Vol. 22 No. 4 (2017)

Vol. 22 No. 4 (2017)

Published December 13, 2017
https://doi.org/10.15663/wje.v22i4
Journal cover

Editorial

Noeline Wright
Editorial
https://doi.org/10.15663/wje.v22i4.582
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Articles

Diana Leigh Amundsen, Mohamed Msoroka, Brian Findsen
'It's a case of access.' The problematics of accessing research participants
https://doi.org/10.15663/wje.v22i4.425
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Judy Bailey
Embedding problem-solving in a primary mathematics programme
https://doi.org/10.15663/wje.v22i4.555
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Joshua Abah Abah
Viewing basic math through the lens of history: Undergraduates' reflective learning in a history-augmented mathematics classroom
https://doi.org/10.15663/wje.v22i4.557
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David N Ishii
Undergraduate study behaviours and academic performance: A qualitative analysis of students' retrospective comments
https://doi.org/10.15663/wje.v22i4.372
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Nicola Daly, Sashi Sharma
Motivation and the reciprocal nature of professional learning between New Zealand teachers working with untrained Indian teachers
https://doi.org/10.15663/wje.v22i4.370
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Parmeshwar Prasad Mohan, Govinda Ishwar Lingam, Deepa Dewali Chand
A comparative study of rural and urban teachers' perceptions of professional development
https://doi.org/10.15663/wje.v22i4.352
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Parmeshwar Prasad Mohan, Govinda Ishwar Lingam, Deepa Dewali Chand
An investigation of teachers' professional development practices in a rural Fijian secondary school
https://doi.org/10.15663/wje.v22i4.540
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Doctoral Abstracts

Mangasa Aritonang
Investigating Indonesian teachers' experience, motivation, and confidence in English-medium content teaching through a professional development blended learning environment
https://doi.org/10.15663/wje.v22i4.585
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Tracey Carlyon
Exploring teacher transition in New Zealand primary schools: The impact of changing class levels on teacher professional learning
https://doi.org/10.15663/wje.v22i4.586
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Jeanette Clarkin-Phillips
Fighting the odds to make it even: Mapping an affordance ecosystem in a kindergarten community
https://doi.org/10.15663/wje.v22i4.587
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Tracey Hooker
Adults and children engaging with ePortfolios in an early childhood education setting
https://doi.org/10.15663/wje.v22i4.588
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Jinah Lee
Asian migrant women's identity negotiation as language learners: Significant events towards imagined identities
https://doi.org/10.15663/wje.v22i4.589
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Millie Locke
The Orff approach in the professional lives and practices of teachers in the Aotearoa/New Zealand school context
https://doi.org/10.15663/wje.v22i4.590
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Suzanne Maezama
Women's leadership as a symbolic act of reproduction: A case Study in the Soloman Islands
https://doi.org/10.15663/wje.v22i4.591
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Jennifer Mangan
Enhancing teachers' use of web-based resources: A case study of secondary technology teachers
https://doi.org/10.15663/wje.v22i4.592
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Rosina Merry
Teacher education ICT appropriation model TEAM: A model for ICT appropriation in early childhood initial teacher education
https://doi.org/10.15663/wje.v22i4.593
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Patisepa Tuafuti
Pululima faifai pea: Establishment of Samoan immersion early childhood education centres and bilingual units in primary and intermediate
https://doi.org/10.15663/wje.v22i4.594
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Chandra Lal Sharma Poudyal
Teachers: Having a voice and being heard? Evidence from two private schools in Nepal
https://doi.org/10.15663/wje.v22i4.595
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Carrie Swanson
Positioned as expert scientists: Learning science through Mantle-of-the-Expert at years 7/8
https://doi.org/10.15663/wje.v22i4.596
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Teswell White
South African boys in New Zealand: Immigrants' retrospective accounts of adapting to life in a new country during adolescence
https://doi.org/10.15663/wje.v22i4.597
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