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From technicians to teachers: Ethical teaching in the context of globalized education reform

Benade, Leon

2012

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Teachers' Critical Reflective Practice in the Context of Twenty-first Century Learning

Open review of educational research, 2015-01, Vol.2 (1), p.42-54

Benade, Leon

2015

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Transforming Education: Design and Governance in Global Contexts

1st ed. 2018 edition., 2017

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Being a Teacher in the 21st Century: A Critical New Zealand Research Study

Benade, Leon

1, 2017

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Design, Education and Pedagogy

1, 2020

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Developing Democratic Dispositions and Enabling Crap Detection: Claims for classroom philosophy with special reference to Western Australia and New Zealand

Educational philosophy and theory, 2014-09, Vol.46 (11), p.1243-1257

Benade, Leon

2014

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Writing for Publication: Liminal Reflections for Academics

1st ed. 2021., 2021

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Flexible Learning Spaces: Inclusive by Design?

New Zealand journal of educational studies, 2019-07, Vol.54 (1), p.53-68

Benade, Leon

2019

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Is the classroom obsolete in the twenty-first century?

Educational philosophy and theory, 2017-07, Vol.49 (8), p.796-807

Benade, Leon

2017

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Flexible and innovative learning spaces: An exploration of parental perspectives on change, consultation and participation

European Educational Research Journal, 2022-07, Vol.21 (4), p.568-584

Benade, Leon

2022

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Theoretical Approaches to Researching Learning Spaces

New Zealand journal of educational studies, 2021-07, Vol.56 (Suppl 1), p.11-26

Benade, Leon

2021

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Teacher Education or Apprenticeship Training? Reflections on the Effects of Field-Based ITE on Teachers’ Work

New Zealand journal of teachers' work, 2023-12, Vol.20 (2), p.190-193

Benade, Leon

2023

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A Critical Review of Curriculum Mapping: Implications for the Development of an Ethical Teacher Professionality

New Zealand journal of teachers' work, 2023-06, Vol.20 (1), p.126-138

Benade, Leon

2023

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Towards a philosophy of academic publishing

Educational philosophy and theory, 2016-12, Vol.48 (14), p.1401-1425

2016

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Do innovative approaches to time allocation and timetable organisation provide a compelling alternative to traditional models?

Educational review (Birmingham), 2023-02, Vol.ahead-of-print (ahead-of-print), p.1-18

2023

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The role of trust in reflective practice

Educational philosophy and theory, 2018-01, Vol.50 (2), p.123-132

Benade, Leon

2018

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Spatial Biculturalism for Schools in Aotearoa New Zealand

New Zealand journal of educational studies, 2020-07, Vol.55 (1), p.129-131

2020

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Shame: Does it have a place in an education for democratic citizenship?

Educational philosophy and theory, 2015-06, Vol.47 (7), p.661-674

Benade, Leon

2015

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Learned Societies, Practitioners and their 'Professional' Societies: Grounds for developing closer links

Educational philosophy and theory, 2016-12, Vol.48 (14), p.1395-1400

Benade, Leon

2016

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Teaching as Inquiry: Well Intentioned, but Fundamentally Flawed

New Zealand journal of educational studies, 2015-04, Vol.50 (1), p.107-120

Benade, Leon

2015

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Bits, Bytes and Dinosaurs: using Levinas and Freire to address the concept of 'twenty-first century learning'

Educational philosophy and theory, 2015-07, Vol.47 (9), p.935-948

Benade, Leon

2015

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The importance of people and place : reimagining school curriculum in Aotearoa New Zealand

New Zealand journal of teachers' work, 2021, Vol.18 (1), p.12-17

2021

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Knowledge and Educational Research in the Context of ‘Twenty-First Century Learning’

European educational research journal EERJ, 2014-06, Vol.13 (3), p.338-349

Benade, Leon

2014

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The evolution of policy : a critical examination of school property under the National-led Government

Waikato journal of education, 2017, Vol.22 (1), p.97-112

Benade, Leon

2017

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Editorial: New Zealand Journal of Teachers’ Work – Serving its Readers

New Zealand journal of teachers' work, 2019-12, Vol.16 (1 & 2)

2019

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From technicians to teachers: Ethical teaching in the context of globalized education reform

Teachers' Critical Reflective Practice in the Context of Twenty-first Century Learning

Transforming Education: Design and Governance in Global Contexts

Being a Teacher in the 21st Century: A Critical New Zealand Research Study

Design, Education and Pedagogy

Developing Democratic Dispositions and Enabling Crap Detection: Claims for classroom philosophy with special reference to Western Australia and New Zealand

Writing for Publication: Liminal Reflections for Academics

Flexible Learning Spaces: Inclusive by Design?

Is the classroom obsolete in the twenty-first century?

Flexible and innovative learning spaces: An exploration of parental perspectives on change, consultation and participation

Theoretical Approaches to Researching Learning Spaces

Teacher Education or Apprenticeship Training? Reflections on the Effects of Field-Based ITE on Teachers’ Work

A Critical Review of Curriculum Mapping: Implications for the Development of an Ethical Teacher Professionality

Towards a philosophy of academic publishing

Do innovative approaches to time allocation and timetable organisation provide a compelling alternative to traditional models?

The role of trust in reflective practice

Spatial Biculturalism for Schools in Aotearoa New Zealand

Shame: Does it have a place in an education for democratic citizenship?

Learned Societies, Practitioners and their 'Professional' Societies: Grounds for developing closer links

Teaching as Inquiry: Well Intentioned, but Fundamentally Flawed

Bits, Bytes and Dinosaurs: using Levinas and Freire to address the concept of 'twenty-first century learning'

The importance of people and place : reimagining school curriculum in Aotearoa New Zealand

Knowledge and Educational Research in the Context of ‘Twenty-First Century Learning’

The evolution of policy : a critical examination of school property under the National-led Government

Editorial: New Zealand Journal of Teachers’ Work – Serving its Readers

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