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Data-driven guidelines for high quality teacher education |
Gore, Jenny; Ladwig, James; Griffiths, Tom G.; Amosa, Wendy |
2008 |
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Equity and pedagogy: familiar patterns and QT based possibilities |
Griffiths, Tom G.; Amosa, Wendy; Ladwig, James; Gore, Jennifer |
2008 |
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Equity effects of Quality Teaching: closing the gap |
Amosa, Wendy; Ladwig, James; Griffiths, Tom G.; Gore, Jennifer |
2008 |
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An examination of the quality and conceptualisation of English teaching |
Elsworth, Wendy; Williams, Cheryl; Ladwig, James; Gore, Jennifer; Griffiths, Tom G. |
2009 |
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Examining non-dominant cultural perspectives in pedagogical practice |
Amosa, Wendy; Ladwig, James |
2005 |
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The imposition of a schooled habitus |
Ladwig, James; Gore, Jennifer |
2001 |
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Measuring teacher quality and student achievement |
Ladwig, James; Gore, Jenny |
2005 |
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Measuring teacher quality and student achievement |
Ladwig, James; Gore, Jennifer |
2005 |
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Meritocracy and the competitive individual: the Australian case |
Griffiths, Tom G.; Ladwig, James |
2003 |
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On the place of pedagogy in the induction of early career teachers |
Gore, Jennifer; Williams, Cheryl; Ladwig, James |
2007 |
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Professional development for pedagogical impact |
Gore, Jennifer; Ladwig, James |
2007 |
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Quality assessment in university social science courses |
Gore, Jennifer; Ladwig, James; Elsworth, Wendy; Griffiths, Tom G.; Parkes, Robert... More
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2009 |
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Teachers' fundamental beliefs, commitment to reform, and the quality of pedagogy |
Griffiths, Tom G.; Gore, Jennifer; Ladwig, James |
2007 |
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Teachers' understanding(s) of educational inclusion and exclusion: a discursive analysis of limits and possibilities |
Morrison, Kellie; Ladwig, James |
2001 |
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List View
