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Teacher Learning with Classroom Assessment: Perspectives from Asia Pacific

1st ed. 2018., 2018

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The Impact of Undergraduate Research Journals on the Scholarly World: Present but Small

Education sciences, 2020-11, Vol.10 (11), p.338

2020

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Research in the work of New Zealand teacher educators: a cultural-historical activity theory perspective

Higher education research and development, 2016-11, Vol.35 (6), p.1125-1138

2016

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The changing work of teacher educators in Aotearoa New Zealand: a view through activity theory

Asia-Pacific journal of teacher education, 2016-09, Vol.44 (4), p.306-319

2016

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Timetabling a transition with dignity: Perspectives of young adults with significant support needs

Journal of intellectual & developmental disability, 2021-07, Vol.46 (3), p.227-238

2021

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Mapping a complex system: what influences teacher learning during initial teacher education?

Asia-Pacific journal of teacher education, 2017-08, Vol.45 (4), p.327-345

2017

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Creating a culture of research in teacher education: learning research within communities of practice

Studies in higher education (Dorchester-on-Thames), 2012-12, Vol.37 (8), p.971-988

2012

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Critical reflections on emancipatory partnerships in transition research: discerning perspectives of New Zealand Students on the autism spectrum

Disability & society, 2017-07, Vol.32 (6), p.831-852

2017

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Hidden in Plain Sight: The Experiences of Three Twice-Exceptional Students During Their Transfer to High School

The Gifted child quarterly, 2016-10, Vol.60 (4), p.296-311

2016

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Constructing the academic category of teacher educator in universities' recruitment processes in Aotearoa, New Zealand

Journal of education for teaching : JET, 2015-05, Vol.41 (3), p.307-320

2015

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Assessment for equity: learning how to use evidence to scaffold learning and improve teaching

Assessment in education : principles, policy & practice, 2017-04, Vol.24 (2), p.185-204

2017

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'Getting traction': enablers and barriers to implementing Assessment for Learning in secondary schools

Assessment in education : principles, policy & practice, 2011-11, Vol.18 (4), p.347-364

Hill, Mary F.

2011

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Visualizing Teacher Education as a Complex System: A Nested Simplex System Approach

Complicity, 2017-01, Vol.14 (1), p.36

2017

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Rebooting assessment. Exploring the challenges and benefits of shifting from pen-and-paper to computer in summative assessment

Educational research review, 2022-06, Vol.36, p.100451, Article 100451

2022

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The assessment-capable teacher: Are we all on the same page?

Assessment matters, 2014-06, Vol.6, p.137-157

2014

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Teacher self-efficacy and reasons for choosing initial teacher education programmes in Norway and New Zealand

Teaching and teacher education, 2023-04, Vol.125, p.104041, Article 104041

2023

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Inquiry for appraisal or inquiry as stance?

New Zealand journal of teachers' work, 2016, Vol.13 (1), p.6-7

Hill, Mary F

2016

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Teacher inquiry through impact projects: One school’s journey

Set: research information for teachers (Wellington), 2016-06, Vol.2016 (1), p.30-38

2016

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Noticing and Recognising AfL Practice: Challenges and Their Resolution When Using an Observation Schedule

Assessment matters, 2020, Vol.14, p.42

2020

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Classroom Assessment Practices and Teacher Learning: An Australian Perspective

Teacher Learning with Classroom Assessment, 2018, p.19-37

2018

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Assessment Capability and Student Self-regulation: The Challenge of Preparing Teachers

Frontiers in education (Lausanne), 2017-05, Vol.2

2017

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Enhancing Equity through Inquiry

NZCER Press, 2019

2019

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Teachers’ Understanding, Implementing and Reflecting upon Classroom Assessment in Primary and Junior High Schools of China

Teacher Learning with Classroom Assessment, 2018, p.77-98

2018

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Integrating Assessment into Classroom Instruction to Create Zones of Development for Teachers and Learners: Some Perspectives from India

Teacher Learning with Classroom Assessment, 2018, p.119-140

2018

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Classroom Assessment for Teacher Learning and Student Learning

Teacher Learning with Classroom Assessment, 2018, p.193-201

2018

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Teacher Learning with Classroom Assessment: Perspectives from Asia Pacific

The Impact of Undergraduate Research Journals on the Scholarly World: Present but Small

Research in the work of New Zealand teacher educators: a cultural-historical activity theory perspective

The changing work of teacher educators in Aotearoa New Zealand: a view through activity theory

Timetabling a transition with dignity: Perspectives of young adults with significant support needs

Mapping a complex system: what influences teacher learning during initial teacher education?

Creating a culture of research in teacher education: learning research within communities of practice

Critical reflections on emancipatory partnerships in transition research: discerning perspectives of New Zealand Students on the autism spectrum

Hidden in Plain Sight: The Experiences of Three Twice-Exceptional Students During Their Transfer to High School

Constructing the academic category of teacher educator in universities' recruitment processes in Aotearoa, New Zealand

Assessment for equity: learning how to use evidence to scaffold learning and improve teaching

'Getting traction': enablers and barriers to implementing Assessment for Learning in secondary schools

Visualizing Teacher Education as a Complex System: A Nested Simplex System Approach

Rebooting assessment. Exploring the challenges and benefits of shifting from pen-and-paper to computer in summative assessment

The assessment-capable teacher: Are we all on the same page?

Teacher self-efficacy and reasons for choosing initial teacher education programmes in Norway and New Zealand

Inquiry for appraisal or inquiry as stance?

Teacher inquiry through impact projects: One school’s journey

Noticing and Recognising AfL Practice: Challenges and Their Resolution When Using an Observation Schedule

Classroom Assessment Practices and Teacher Learning: An Australian Perspective

Assessment Capability and Student Self-regulation: The Challenge of Preparing Teachers

Enhancing Equity through Inquiry

Teachers’ Understanding, Implementing and Reflecting upon Classroom Assessment in Primary and Junior High Schools of China

Integrating Assessment into Classroom Instruction to Create Zones of Development for Teachers and Learners: Some Perspectives from India

Classroom Assessment for Teacher Learning and Student Learning

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