Your selections:
Multiliteracies as a transdisciplinary curriculum practice
- Albright, James, Walsh, Christopher S.
On the place of pedagogy in the induction of early career teachers
- Gore, Jennifer, Williams, Cheryl, Ladwig, James
On the status and quality of physical education as school subject: an empirical study of classroom and assessment practice
- Gore, Jennifer M., Ladwig, James G., Elsworth, Wendy, Griffiths, Tom G.
Power discourse in PhD examination reports: a cross disciplinary analysis
- Monfries, Melissa, Lovat, Terence
Powering-up teacher professional learning
- Leonard, Carl, Watson, Damien
Productive Pedagogy as a framework for teacher education
- Gore, Jennifer M., Griffiths, Tom G., Ladwig, James G.
Professional development for pedagogical impact
- Gore, Jennifer, Ladwig, James
Professional learning, pedagogical improvement, and the circulation of power
- Gore, Jennifer M., Ladwig, James G., King, M. Bruce
Public-private partnerships: refinancing education infrastructure in Australia
Quality assessment in university social science courses
- Gore, Jennifer, Ladwig, James, Elsworth, Wendy, Griffiths, Tom G., Parkes, Robert, Ellis, Hywel
Quality of pedagogy and student achievement: multi-level replication of authentic pedagogy
- Ladwig, James G., Smith, Max, Gore, Jennifer, Amosa, Wendy, Griffiths, Tom G.
Relationships of PhD candidate, candidature and examination characteristics with thesis outcomes
- Bourke, Sid, Holbrook, Allyson, Lovat, Terence
Research that counts: practitioner research and the academy
- Groundwater-Smith, Susan, Mockler, Nicole
Rounding out professional development: professional learning community, instructional rounds and quality teaching
- Bowe, Julie, Gore, Jennifer, Elsworth, Wendy
Students' perceptions of success in English as indicated by their learning goals
Students' reasons for working or not working in class: aligning academic and social motivation
Supporting action research/learning in schools through academic partnerships
- McCormack, Ann, Reynolds, Ruth, Ferguson-Patrick, Kate
Teachers' fundamental beliefs, commitment to reform, and the quality of pedagogy
- Griffiths, Tom G., Gore, Jennifer, Ladwig, James
Teachers' understanding(s) of educational inclusion and exclusion: a discursive analysis of limits and possibilities
- Morrison, Kellie, Ladwig, James
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