Your selections:
Quality assessment in university social science courses
- Gore, Jennifer, Ladwig, James, Elsworth, Wendy, Griffiths, Tom G., Parkes, Robert, Ellis, Hywel
Students' reasons for working or not working in class: aligning academic and social motivation
Changing teachers, changing teaching: exploring the relationships among teachers' perceptions of Quality Teaching Rounds, their teaching, and their identity as teachers
- Gore, Jennifer, Bowe , Julie, Elsworth, Wendy
Classroom discipline: another example of world-system convergence?
- Aisoli-Orake, Rachel, Archer , Jennifer, Chen, Shen
Embedding in-discipline language support for first year students in the sciences
- Zhang, Felicia, Lidbury, Brett, Schulte, Jurgen, Bridgeman, Adam, Yates, Brian, Rodger, John
Embodied logic: understanding discipline through teachers' commentaries
- Millei, Zsuzsa, Raby, Rebecca
Examining the impact of Quality Teaching Rounds on teacher professional learning
- Gore, Jennifer, Bowe, Julie, Elsworth, Wendy
Multiliteracies as a transdisciplinary curriculum practice
- Albright, James, Walsh, Christopher S.
Powering-up teacher professional learning
- Leonard, Carl, Watson, Damien
Rounding out professional development: professional learning community, instructional rounds and quality teaching
- Bowe, Julie, Gore, Jennifer, Elsworth, Wendy
The 'authored' journey in researching lived experience
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