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"If only I could just teach": early career teachers, their colleagues and the operation of power

An Australian view of the academic partner role in schools

An examination of the quality and conceptualisation of English teaching

An integrated analysis of school students' aspirations for STEM careers: which student and school factors are most predictive?

An investigation of the influence of video types and external facilitation on PE inservice Teachers' Reflections and their perceptions of learning: Findings from the AMPED cluster controlled trial

Australian school student aspirations for military careers: traditional perceptions in shifting contexts

Beyond content-focused professional development: powerful professional learning through genuine learning communities across grades and subjects

Can continuing professional development utilizing a game-centred approach improve the quality of physical education teaching delivered by generalist primary school teachers?

Changing teachers, changing teaching: exploring the relationships among teachers' perceptions of Quality Teaching Rounds, their teaching, and their identity as teachers

Creating and sustaining meaningful partnerships for supporting indigenous teacher education

Degrees of “being first”: toward a nuanced understanding of first-generation entrants to higher education

Early career teacher professional learning

Educational Governance, Social Inclusion and Social Exclusion in Australia: an overview for the symposium at the 2000 AARE Conference, Sydney

Effects of professional development on the quality of teaching: results from a randomised controlled trial of quality teaching rounds

Equity and pedagogy: familiar patterns and QT based possibilities

Equity effects of Quality Teaching: closing the gap

Examining the impact of Quality Teaching Rounds on teacher professional learning

Exploring quality teaching in the online environment using an evidence-based approach

Fostering diversity in the creative arts by addressing students' capacity to aspire

Girls are still being 'counted out': teacher expectations of high-level mathematics students

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