https://ogma.newcastle.edu.au/vital/access/ /manager/Index ${session.getAttribute("locale")} 5 https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:17599 Wed 11 Apr 2018 13:04:24 AEST ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:23949 significance and contribution of the thesis, publications arising from the thesis, breadth, depth and recency of the literature review and communication and editorial correctness are areas in which the proportion of text of engineering examiners' comments differs significantly from other fields.]]> Wed 04 Sep 2019 10:12:11 AEST ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:54586 Tue 14 May 2024 15:37:24 AEST ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:32971 attitudes towards mathematics and careers in STEM. Research also shows that teachers and classroom practices are key agents to change these attitudes. This paper examines teachers’ perceptions of students’ attitudes towards mathematics and careers in STEM, as well as classroom practices emanating from those perceptions. Combining data from two studies, a large-scale survey and an intervention, we argue three main points: (1) student attitudes and teachers’ perceptions of those attitudes quite clearly differ, (2) targeted interventions showing links between mathematics and careers in STEM can have an influence on students’ perceptions of STEM careers and (3) an implementation of classroom ability grouping based on standardised test scores can be disadvantageous to students who have a natural inclination towards STEM and positive attitudes towards mathematics.]]> Tue 03 Sep 2019 18:26:49 AEST ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:40935 Thu 21 Jul 2022 15:52:20 AEST ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:946 Sat 24 Mar 2018 08:29:53 AEDT ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:9925 Sat 24 Mar 2018 08:14:16 AEDT ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:16317 Sat 24 Mar 2018 07:53:21 AEDT ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:6840 Sat 24 Mar 2018 07:46:44 AEDT ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:30322 Sat 24 Mar 2018 07:31:50 AEDT ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:36986 Mon 27 Jul 2020 15:43:48 AEST ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:36985 Mon 27 Jul 2020 15:28:29 AEST ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:43635 Mon 26 Sep 2022 16:29:45 AEST ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:50009 Mon 26 Jun 2023 12:33:51 AEST ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:47531 Mon 23 Jan 2023 12:22:33 AEDT ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:38355 n = 5478). Outcomes at baseline and 8-month follow-up were compared for QTR, QTR trainer-led, peer-observation, and wait-list control groups. Students in the QTR group made 25% more progress in mathematics than the control group (g = 0.12, 95% CI: 0.07-0.17). This result supports QTR as a form of PD with significant potential for wider impact.]]> Fri 19 Aug 2022 14:18:20 AEST ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:42236 Fri 19 Aug 2022 11:49:33 AEST ]]>