Vol. 9 (2003)

Published April 11, 2017

https://doi.org/10.15663/wje.v9i0

Journal cover

Special Section: Theorising pedagogy

Nesta Devine

Pedagogy and subjectivity: Creating our own students

https://doi.org/10.15663/wje.v9i0.383

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Teresa S. Fernandez, Garth Ritchie

Analysing pedagogical change: Physics teachers' responses to a new curriculum

https://doi.org/10.15663/wje.v9i0.388

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Beverley Bell

Theorising pedagogy: Guest editorial

https://doi.org/10.15663/wje.v9i0.381

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Bronwen Cowie

Learning perspectives: Implications for pedagogy in science education

https://doi.org/10.15663/wje.v9i0.386

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Dorothy Coe

"Dance has connected me to my voice": The value of reflection in establishing effective dance pedagogy

https://doi.org/10.15663/wje.v9i0.384

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Sue Middleton

After the education disciplines:Teaching theory on-line

https://doi.org/10.15663/wje.v9i0.382

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Alister Jones, Judy Moreland

Considering pedagogical content knowledge in the context of research on teaching: An example from technology

https://doi.org/10.15663/wje.v9i0.387

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Terry Locke

13 ways of looking at a poem: How discourses of reading shape pedagogical practice in English

https://doi.org/10.15663/wje.v9i0.385

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General Section

Tony Brown

Making mathematics inclusive: Interpreting the meaning of classroom activity

https://doi.org/10.15663/wje.v9i0.389

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Alexandra C. Gunn

A philosophical anchor for creating inclusive communities in early childhood education: Anti-bias philosophy and te Whāriki: Early childhood curriculum

https://doi.org/10.15663/wje.v9i0.390

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Nicola Surtees

Unravelling the woven mat: Queering the whariki

https://doi.org/10.15663/wje.v9i0.391

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Roy Nash

School composition effects: A realist critique of "qualitative" studies in New Zealand

https://doi.org/10.15663/wje.v9i0.392

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Martin Thrupp

Second reply to Nash

https://doi.org/10.15663/wje.v9i0.393

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Book Review

Richard J. M. Smith

https://doi.org/10.15663/wje.v9i0.394

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