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We have all had the experience at some time of being given a good test which has been ruined or just made less 'do-able' by clumsy layout and unsatisfactory reproduction. Poor layout and...
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What do New Zealand teachers expect of their pupils? Are their expectations culturally stereotyped? Do they treat some pupils differently because of their stereotypes?
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If you believe that hitting children is right and proper and probably good for them, that it stiffens the moral fibre, gives them a taste of what life is an about, and so on, then no amount of...
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ISBN: 978-1-927231-96-8
The usual approaches to classroom relationships are either teacher-centred or student-centred. This book breaks new ground in its exploration of relationship-centred...
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Picture books are ubiquitous in Western early childhood and primary settings. This article explores how picture books are being used in culturally and linguistically diverse settings, by...
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Many 5- and 6-year-old students in low socioeconomic schools have difficulty expressing ideas fluently and coherently in English, which impacts on their ability to participate fully in the classroom...
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Two Years 7/8 teachers planned, implemented and reflected on teaching a unit about erosion and landforms with the support of ICT tools. They used videos, photos, animations and digital microscopes—as...
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This article illustrates the potential of using multiple means to help express and develop ideas.
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Six UK secondary schools investigated whole-class interactive teaching of mathematics, identified its key characteristics, and put it into effective use in their own classrooms.
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Progression and continuity are considered to be indicators of quality and effectiveness in early childhood education, but there are different and sometimes competing definitions of these concepts.
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