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Letteratura scientifica selezionata sul tema "First year teaching"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 21 febbraio 2023

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Articoli di riviste sul tema "First year teaching"

1

Uğraş, Sinan, Mehmet Güllü, and Mehmet Akif Yücekaya. "My First Year of Physical Education and Sport Teaching." Journal of Qualitative Research in Education 7, no. 1 (January 31, 2019): 1–18. http://dx.doi.org/10.14689/issn.2148-2624.1.7c1s.11m.

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B.M, Lakshmi kantha, and Javeed Hussain Sharieff. "EFFECTIVENESS OF ANIMATED TEACHING OVER MODEL TEACHING IN EMBRYOLOGY FOR FIRST YEAR MBBS STUDENTS." International Journal of Anatomy and Research 6, no. 4.1 (October 10, 2018): 5815–19. http://dx.doi.org/10.16965/ijar.2018.349.

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Duffy, Jennifer O. "Teaching First-Year College Students." Journal of College Student Development 48, no. 4 (2007): 481–82. http://dx.doi.org/10.1353/csd.2007.0035.

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Barnes, Gail V. "Teaching Music: The First Year." Bulletin of the Council for Research in Music Education, no. 185 (July 1, 2010): 63–76. http://dx.doi.org/10.2307/41110366.

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Abstract The purpose of this study was to contribute to the novice music teacher case literature by studying the prevalent themes in the experiences of five first-year teachers. The teachers submitted periodic journal entries and were also interviewed at the beginning of their second semester of teaching. I analyzed transcripts using HyperResearch and submitted them to the participants for both descriptive and interpretive validity checks. Many themes emerged, but those with the highest frequency counts were: Students (behavior), Students (musical). Administrative, Students (personal), Self-ev

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Wenzel. "Teaching First-Year Writing Through Classics." Classical Journal 115, no. 2 (2019): 228. http://dx.doi.org/10.5184/classicalj.115.2.0228.

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Wenzel, Aaron. "Teaching First-Year Writing Through Classics." Classical Journal 115, no. 2 (2019): 228–49. http://dx.doi.org/10.1353/tcj.2019.0027.

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Bullough, Robert V. "First-Year Teaching: A Case Study." Teachers College Record: The Voice of Scholarship in Education 89, no. 2 (December 1987): 219–37. http://dx.doi.org/10.1177/016146818708900206.

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Karpovich, I. A. "Teaching First-Year Students: Literature Review." Uchenye zapiski St. Petersburg University of Management Technologies and Economics, no. 3 (October 12, 2021): 5–10. http://dx.doi.org/10.35854/2541-8106-2021-3-5-10.

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The effectiveness of university academic process depends on how quickly and effectively a first-year student overcomes the challenges of the induction process. Creating conditions for the successful induction of students in the educational process is one of the priorities of higher education. This paper focuses on the literature review devoted to the main directions of current scientific research on the problem of adaptation of first-year students.

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Cahill, Danielle, and Diane Catanzaro. "Teaching First-Year Spanish On-Line." CALICO Journal 14, no. 2-4 (January 14, 2013): 97–113. http://dx.doi.org/10.1558/cj.v14i2-4.97-113.

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Simmons, Betty Jo. "Navigating the First Year of Teaching." Kappa Delta Pi Record 38, no. 4 (July 2002): 160–64. http://dx.doi.org/10.1080/00228958.2002.10516366.

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Tesi sul tema "First year teaching"

1

Cardoso, Alexandre Miranda. "Mathematics Teaching Assistants' Reflections on Their First Year Teaching." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1403525638.

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Wong, Lai-king Hester. "Beginning teachers in a prevocational school : their teaching problems and coping strategies /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14778038.

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McKenzie, Meagan Louise. "Stories of buoyancy and despondency: Five beginning teachers' experiences in their first year in the teaching profession." Thesis, Australian Catholic University, 2005. https://acuresearchbank.acu.edu.au/download/3b7e817a218a180647f9cd9fcf889b7350ef9e2bdf36ac909ae9ae413bc848de/1551024/64994_downloaded_stream_219.pdf.

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This case study research explores the experiences of five beginning teachers within four Catholic secondary schools in Australia. The research employs a qualitative approach framed within an interpretative paradigm, drawing on perspectives of symbolic interaction to interpret interview and journal data. These perspectives are used, in conjunction with a conceptual framework derived from the relevant literature, to interpret the experiences of five new teachers against the relevant data. The literature typically investigates the stages of teacher development, where the first year is often seen

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Stevens, Gary E. Kennedy Larry DeWitt. "Perceptions of teaching by beginning teachers an ethnographic study of beginning teachers /." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9311290.

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Thesis (Ed. D.)--Illinois State University, 1992.<br>Title from title page screen, viewed February 6, 2006. Dissertation Committee: Larry D. Kennedy (chair), G. Thomas Baer, Barbara S. Heyl, Jeanne B. Morris. Includes bibliographical references (leaves 249-265) and abstract. Also available in print.

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Hinojosa, Manuel Matthew. "Teaching Outre Literature Rhetorically in First-Year Composition." Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1189%5F1%5Fm.pdf&type=application/pdf.

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Bolander, Jennifer A. Fisher Robert L. "First-time teachers' understanding and support for teaching first-time readers." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064509.

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Thesis (Ed. D.)--Illinois State University, 2002.<br>Title from title page screen, viewed March 7, 2006. Dissertation Committee: Robert Fisher (chair), Penni Koloff, Susan Lenski. Includes bibliographical references (leaves 169-183) and abstract. Also available in print.

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Rice, Richard Aaron. "Teaching and learning first-year composition with digital portfolios." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1239209.

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The purpose of this study was to begin to define and describe some of the complex intersections between teaching and learning first-year composition with digital portfolios, focusing on the construction, presentation, and assessment processes in one first-year composition course at Ball State University. The study employed a qualitative ethnographic methodology with case study, and used grounded theory to develop a resultant guide to code the data collected through several methods: observation, interview, survey, and artifact assessment.The resultant coding guide included the core categories "

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Davaloz, Davon A. "First Year Teaching, and it Began in Los Santos." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/121.

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The ethnographic narrative is a mixture of my journey to education as well as my experience as a first-year teacher. Working in an underserved area in Southern California provided me the opportunity to reach students with similar backgrounds as my own. Being Mexican-American, I pride myself in giving back to my community, and this ethnography provided me that avenue to reach countless students with similar stories to mine. The three focus students you will see were my primary focus; however, data is collected from over 120 7th-grade students-- the majority of which are Latino. All of my classr

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Moore, Donald E. "The relationship among selected appraisals in predicting effective beginning teaching." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/774741.

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Beginning school teachers in Indiana in school years 1986-87 and 1987-88 who graduated from Ball State University, Indiana State University, Indiana University, and Purdue University (D=1,607) were studied to determine the relationship of NTE Core Battery subtest scores, Scholastic Aptitude Test (SAT) scores, and undergraduate grade point average (GPA) to beginning teaching effectiveness as measured by the Beginning Teacher Assessment Inventory (BTAI). The BTAI is an inventory listing eight criteria for which a beginning teacher must demonstrate minimal competence in order to complete the Indi

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Eldredge-Sandbo, Mary Leonora. "Teaching on the Prairie: First-Year Teachers in Rural Schools." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5699.

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The North Dakota Teacher Support System (NDTSS) mentoring program is available to 1st-year teachers employed in the state public schools. Because there has been limited research on the topic, the purpose of this study was to increase the understanding of how participation in the mentoring program affects the experiences and developing effectiveness of 1st-year teachers in rural schools, which is important because teacher retention and recruitment are a concern in rural schools. This study was set within a conceptual framework of andragogy and constructivism and guided by 2 research questions t

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Libri sul tema "First year teaching"

1

Preparing for teaching. South Melbourne: Macmillan Australia, 1989.

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Starting teaching: How to succeed and survive. London: Continuum, 2001.

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H, Roen Duane, ed. Strategies for teaching first-year composition. Urbana, Ill: National Council of Teachers of English, 2002.

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Sue, Cowley, ed. How to survive your first year in teaching. London: Continuum, 2003.

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How to survive your first year in teaching. 2nd ed. New York, NY: Continuum International Pub. Group, 2009.

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K-12 classroom teaching: A primer for new professionals. 4th ed. Boston: Pearson, 2012.

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Your first year of teaching and beyond. 4th ed. Boston, MA: Pearson/A and B, 2004.

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Your first year of teaching and beyond. 3rd ed. New York: Longman, 1999.

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Kronowitz, Ellen L. Your first year of teaching and beyond. 2nd ed. White Plains, N.Y: Longman Publishers USA, 1996.

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Nottingham), Undergraduate Mathematics Teaching Conference (1988 University of. The first year syllabus, teaching and assessing projects, and first year textbooks: Proceedings. Nottingham: Shell Centre for Mathematical Education, 1988.

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Capitoli di libri sul tema "First year teaching"

1

Gurney, C. "Teaching Thermodynamics to First Year Engineers." In Teaching Thermodynamics, 31–44. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4613-2163-7_3.

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Harris, Jillene, Uncle Mallyan Brian Grant, Aunty Wirribee Leanna Carr-Smith, Simone Gray, and Leonie Miller. "Authentically Modifying a First-Year Psychology Subject." In Teaching Aboriginal Cultural Competence, 23–35. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7201-2_3.

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Haywood, R. W. "Teaching Thermodynamics to First-Year Students by the Single-Axiom Approach." In Teaching Thermodynamics, 205–16. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4613-2163-7_24.

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Chapelle, Carol A. "Strengthening Cultural Content in First-Year Textbooks." In Teaching Culture in Introductory Foreign Language Textbooks, 213–47. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-49599-0_6.

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Jacobs, Richard. "Narrative and Narratives: Designing and Delivering a First-Year Undergraduate Narrative Module." In Teaching Narrative, 191–209. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-71829-3_12.

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Conana, Honjiswa, Delia Marshall, and Jennifer Case. "A Semantics analysis of first-year Physics teaching." In Building Knowledge In Higher Education, 162–79. Abingdon, Oxon ; New York : Routledge, 2020. | Series: Legitmation code theory: knowledge-building in research and practice: Routledge, 2020. http://dx.doi.org/10.4324/9781003028215-10.

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Aceto, Luca, and Anna Ingólfsdóttir. "Introducing Formal Methods to First-Year Students in Three Intensive Weeks." In Formal Methods Teaching, 1–17. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-91550-6_1.

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Donitsa-Schmidt, Smadar, Ruth Zuzovsky, and Rinat Arviv Elyashiv. "First-Year Out-of-Field Teachers: Support Mechanisms, Satisfaction and Retention." In Out-of-Field Teaching Across Teaching Disciplines and Contexts, 175–90. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9328-1_9.

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Cokely, Carrie L., and Melissa Anyiwo. "Teaching Millennials About Difference Through First-Year Learning Communities." In Teaching Race and Anti-Racism in Contemporary America, 99–106. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7101-7_11.

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Odeleye, Oluwatobi O. "The Adventures of a First-Year Teaching-Emphasis Instructor." In Chemistry Student Success: A Field-Tested, Evidence-Based Guide, 51–68. Washington, DC: American Chemical Society, 2020. http://dx.doi.org/10.1021/bk-2020-1343.ch004.

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Atti di convegni sul tema "First year teaching"

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Burridge, Joshua, and Alan Fekete. "Teaching Programming for First-Year Data Science." In ITiCSE 2022: Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3502718.3524740.

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Burgos-Vera, Oscar, Carlos Sotomayor-Beltran, David Llulluy-Nunez, and Hipolito Reyes del Carmen. "Teaching management skills to first year engineering students." In 2021 IEEE World Conference on Engineering Education (EDUNINE). IEEE, 2021. http://dx.doi.org/10.1109/edunine51952.2021.9429141.

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Pieterse, F. F., and A. L. Nel. "Teaching Graphical Communication to first year engineering students." In 2013 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2013. http://dx.doi.org/10.1109/educon.2013.6530137.

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Allsopp, Louise. "Testing Different Teaching Techniques in First Year Finance Seminars." In 2001 Informing Science Conference. Informing Science Institute, 2001. http://dx.doi.org/10.28945/2421.

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The author compares the relative successes of two different teaching techniques in seminars for a first year university course in Finance. This paper tests to see if there is one overriding approach that enables all students to learn effectively in seminars or whether different students benefit from different teaching techniques. An experiment will be carried out on a subset of a first year Finance group in Semester 1, 2001 for five separate fifty-minute sessions. Four groups (i.e. sixty students) will be taught using one teaching technique. The remaining four groups will face an alternative a

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Svedin, M., O. Balter, M. Scheja, and K. Pettersson. "A Surface Approach to Learning Rewards First-Year Engineering Students." In 2013 Learning and Teaching in Computing and Enginering (LaTiCE). IEEE, 2013. http://dx.doi.org/10.1109/latice.2013.40.

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McLoughlin, Henry, and Kevin Hely. "Teaching formal programming to first year computer science students." In the twenty-seventh SIGCSE technical symposium. New York, New York, USA: ACM Press, 1996. http://dx.doi.org/10.1145/236452.236530.

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Kölling, Michael, Bett Koch, and John Rosenberg. "Requirements for a first year object-oriented teaching language." In the twenty-sixth SIGCSE technical symposium. New York, New York, USA: ACM Press, 1995. http://dx.doi.org/10.1145/199688.199770.

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Mironova, Olga, Irina Amitan, Jelena Vendelin, Juri Vilipold, and Merike Saar. "Teaching programming basics for first year non-IT students." In 2016 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2016. http://dx.doi.org/10.1109/educon.2016.7474524.

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Hofstetter, Christine, and James R. White. "Micro-ESR As A Laboratory Teaching Tool." In 2015 Conference on Laboratory Instruction Beyond the First Year. American Association of Physics Teachers, 2015. http://dx.doi.org/10.1119/bfy.2015.pr.010.

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Gadzhanov, Stamen, Andrew Nafalski, and Zorica Nedic. "Sensor data acquisition, processing and presentation in first year engineering programmes." In 2014 International Conference of Teaching, Assessment and Learning (TALE). IEEE, 2014. http://dx.doi.org/10.1109/tale.2014.7062568.

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Rapporti di organizzazioni sul tema "First year teaching"

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Simpson, Les. Using Resource-based Learning in Teaching First Year Economics. Bristol, UK: The Economics Network, April 2001. http://dx.doi.org/10.53593/n586a.

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Addiego, Emily. The First Year: Development of Preservice Teacher Beliefs About Teaching and Learning During Year One of an MA TESOL Program. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.985.

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Burri, Margaret, Joshua Everett, Heidi Herr, and Jessica Keyes. Library Impact Practice Brief: Freshman Fellows: Implementing and Assessing a First-Year Primary-Source Research Program. Association of Research Libraries, July 2021. http://dx.doi.org/10.29242/brief.jhu2021.

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This practice brief describes the assessment project undertaken by the Sheridan Libraries at Johns Hopkins University as part of the library’s participation in ARL’s Research Library Impact Framework initiative to address the question “(How) do the library’s special collections specifically support and promote teaching, learning, and research?” The research team investigated how the Freshman Fellows experience impacted the fellows’ studies and co-curricular activities at the university. Freshmen Fellows, established in 2016, is a signature opportunity to expose students to primary-source colle

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Varina, Hanna B., Viacheslav V. Osadchyi, Kateryna P. Osadcha, Svetlana V. Shevchenko, and Svitlana H. Lytvynova. Peculiarities of cloud computing use in the process of the first-year students' adaptive potential development. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4453.

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Technologies based on cloud computing is one of the demanded and actively developing areas of the modern information world. Cloud computing refers to an innovative technology that allows you to combine IT resources of various hardware platforms into a single whole and provide the user with access to them via a local network or the global Internet. Cloud services from various providers offer users access to their resources via the Internet via free or shareware cloud applications, the hardware and software requirements of which do not imply that the user has high-performance and resource-consum

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Cassity, Elizabeth, Jacqueline Cheng, and Debbie Wong. Teacher development multi-year study series. Vanuatu: Interim report 1. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-672-7.

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The Government of Vanuatu is undertaking significant primary education reforms, including major curriculum changes, to improve equitable access to and the quality of education. Since 2016, a new primary education curriculum has been introduced by stages, accompanied by a suite of in-service teacher training. The new curriculum promotes teaching practices that support new pedagogies focused on student-centred learning and community support, language transition and class-based assessment practices. These reforms are being supported by the Australian Government, through its Vanuatu Education Supp

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Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.

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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal o

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Blakeley, John. Development of Engineering Qualifications in New Zealand: A Brief History. Unitec ePress, February 2016. http://dx.doi.org/10.34074/ocds.027.

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Post 1840, New Zealand’s early engineers had mainly trained in Britain prior to emigrating. The need for educating and training young engineers was soon recognised. This was initially done by means of a young engineer working under the close supervision of an older, experienced engineer, usually in a cadetship arrangement. Correspondence courses from the British engineering institutions became available from 1897. Several technical colleges in New Zealand implemented night classes to assist students who were preparing for the associated examinations. The first School of Engineering was establi

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Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili, and Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Development in a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/054.

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Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB prog

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Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili, and Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Developmentin a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsgrisewp_2020/054.

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Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB prog

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Barjum, Daniel. PDIA for Systems Change: Tackling the Learning Crisis in Indonesia. Research on Improving Systems of Education (RISE), September 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/046.

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Indonesia is facing a learning crisis. While schooling has increased dramatically in the last 30 years, the quality of education has remained mediocre (Rosser et al., 2022). Teacher capability is an often cited weakness of the system, along with policies and system governance. Approaches focused primarily on adding resources to education have not yielded expected outcomes of increased quality. “It is a tragedy that in the second decade of the twenty-first century, some children in Indonesia are not completing primary school and are turned out into the workforce as functional illiterates.” (Sur

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