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Artykuły w czasopismach na temat „College teachers – Australia – Fiction”

Autor: Grafiati

Data publikacji: 29 lipca 2024

Data aktualizacji: 31 lipca 2025

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1

Kweldju, Siusana. "Assisting Reluctant Teacher's College Students to Autonomously Appreciate a Novel to Read." TEFLIN Journal - A publication on the teaching and learning of English 11, no. 1 (2015): 22. http://dx.doi.org/10.15639/teflinjournal.v11i1/22-34.

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This paper is a report of how to make reluctant teachers' college students read in a prose course. These students were not interested in fiction and had never read interpretative fiction in English. The teacher sought to know why the students were reluctant to read, and how to make them read, and discovered that it was because of students' linguistic deficiency and their reluctance to read longer texts. The teacher also discovered that in spite of their reluctance they were interested in listening to the teachers' explanation about the cultural elements and the analysis of the short stories. T

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Broadbent, Carolyn, and Jo Brady. "Leading Change in Teacher Education In Australia Through University-School Partnerships." European Journal of Social & Behavioural Sciences 4, no. 1 (2013): 21–31. http://dx.doi.org/10.15405/ejsbs.2013.1.4.

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Recent government reviews of higher education in Australia have highlighted the need for comprehensive reform across the tertiary education and training sector. Teacher education has traditionally been offered in isolation from schools. Innovative partnerships between universities, schools, employing bodies, and other educational institutions are now encouraged. This study evaluates the impact and effectiveness of one university-school partnership between an Australian university and a large secondary college in Canberra, Australia. The partnership, titled the Down South initiative, embeds sec

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Zaiter, Walid Ali. "Teaching Fiction: Challenges and Remedies for College Students and Instructors." Volume-2: Issue-2 (February, 2020) 2, no. 2 (2020): 29–36. http://dx.doi.org/10.36099/ajahss.2.2.5.

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I have been teaching fiction for a number of years and every time I walk into class to teach my students fiction, a short story or a novel, I get embarrassed to find out that my students who have taken courses such as “The Rise of the Novel, or “Introduction to Literature” still do not know to answer basic questions related to such courses. What is literature? What are the major genres of literature? What is fiction? What are the basic elements of fiction? These questions are fundamentals for literature students. Their inability of not answering them will cause big problems for college instruc

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Mulholland, Judith, and Ian Ginns. "College MOON Project Australia: Preservice Teachers Learning about the Moon’s Phases." Research in Science Education 38, no. 3 (2007): 385–99. http://dx.doi.org/10.1007/s11165-007-9055-8.

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May, Rachel. "Finding connections to help students move forward." Dean and Provost 26, no. 5 (2024): 5–6. https://doi.org/10.1002/dap.31456.

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Jason Shrontz is a full‐time faculty member at Klamath Community College, where he teaches courses in research writing, film, screenwriting, and fiction. He also supports local high school teachers who offer writing courses for college credit and works closely with administration and faculty to design and integrate ethical AI use in the classroom. He earned his PhD in English at the University of Rhode Island and wrote his dissertation on corporeality and human connection in the digital world. He, his wife, and four children enjoy biking the trails in southern Oregon.

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May, Rachel. "Finding connections to help students move forward." Recruiting & Retaining Adult Learners 27, no. 4 (2024): 5–6. https://doi.org/10.1002/nsr.31270.

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Jason Shrontz is a full‐time faculty member at Klamath Community College, where he teaches courses in research writing, film, screenwriting, and fiction. He also supports local high school teachers who offer writing courses for college credit, and works closely with administration and faculty to design and integrate ethical AI use in the classroom. He earned his PhD from the University of Rhode Island for a dissertation that examined corporeality and human connection in the digital world. He and his wife and four children spend time biking the trails in southern Oregon.

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Indriani, Sri Seti, and Ditha Prasanti. "Communication Challenges of AEC English Teachers in Australia (A case study of the culture shock experienced by AEC teachers in Australia)." West Science Social and Humanities Studies 1, no. 04 (2023): 201–10. http://dx.doi.org/10.58812/wsshs.v1i04.161.

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AEC teachers are those who have taught English in a school called Armidale English College. They also have been exposed enough with English language and its culture. AEC has a program of sending its teachers to Australia with a mission to improve their English skills and to gain cultural studies for three months. These English teachers were expected to have a high ability to communicate well in English, they were also expected to be prepared in cultural differences, in fact, what they experienced was far from the expectations for most people. They actually experienced culture shock in Australi

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Twelves, Jim. "The Alphacrucis College clinical teaching model: An evaluation." International Journal of Christianity & Education 23, no. 3 (2019): 327–48. http://dx.doi.org/10.1177/2056997119865565.

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Alphacrucis College, Australia, has developed a Clinical Teaching Model (CTM) as an option within the initial teacher-training awards. The Alphacrucis College model intentionally combines the pre-service teachers’ spiritual formation with their professional development. This article reports on an evaluation of the CTM students’ experience compared with that of students under the traditional approach. The key findings confirm an increased sense of self-discipline and confidence, and an overwhelming appreciation for the practical application without assessment. The students appreciated that in t

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Pullinger, Kate, Amanda Havard, and Melanie Hundley. "Conversation Currents: Digital Storyworlds: Transmedia Literature in the ELA Classroom." Language Arts 91, no. 2 (2013): 126–31. http://dx.doi.org/10.58680/la201324288.

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As stories evolve into new, varied, and experimental formats in our current digital age, teachers, authors, storytellers, and readers are presented with myriad new conversations about the creation, discussion, and dissemination of literature. What does it mean to consume a story in the digital age? What do the terms we use to describe them—digital fiction, story worlds, transmedia, interactive fiction—really mean? In this conversation, author-educator-storytellers Kate Pullinger (Inanimate Alice) and Amanda Havard (The Survivors, Immersedition™), and language arts professor Melanie Hundley of

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MacMullin, Colin, and Mary Anne Vaz. "International Cooperation For Inclusive Education." Australasian Journal of Special Education 19, no. 2 (1995): 16–29. http://dx.doi.org/10.1017/s1030011200023423.

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Education authorities throughout the world are striving to implement the principles of inclusive education. The Malaysian Ministry of Education has adopted these principles and is presently involved in translating them into practice. As part of this program, three teachers college lecturers and an officer of the Teacher Education Division undertook an intensive short-term training course at Flinders University in South Australia. The aim of this project was to devise a course in Inclusive Education that would be taught to trainee teachers in colleges throughout Malaysia. This keynote address d

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Spencer, Amelia, Gay Barnes, and Louanne Jacobs. "Removing Barriers to Teaching Students with Autism Spectrum Disorder Using Fiction with Preservice Teachers." International Journal of Special Education (IJSE) 38, no. 3 (2023): 152–63. http://dx.doi.org/10.52291/ijse.2023.38.46.

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This comprehensive mixed-methods study sought to investigate the impact of integrating contemporary Young Adult (YA) literature into an introductory-level special education survey course. The primary objectives were to assess whether this integration led to significant improvements in both academic cognitive knowledge and empathetic knowledge regarding individuals with Autism Spectrum Disorder (ASD). The study involved 135 undergraduate students enrolled in this course between fall of 2016 and spring of 2020. To gauge the effects of YA literature on their perceptions and insights, participants

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Gill, Barry, and Brian Hand. "professional standing of the replacement teacher in the education community: a country region's perspective." Australian and International Journal of Rural Education 2, no. 1 (2020): 35–48. http://dx.doi.org/10.47381/aijre.v2i1.269.

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As Australian schools move towards the twenty-frrst century more attention is being drawn to the professionalism of teachers. This has led to the recent publication of two NBEET reports, Teacher Education in Australia (September 1990) and Australia's Teachers: A Blueprint for the 90's (January 1991). These reports recognise the need for a reconceptualisation and urgent action in regards to the initial training and continuing education of Australia's teachers. Each goes into considerable detail about the need, scope and format of programs of professional development, and each highlights the imp

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Nuzhat, Mariam. "주요 국가의 유아교사 자격기준 및 대학의 유아교사교육과정 비교연구: 미국, 영국, 캐나다, 호주를 중심으로". Korean Association For Learner-Centered Curriculum And Instruction 22, № 11 (2022): 895–910. http://dx.doi.org/10.22251/jlcci.2022.22.11.895.

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Objectives The major purpose for this study is to explore the national criteria for early childhood teachers’ eligibility in USA, England, Canada, and Australia along with comparing and analyzing the existing curriculum of Columbia University, Harvard University, University of Illinois at Chicago, Cambridge University, University of Toronto, Australian college of teachers’ aides and children. Methods The study thoroughly analyzed the curriculum based on core course, method course and elective courses, duration of teaching practicum, type of course, way of course conduction: online or off

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Lutzker, Peter. "Developing the artistry of the teacher in Steiner/Waldorf Education (Part II)." Scenario: A Journal for Performative Teaching, Learning, Research XVI, no. 1 (2022): 68–88. http://dx.doi.org/10.33178/scenario.16.1.5.

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After describing the general Steiner/Waldorf teacher education program in the previous article (Part I), this article will examine the additional courses specifically required for teaching English as a foreign language. It considers Rudolf Steiner’s concept of a specific ‘sense for language’ as a basis for a performative approach to foreign language teaching and learning and discusses the implications of research on linguistic-kinesic behaviour for foreign language learning and for teacher education at Freie Hochschule Stuttgart (Waldorf Teachers College). It describes performative approaches

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Simpson, Alyson. "Teaching with children's literature in initial teacher education: Developing equitable literacy pedagogy through talk about books." Journal of Literary Education, no. 4 (July 31, 2021): 172. http://dx.doi.org/10.7203/jle.4.21028.

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Teaching about children’s literature in pre-service teacher education is quite rare, even though research shows it is crucial for teachers to be good at teaching reading as well as being committed readers (Commeyras et al., 2003; Cremin et al., 2009). Emphasis on the reading process can sideline the importance of talking about quality literature to engage students in reading (Author, 2016). I have positioned the role of talk about books as a core part of our undergraduate degree. In this way, my pre-service teachers are alerted to the potential of the ‘fiction effect’ to improve equitable enga

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Kameniar, Barbara, Sally Windsor, and Sue Sifa. "Teaching Beginning Teachers to ‘Think What We Are Doing’ in Indigenous Education." Australian Journal of Indigenous Education 43, no. 2 (2014): 113–20. http://dx.doi.org/10.1017/jie.2014.27.

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Working with beginning teachers to assist them to begin to ‘think what we do’ (Arendt, 1998) in both mainstream and Indigenous education is problematic. This is particularly so because the majority of our teacher candidates, and indeed most of their university lecturers, are positioned close to the racial, social and cultural centre of Australian education. That is, teachers and teacher educators tend to be white, middle class, educationally successful, and accepting of the main premises and assumptions, purposes and values of formal schooling in Australia. This proximity to the centre can lea

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Baker, William. "David Lodge Interviewed by Chris Walsh." PMLA/Publications of the Modern Language Association of America 130, no. 3 (2015): 830–40. http://dx.doi.org/10.1632/pmla.2015.130.3.830.

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The Eminent British Novelist and Literary critic David Lodge was interviewed in 1984 by Chris Walsh, then a lecturer in English at St Mary's Teachers Training College, now St Mary's University, Twickenham, London. Lodge spoke about his background—his Catholic education and its influence on him, his early reading of Graham Greene and Evelyn Waugh—and about literary criticism and fiction. The interview was published in the literary magazine Strawberry Fare, produced by the English department at St Mary's, which is situated on Strawberry Hill. During its short run, from 1981 to 1989, Strawberry F

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Whitehead, Kay. "Kindergarten teachers as leaders of children, makers of society." History of Education Review 43, no. 1 (2014): 2–18. http://dx.doi.org/10.1108/her-09-2012-0030.

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Purpose – In Australia as elsewhere, kindergarten or pre-school teachers’ work has almost escaped historians’ attention. The purpose of this paper is to investigate the lives and work of approximately 60 women who graduated from the Adelaide Kindergarten Training College (KTC) between 1908 and 1917, which is during the leadership of its foundation principal, Lillian de Lissa. Design/methodology/approach – The paper is a feminist analysis and uses conventional archival sources. Findings – The KTC was a site of higher education that offered middle class women an intellectual as well as practical

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Ahmed, Rashad. "Reading the Visual: An Introduction to Teaching Multimodal Literacy." Journal of English Studies in Arabia Felix 3, no. 1 (2024): 24–27. http://dx.doi.org/10.56540/jesaf.v3i1.92.

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This is a book review of the book, Reading the Visual: An Introduction to Teaching Multimodal Literacy by Frank Serafini. It is a 189-page book published in 2014 by Teachers College Press. It discusses the evolving concept of literacy in the age of multimodality. Organized into three parts and framed by a prologue and an epilogue, the book begins with an introduction that sets the stage for understanding the multimodal world and its relevance to educators. The first part lays a theoretical foundation for multimodality, guiding educators in their instructional approaches. The second part presen

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Papier, Joy. "Table of Contents." Journal of Vocational, Adult and Continuing Education and Training 3, no. 1 (2020): 1. http://dx.doi.org/10.14426/jovacet.v3i1.114.

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page iv. Editorial team page v. Acknowledgements page vi. Editorial - Joy Papier page 1. Incorporating principles of expansive learning and activity theory in curriculum design to bridge work and education contexts for vocational teachers - James Garraway and Christine Winberg page 22. Developing a WIL curriculum for post-school lecturer qualifications - André van der Bijl and Vanessa Taylor page 43. Teacher industry placement in Australia: Voices from vocational education and training managers - Annamarie Schüller and Roberto Bergami page 67. Motivating st

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Tangalakis, Kathy, Kate Kelly, Natalie KonYu, and Dianne Hall. "The impact of teaching from home during the covid-19 pandemic on the student evaluations of female academics." Journal of University Teaching and Learning Practice 19, no. 1 (2022): 160–75. http://dx.doi.org/10.53761/1.19.1.10.

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Student Evaluation of Teaching (SET) results play an important role in academic staff performance evaluation, but also in promotion processes. However, there is much evidence to suggest that the SET used in most universities across the Anglosphere has traditionally penalised female academics. As universities manage the recovery phase of the COVID-19 pandemic, they will also need to take into account the effect of remote teaching on the validity of student evaluation data. Given SET are critical to promotion success, it is important to then understand the gendered effect of remote teaching on s

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Baral, Aayush, Fahad Hanna, Ritesh Chimoriya, and Kritika Rana. "Cannabis Use and Its Impact on Mental Health in Youth in Australia and the United States: A Scoping Review." Epidemiologia 5, no. 1 (2024): 106–21. http://dx.doi.org/10.3390/epidemiologia5010007.

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Cannabis is a widely used substance among the youth population, with an estimated 2.8% currently smoking cannabis. Its popularity is growing due to the perception of its harmless nature and lack of dependence. However, this increase in use has been linked to mental health issues, especially since its partial decriminalisation in some part of the United States and Australia. The objective of this scoping review was to investigate the mental health impact of cannabis use among young people in Australia and the United States. A scoping review was conducted according to the Joanna Briggs Institute

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Ollis, Debbie, and Lyn Harrison. "Lessons in building capacity in sexuality education using the health promoting school framework." Health Education 116, no. 2 (2016): 138–53. http://dx.doi.org/10.1108/he-08-2014-0084.

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Purpose – The health promoting school model is rarely implemented in relation to sexuality education. This paper reports on data collected as part of a five-year project designed to implement a health promoting and whole school approach to sexuality education in a five campus year 1-12 college in regional Victoria, Australia. Using a community engagement focus involving local and regional stakeholders and with a strong research into practice component, the project is primarily concerned with questions of capacity building, impact and sustainability as part of whole school change. The paper aim

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Bostock, Louise, and Helen Boon. "Pre-service Teachers' Literacy Self-Efficacy and Literacy Competence." Australian and International Journal of Rural Education 22, no. 1 (2012): 19–37. http://dx.doi.org/10.47381/aijre.v22i1.603.

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The impetus for the study reported in this paper was Queensland's poor performance on 2008's NAPLAN testing, the Queensland Education Performance Review(Department of Education and Training, [DET]2009b) that followed and the subsequent adoption of pre-registration tests for aspiring Primary and Early Childhood teachers(Queensland College of Teachers,[QCT] 2010). In response to this policy focus on pre-service teachers' levels of competence, this study was designed to provide a measure of their levels of literacy competence and confidence. The study was conducted at one of Australia's largest r

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Taylor, Mark, Robyn M. Gillies, and Adrian F. Ashman. "Cognitive Training, Conflict Resolution and Exercise: Effects on Young Adolescents' Wellbeing." Australian Journal of Guidance and Counselling 19, no. 2 (2009): 131–49. http://dx.doi.org/10.1375/ajgc.19.2.131.

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AbstractBackground: This study builds on previous studies reporting that depressive symptoms among adolescents are reduced and personal satisfactions with one's achievements and competence with peers are enhanced when students are taught strategies for engaging in more optimistic thinking (explanatory style) (Gillham, Reivich, & Freres et al., 2006) and social problem-solving (Ingoldsby, Kohl, McMahon, & Lengua, 2006). Additionally, engaging in regular exercise has also been found to be useful in reducing depressive symptoms in this age group (Bodin & Martinsen, 2004). Aim: The stu

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Moore, Clive. "Greg Weir." Queensland Review 14, no. 2 (2007): 56. http://dx.doi.org/10.1017/s1321816600006620.

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How do political activists begin? What is their motivation? For quiet Greg Weir, just graduated as a trainee school teacher from Kelvin Grove College of Advanced Education in 1976, it was being refused employment by the Queensland government because he was a spokesperson for a gay student support group. Minister for Education Val Bird said in Parliament that ‘student teachers who participated in homosexual and lesbian groups should not assume they would be employed by the Education Department on graduation’. With his future as a teacher destroyed, Greg became one of Queensland's best-known pol

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Shields, Stephanie A., and Mary E. Mallory. "Leta Stetter Hollingworth Speaks on “Columbia's Legacy”." Psychology of Women Quarterly 11, no. 3 (1987): 285–300. http://dx.doi.org/10.1111/j.1471-6402.1987.tb00904.x.

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At the 1983 APA convention in Anaheim, CA, Divisions 1 and 26 co-sponsored a lecture series to commemorate the 50th anniversary of the publication of Edna Heidbreder's Seven Psychologies. Aimed at the general audience, Heidbreder's book described the roots of American psychology and the seven schools of thought most representative of the discipline in this country: structuralism, the psychology of William James, functionalism, behaviorism, Gestalt psychology, Freud and the psychoanalytic movement, and the dynamic psychology of Columbia's Robert Woodworth. At the 1983 APA meetings five scholars

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Brown, Raymond, Deborah Heck, Donna Pendergast, Harry Kanasa, and Ann Morgan. "Developing a Profiling Tool Using a Values Approach to School Renewal." Teachers College Record: The Voice of Scholarship in Education 120, no. 1 (2018): 1–44. http://dx.doi.org/10.1177/016146811812000101.

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Purpose The purpose of this article is to outline the evidence-based development of a learning approach to school renewal that employs information from key members of a school community (teachers, parents, students) to promote school-based discussions about school renewal. Setting The study took place in an independent system of Catholic schools. Schools in this tradition have an enduring history in the development of Catholic education and have partner schools in Australia, New Zealand, Papua New Guinea, India, Africa, Europe, and the Americas. Research Design The study employed a qualitative

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Hameed, Suraiya. "Global citizenship education practices in Singapore and Australia: the fusion of the global eye with the national eye." International Journal of Comparative Education and Development 22, no. 3 (2020): 169–84. http://dx.doi.org/10.1108/ijced-10-2019-0052.

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PurposeThis paper reports a qualitative research study of comparative analysis of global citizenship education (GCE) in two primary schools, one international school in Singapore (Stamford International) and an independent school in Australia (Coastal College). The research focussed on how these two schools implemented GCE through the adoption of international education models, utilising the International Primary Curriculum (IPC) or the International Baccalaureate Programme (IB), creating hybrid curricula. Central to this research is the examination of educational practices, which address glob

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Pazhwak, Hashimi M. "The Impact of Homeschooling on Students’ Social Skills and Psychological wellbeing: Perspective from Afghanistan." Journal of Education 5, no. 4 (2022): 16–26. http://dx.doi.org/10.53819/81018102t4083.

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There is strong evidence that homeschooling has made noteworthy gains in absolute numbers as well as percent of the school-age population in countries as diverse as Australia, Brazil, Canada, England, Japan, Mexico, South Africa, South Korea, Scotland, and also Russia. Home education's rejuvenation after regarding a century of calm has surprised lots of teachers, sociologists, political scientists, chroniclers, and also theologians, and also has actually captured the creative imagination and also interaction of numerous countless households. One of one of the most typical and extensively appro

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Rahayu, Nunung P., Piter Joko Nugroho, and Teti Berliani. "PEMBINAAN PROFESIONAL GURU SEKOLAH DASAR DAERAH TERPENCIL." Equity In Education Journal 1, no. 1 (2019): 62–72. http://dx.doi.org/10.37304/eej.v1i1.1554.

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Abstract: This study aims to describe the professional development of elementary school teachers in remote areas in the UPTD Damang Batu working area, seen from the aspects of: (1) elementary teacher professional development through: (a) Intensive Development, (b) Cooperative Development, (c) Self Directed Development, and (2) Supporting factors and obstacles encountered in the professional development of remote area elementary school teachers. This research is a qualitative research with a case study design. Data collection is done by methods: in-depth interviews (indepth interview), particip

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Notícias, Transfer. "Notícias." Transfer 9, no. 1-2 (2021): 191–98. http://dx.doi.org/10.1344/transfer.2014.9.191-198.

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1) Congreso/Congress: University of Rome "Roma Tre" (Department of Foreign Languages, Literatures and Cultures). International Conference: Terms and Terminology in the European Context, 23-24 October 2014 (Department of Foreign Languages, Literatures and Cultures, Via del Valco San Paolo, 19, Rome – ITALY). For queries regarding the congress please contact: ttec.roma3@gmail.com 2) Congreso/Congress: “XI Congreso Traducción, Texto e Interferencias” (UNIA, Baeza) Call for papers until 30 June 2014: http://www.uco.es/congresotraduccion/index.php?sec=home 3) Taller/Workshop: 4th International Work

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Rianae, Rianae, Teti Berliani, and Erenfried Dagau. "KEPEMIMPINAN KEPALA SEKOLAH PEREMPUAN PADA SEKOLAH SWASTA EFEKTIF DI KOTA PALANGKA RAYA." Equity In Education Journal 2, no. 1 (2020): 46–53. http://dx.doi.org/10.37304/eej.v2i1.1686.

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Abstrak: Secara umum penelitian ini bertujuan untuk mendeskripsikan tentang kepemimpinan kepala sekolah perempuan di SMP Kristen Palangka Raya. Penelitian ini merupakan penelitian kualitatif dengan rancangan studi kasus. Prosedur pengumpulan data menggunakan observasi, wawancara mendalam dan studi dokumentasi. Analisis data menggunakan pola interaktif data. Pengecekan keabsahan data dilakukan dengan metode triangulasi dan member check. Hasil penelitian menunjukkan bahwa efektivitas kepemimpinan dalam mewujudkan sekolah efektif bukan ditentukan oleh karakteristik gender. Kunci keberhasilan kepa

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"Language teaching." Language Teaching 40, no. 3 (2007): 251–56. http://dx.doi.org/10.1017/s0261444807004375.

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07–377Bamiro, Edmund (Adekunle Ajasin U, Nigeria; eddiebamiro@yahoo.com), Nativization strategies: Nigerianisms at the intersection of ideology and gender in Achebe's fiction. World Englishes (Blackwell) 25.3 & 4 (2006), 315–328.07–378Bowers, Anthony (Ningbo U Technology, China), Presentation of an Australian–Chinese joint venture program in China. EA Journal (English Australia) 23.1 (2006), 24–34.07–379Chang, Junyue (Dalian U, China; junyuechang@yahoo.com), Globalization and English in Chinese higher education. World Englishes (Blackwell) 25.3 & 4 (2006), 513–525.07–380Deterding, Davi

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Masson, Sophie Veronique. "Fairy Tale Transformation: The Pied Piper Theme in Australian Fiction." M/C Journal 19, no. 4 (2016). http://dx.doi.org/10.5204/mcj.1116.

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The traditional German tale of the Pied Piper of Hamelin inhabits an ambiguous narrative borderland, a liminal space between fact and fiction, fantasy and horror, concrete details and elusive mystery. In his study of the Pied Piper in Tradition and Innovation in Folk Literature, Wolfgang Mieder describes how manuscripts and other evidence appear to confirm the historical base of the story. Precise details from a fifteenth-century manuscript, based on earlier sources, specify that in 1284 on the 26th of June, the feast-day of Saints John and Paul, 130 children from Hamelin were led away by a pi

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Adams, Glenda, and Judy Duffy. "Interview between Glenda Adams and Judy Duffy." TEXT 4, no. 2 (2000). http://dx.doi.org/10.52086/001c.35843.

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JD. Glenda, you have taught fiction writing in America at both Columbia University and Sarah Lawrence College, and you now teach fiction writing at the University of Technology, Sydney. You have been teaching writing since 1976. You are one of Australia’s leading teachers of fiction writing. Would you speak about any differences and similarities you have experienced in the teaching of writing in these two countries?…

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Elliott, Frances, and Jane Southcott. "Examinations in the Life of Studio Music Teachers in Australia prior to 1920." Journal of Historical Research in Music Education, October 21, 2019, 153660061987856. http://dx.doi.org/10.1177/1536600619878562.

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Studio music teachers are the backbone of musical communities but their efforts are often overlooked and unsung. We explore one facet of the life of studio music teachers in Australia 1890–1920, graded music examinations conducted by two well-reputed British music education organizations: Trinity College of Music and the Associated Board of the Royal Schools of Music. For teachers, acquiring high-level qualifications from these bodies offered teaching credentials. For students, examinations were a feature of their routine studies. Teachers could advertise their abilities via the publication of

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"Language learning." Language Teaching 38, no. 4 (2005): 194–209. http://dx.doi.org/10.1017/s0261444805223145.

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05–396Altenberg, Evelyn P. (Hofstra U, USA; sphepa@hofstra.edu), The perception of word boundaries in a second language. Second Language Research (London, UK) 21.4 (2005), 325–358.05–397Baker, Wendy (Brigham Young U, USA) & Pavel Trofimovich, Interaction of native- and second-language vowel system(s) in early and late bilinguals. Language and Speech (Twickenham, UK) 48.1 (2005), 1–27.05–398Bardovi-Harlig, Kathleen (Indiana U, USA; bardovi@indiana.edu) & Robert Griffin, L2 pragmatic awareness: evidence from the ESL classroom. System (Amsterdam, the Netherlands) 33.3 (2005), 401–415.05–3

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"Teacher education." Language Teaching 37, no. 2 (2004): 133–36. http://dx.doi.org/10.1017/s0261444804252223.

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04–225Burley, Suzanne, and Pomphrey, Cathy (London Metropolitan U., UK). Intercomprehension in language teacher education: a dialogue between English and Modern Languages. Language Awareness. (Clevedon, UK), 12, 3&4 (2003), 247–55.04–226Cooper, Thomas C. (U. of Georgia, USA). How foreign language teachers in Georgia evaluate their professional preparation: a call to action. Foreign Language Annals (New York, USA), 37, 1 (2004) 37–48.04–227Cruickshank, Ken, Newell, Sandra (Sydney U., Australia; Email: k.cruickshank@edfac.usyd.edu.au) and Cole, Stephanie. Meeting English language needs in te

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Pope, Kerry. "A touch of humour!" IASL Annual Conference Proceedings, February 11, 2021. http://dx.doi.org/10.29173/iasl7774.

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Come and learn about GiggleIT! See how we have successfully implemented the GiggleIT Project, an initiative of IASL, with Year 5 and 6 students as part of our library program at William Clarke College in Australia. Involvement in this new, exciting, online project based on humour has given the students a reason to read, research, discover, discuss, write, reflect, communicate with others and publish their work. The successful collaboration between Teacher Librarians and teachers through this project has provided aplatform from which to promote the library across the school community and beyond

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"Language testing." Language Teaching 39, no. 2 (2006): 123–25. http://dx.doi.org/10.1017/s0261444806243702.

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06–295Elder, Catherine (Monash U, Australia), Evaluating the effectiveness of heritage language education: What role for testing?International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.2&3 (2005), 196–212.06–296Fehring, Heather, Critical, analytical and reflective literacy assessment: Reconstructing practice. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 28.2 (2005), 95–113.06–297Jenkins, Jennifer (King's College London, UK; Jennifer.jenkins@kcl.ac.uk), The spread of EIL: A testing time for testers. ELT Journal (Oxfo

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Griffith, Anna, Mary Brigit Carroll, and Oliver Farrell. "From Sèvres to Melbourne: Art and education museums in 19th-century Victoria." History of Education Review ahead-of-print, ahead-of-print (2021). http://dx.doi.org/10.1108/her-08-2020-0048.

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PurposeThis paper focuses on the donation in 1888 of a Sèvres Vase to the Education Department of Victoria after the International Exhibition in Melbourne. Using the vase as its focus the paper reflects on what this donation may be able to tell us about the impact, primarily on education, of a series of International Exhibitions held both in Australia and internationally between 1851 and 1900. The life of the Sèvres vase highlights the potential of the Exhibitions for the exchange of ideas internationally, the influence of the International Exhibition movement on education and the links betwee

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Keddie, Amanda, Jill Blackmore, and Katrina MacDonald. "‘It's like we’re in two different schools’: Contrasting stories of teacher and leader autonomy within a distributed approach to leadership." Educational Management Administration & Leadership, September 13, 2022, 174114322211260. http://dx.doi.org/10.1177/17411432221126001.

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The articulation of school autonomy into practice nationally, regionally and locally is highly situated in terms of what it enables or impedes with regard to the professional autonomy of principals and teachers. Principal autonomy does not necessarily mean greater teacher professional autonomy. In this paper, we draw on a three-year qualitative study investigating the social justice implications of school autonomy reform in Australia. We present interview data from a case study of a large secondary college to present two conflicting stories of autonomy. Supported by a managerial restructure re

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"Teacher education." Language Teaching 40, no. 2 (2007): 163–68. http://dx.doi.org/10.1017/s026144480725428x.

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07–285Atay, Derin (Marmara U, Istanbul, Turkey; dyatay@yahoo.com), Teachers' professional development: Partnerships in research. TESL-EJ (http://www.tesl-ej.org) 10.2 (2006), 15 pp.07–286Brandt, C. (Petroleum Institute in Abu Dhabi, United Arab Emirates; c.brandt@yahoo.co.uk), Allowing for practice: A critical issue in TESOL teacher preparation. ELT Journal (Oxford University Press) 60.4 (2006), 355–364.07–287Carless, David (U Hong Kong, China; dcarless@hkucc.hku.hk), Good practices in team teaching in Japan, South Korea and Hong Kong. System (Elsevier) 34.3 (2006), 341–351.07–288Diab, Rula L.

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"Teacher education." Language Teaching 39, no. 4 (2006): 294–304. http://dx.doi.org/10.1017/s0261444806253850.

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06–743Amador moreno, Carolina, stephanie o'riordan & angela chambers (U de Extremadura, Spain; camador@unex.es), Integrating a corpus of classroom discourse in language teacher education: The case of discourse markers. ReCALL (Cambridge University Press) 18.1 (2006), 83–104.06–744Arnold, Ewen (U Leeds, UK; mahakand@omantel.net.om), Assessing the quality of mentoring: Sinking or learning to swim?ELT Journal (Oxford University Press) 60.2 (2006), 117–124.06–745Cary, Lisa J. & Stuart Reifel (U Texas-Austin, USA), Cinematic landscapes of teaching: Lessons from a narrative of classic film,

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Tanaka, Yuki. "In Memory of Jan Ruff-O'Herne ジャン・ラフ・オハーンさん追悼文". Asia-Pacific Journal 17, № 2 (2019). https://doi.org/10.1017/s1557466019015572.

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A shorter Japanese version of this article appeared in the September 13, 2019 issue of the weekly journal, Shukan Kinyobi (Weekly Friday) in Japan.On August 19, 2019, Jan Ruff-O'Herne, a Dutch “ianfu” (Japanese military sex slave during the Asia-Pacific War), died in Adelaide, South Australia, aged 96. She was born in 1923 to a wealthy family who owned a sugar-cane plantation and sugar factory near Semarang in central Java in the Dutch East Indies (presently Indonesia). She had spent happy times there up until her late teens, raised by cultured parents and a grandfather who had a rich knowledg

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"Teacher education." Language Teaching 38, no. 4 (2005): 211–15. http://dx.doi.org/10.1017/s0261444805243148.

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05–466Cheng Pui-Wah, Doris (Hong Kong Institute of Education, Hong Kong, China; doris@ied.edu.hk) & Philip Stimpson, Articulating contrasts in kindergarten teachers' implicit knowledge on play-based learning. International Journal of Educational Research (Amsterdam, the Netherlands) 41.4–5 (2005), 339–352.05–467Collins, Fiona M. (Roehampton U, London, UK; f.collins@roehampton.ac.uk), ‘She's sort of dragging me into the story!’ Student teachers' experiences of reading aloud in Key Stage 2 classes. Literacy (Oxford, UK) 39.1 (2005), 10–17.05–468Fischl, Dita (Kaye College for Teacher Educatio

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"The Fifth Annual Gulf Comparative Education Society Symposium Locating the National in the International: Comparative Perspectives on Language, Identity, Policy, and Practice." Al Qasimi Foundation, October 4, 2014. http://dx.doi.org/10.18502/aqf.0099.

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The Gulf Comparative Education Society (GCES) held its fifth annual symposium under the sponsorship of the Higher Colleges of Technology, the Sheikh Saud bin Saqr Al Qasimi Foundation for Policy Research, and Middlesex University Dubai from April 8 to 10, 2014. Entitled “Locating the National in the International: Comparative Perspectives on Language, Identity, Policy, and Practice,” the symposium was held at the Dubai Women’s College in Dubai, United Arab Emirates (UAE). It consisted of a pre-conference workshop, one keynote address, four featured panels and eleven breakout sessions with over

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Davis, Benji, and Hanan Alexander. "“You Never Told Me”: The Pedagogical Content Knowledge (PCK) of Israel Education." Contemporary Jewry, May 20, 2024. http://dx.doi.org/10.1007/s12397-024-09562-w.

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AbstractAlthough there have been many studies describing the practice of Israel education, few, if any, have explored the pedagogical content knowledge (PCK) of this subject matter—what teachers know about how best to teach it. In this phenomenological study, 20 teachers in English-speaking Jewish high school settings in the USA, Israel, Australia, and Canada were interviewed to describe the components of their PCK. This research demonstrates that disappointment in the idealization of Israel by previous generations has impacted how today’s Israel educators in Jewish high schools understand the

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Stranden, Tone Louise, and Åse Marie Ommundsen. "Children’s Responses to a Challenging Picturebook with a Contrapuntal Relationship Between Historical Facts and Humorous Fiction." Children's Literature in Education, December 22, 2023. http://dx.doi.org/10.1007/s10583-023-09561-9.

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AbstractIn this article, the authors explore how Norwegian second-graders respond to the challenging picturebook, Min bestemor strøk kongens skjorter (My Grandmother Ironed the King’s Shirts) (Kove 2000). The cognitive challenges for the young readers lie in the picturebook’s humorous iconotext with a contrapuntal interplay between historical facts and fiction about World War II. In this classroom-based study, a reading event was designed to give the children an aesthetic experience with the picturebook and the possibility to explore it further. Each reading event included an opening in which

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