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'Follow' me: networked professional learning for teachers

Can continuing professional development utilizing a game-centred approach improve the quality of physical education teaching delivered by generalist primary school teachers?

Changing teachers, changing teaching: exploring the relationships among teachers' perceptions of Quality Teaching Rounds, their teaching, and their identity as teachers

Communities of ethical practice: using new technologies for ethical dialectical discourse

Contextual complexity: the professional learning experiences of seven classroom teachers when engaged in "quality teaching"

Examining the impact of Quality Teaching Rounds on teacher professional learning

From lesson study to learning study: side-by-side professional learning in the classroom

Implementing a school-based physical activity program: process evaluation and impact on teachers' confidence, perceived barriers and self-perceptions

Micropolitical staffroom stories: beginning health and physical education teachers' experiences of the staffroom

Physical education teachers' perceptions about the effectiveness and acceptability of strategies used to increase relevance and choice for students in physical education classes

Powering-up teacher professional learning

Practitioner research: with intent

Praxis and the language of improvement: inquiry-based approaches to authentic improvement in Australasian schools

Professional learning: a strengthening and reinvigorating element of the early childhood profession

Rounding out professional development: professional learning community, instructional rounds and quality teaching

Sustaining professional learning networks: the Australasian challenge

Teacher professional learning in a neoliberal age: audit, professionalism and identity

Teacher professional learning in an age of compliance: mind the gap

The lived experience of online education: insights from construction management

The reported effects of a systematic professional learning program on the knowledge, skills, and concerns of Australian early childhood educators who support young children displaying or at risk of challenging behaviours

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