- Faculty of Education - Research Publications
Faculty of Education - Research Publications
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ItemContrasting and Comparing Minority Language Policy: Europe and AustraliaLo Bianco, J ; Pauwels, A ; Winter, J ; Lo Bianco, J (Palgrave Macmillan UK, 2007)
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ItemProfiling developmental pathways of communication and literacy for students with additional learning needsWOODS, K ; GRIFFIN, P (Australian Association of Special Education Inc, 2008)
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ItemMATHEMATICAL ORALITY IN ASIAN AND WESTERN MATHEMATICS CLASSROOMSClarke, D ; Hua, XL ; Figueras, O ; Cortina, JL ; Alatorre, S ; Rojano, T ; Sepulveda, A (INT GRP PSYCHOL MATH EDUC, 2008)
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ItemKikan-Shido:Through the Lens of Guiding Student ActivityO'KEEFE, C. ; XU, L. ; CLARKE, D. (Charles University in Prague, 2006)
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ItemApplying a communities of practice model to research partnershipsHARTNELL-YOUNG, EA ; MCGUINNESS, K (AARE, 2005)
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ItemQuestioning the net generation: A collaborative project in Australian higher educationKennedy, G ; Krause, K-L ; Gray, K ; Judd, T ; Bennett, S ; Maton, K ; Dalgarno, B ; Bishop, A ; Markauskaite, L ; Goodyear, P ; Reimann, P (SYDNEY UNIV PRESS, 2006)
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ItemImmigrants and natives: Investigating differences between staff and students' use of technologyKennedy, G ; Dalgarno, B ; Bennett, S ; Judd, T ; Gray, K ; Chang, R (ASCILITE, 2008-12-01)
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ItemExploiting available technologies to align methodology and theory in the study of science classrooms internationallyCLARKE, D. ; XU, L. ; MITCHELL, C. (National Association for Research in Science Teaching (NARST), 2007)
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ItemHayekian neo-liberalism and academic freedomMARGINSON, S (Philosophy of Education Society of Australasia, 2006)
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ItemDeveloping generalisable measures of knowledge and skill outcomes in higher educationCoates, H (Australian Universities Quality Agency, 2007)We know much about higher education, but very little about assessing student knowledge and skill in ways which are generalisable beyond specific subjects or courses. This paper argues for greater progress in this rapidly developing area of higher education. It suggests approaches for enhancing the assessment of student knowledge and skill, and considers how these might underpin a model of assessment standards. Preliminary observations are made in conclusion about what might be required to bring such changes into practice. The analysis is by no means intended to be exhaustive, but rather to provide a discursive snapshot of a few main trends and possible developments.