net/10289/6488


University of Waikato

30. Katsuno, Masaaki. How is teacher evaluation policy enacted?-The workings of performativity and micro-politics in Japanese schools .

Degree: 2013, University of Waikato

 This thesis is concerned with the extent to which new teacher evaluation policies and practices in Japan are about controlling teachers or represent opportunities for… (more)

Subjects/Keywords: teacher evaluation; Japan

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APA (6th Edition):

Katsuno, M. (2013). How is teacher evaluation policy enacted?-The workings of performativity and micro-politics in Japanese schools . (Doctoral Dissertation). University of Waikato. Retrieved from http://hdl.handle.net/10289/7177

Chicago Manual of Style (16th Edition):

Katsuno, Masaaki. “How is teacher evaluation policy enacted?-The workings of performativity and micro-politics in Japanese schools .” 2013. Doctoral Dissertation, University of Waikato. Accessed November 13, 2019. http://hdl.handle.net/10289/7177.

MLA Handbook (7th Edition):

Katsuno, Masaaki. “How is teacher evaluation policy enacted?-The workings of performativity and micro-politics in Japanese schools .” 2013. Web. 13 Nov 2019.

Vancouver:

Katsuno M. How is teacher evaluation policy enacted?-The workings of performativity and micro-politics in Japanese schools . [Internet] [Doctoral dissertation]. University of Waikato; 2013. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/10289/7177.

Council of Science Editors:

Katsuno M. How is teacher evaluation policy enacted?-The workings of performativity and micro-politics in Japanese schools . [Doctoral Dissertation]. University of Waikato; 2013. Available from: http://hdl.handle.net/10289/7177

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