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PLD for facilitators
PLD for facilitators
All the school's a stage. Schools collaborating with experts in the community
The work of PLD facilitators
Curriculum for the Future
Teachers' Centres: Premise or Premises?
Who Gets to Teach?
Difficult-to-Teach Junior School Children
Ethical Quandaries for neophyte early childhood practitioners
"Would you like to pack away now?": Improving the quality of talk in early childhood programs
MEN in early childhood teaching
The New Zealand Curriculum and preservice teacher education: Public document, private perceptions
Learning to teach history in New Zealand secondary schools: Preservice teachers reflect on their practice
Spotlight on ICT in early childhood education: An interview with Ann Hatherly
How do home-based co-ordinators support educators to notice, recognise, and respond to children’s learning?
Subject knowledge enhances the documentation of young children’s mathematical learning
Narrative activity: mediating the complexities in learning
The electric teacher: Philosophical pathways to being an empowered early childhood educator
Strengthening responsive and reciprocal relationships in a whānau tangata centre
Transitions Within the Centre & to School: Research at a Samoan-language immersion centre
Sameness-as-fairness: Early childhood professionals negotiating multiculturalism in childcare
“The silent voice of the camera?" Young children and photography as a tool for listening
Independence and risk in early childhood settings: Providing opportunities for discussion
IQ Tests and Cultural Distance
Understanding Exemplary Teaching
Wielding Power in the Classroom
Examining classroom talk: structure and talk in literacy lessons examined from a metacognitive perspective
A Matter of Survival: stress and the emergency teacher
Watching Oneself Teach
Empowerment . . . through professional development
Using student and teacher perceptions to assess classroom environment
Learning technologies teacher capabilities: A framework for professional development
"Good" teaching and learning: A matter of perception?
Schools doing it for themselves: Successful professional development
Kaiako Toa: Highly successful teachers in low decile schools
What do teachers get out of in-class modelling?
Teacher talk to improve teaching practices
Partnerships: Accomplishing important work together
National consultation on exemplars: What difference does it make for teachers?
LEADERSHIP LEARNING THROUGH COACHING
Developing the teachers we need for the schools we want
Creating continuity through literacy experiences at Wilton Playcentre