[Re]Visioning the academic-teacher divide: power and knowledge in the educational community
- Gore, Jennifer M., Gitlin, Andrew D.
After poststructuralism: rethinking the discourse of social justice pedagogy
- Parkes, Robert J., Gore, Jennifer M., Elsworth, Wendy
An internet-supported school physical activity intervention in low socioeconomic status communities: results from the Activity and Motivation in Physical Education (AMPED) cluster randomised controlled trial
- Lonsdale, Chris, Lester, Aidan, Owen, Katherine B., White, Rhiannon L., Peralta, Louisa, Kirwan, Morwenna, Diallo, Thierno M. O., Maeder, Anthony J., Bennie, Andrew, MacMillan, Freya, Kolt, Gregory S., Ntoumanis, Nikos, Gore, Jennifer M., Cerin, Ester, Cliff, Dylan P., Lubans, David R.
- Gibson, Skye, Patfield, Sally, Gore, Jennifer M., Fray, Leanne
Beyond our differences: a reassembling of what matters in teacher education
- Berger, Nathan, Holmes, Kathryn, Gore, Jennifer M., Archer, Jennifer
Conceptions of historical and geographical knowledge: assessing the impact of pedagogical reform
- Griffiths, Tom G., Parkes, Robert J., Gore, Jennifer M., Amosa, Wendy Anne, Ladwig, James G.
Conceptions of social science knowledge: assessing the impact on pedagogical reform
- Griffiths, Tom G., Parkes, Robert J., Downey, Jack, Gore, Jennifer M., Ladwig, James G., Elsworth, Wendy A.
Effective and reflective teaching practice
Exploring "Productive Pedagogy" as a framework for teacher learning
- Gore, Jennifer M., Griffiths, Tom G., Ladwig, James G.
Improving student achievement through professional development: results from a randomised controlled trial of Quality Teaching Rounds
- Gore, Jennifer M., Miller, Andrew, Fray, Leanne, Harris, Jess, Prieto, Elena
Interrupting attrition? Re-shaping the transition from preservice to inservice teaching through Quality Teaching Rounds
- Gore, Jennifer M., Bowe, Julie M.
- Drew, Debbie L., Gore, Jennifer M.
On the status and quality of physical education as school subject: an empirical study of classroom and assessment practice
- Gore, Jennifer M., Ladwig, James G., Elsworth, Wendy, Griffiths, Tom G.
Productive Pedagogy as a framework for teacher education
- Gore, Jennifer M., Griffiths, Tom G., Ladwig, James G.
Professional learning, pedagogical improvement, and the circulation of power
- Gore, Jennifer M., Ladwig, James G., King, M. Bruce
Re-reading the standards agenda: an Australian case study
- Ladwig, James G., Gore, Jennifer M.
Reconciling educational research traditions
Reform and the reconceptualisation of teacher education in Australia
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