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Intentional and attentional dynamics of speech–hand coordination

Human movement science, 2002-12, Vol.21 (5), p.641-697

2002

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Professional development, changes in teacher practice and improvements in Indigenous students’ educational performance: A case study from New Zealand

Teaching and teacher education, 2012-07, Vol.28 (5), p.694-705

2012

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Students achieve more when teachers have time to do what they know works best

Teacher development, 2017-08, Vol.21 (4), p.481-495

2017

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Mastering threshold concepts in tertiary education : 'I know exactly what you are saying and I can understand it but I've got nowhere to hook it.'

Waikato journal of education, 2014-12, Vol.19 (2), p.7-23

2014

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The Work of the Eye in Infant Pedagogy: A Dialogic Encounter of ‘Seeing’ in an Education and Care Setting

International journal of early childhood, 2015-08, Vol.47 (2), p.283-299

2015

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Threshold concept theory as an enabling constraint: a facilitated practitioner action research study

Educational action research, 2017-05, Vol.25 (3), p.438-452

2017

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First-year practicum experiences for preservice early childhood education teachers working with birth-to-3-year-olds: An Australasian experience

Journal of early childhood teacher education, 2016-10, Vol.37 (4), p.282-300

2016

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Two Year Olds in ECE: A Policy Issue for New Zealand?

Early childhood folio, 2016, Vol.20 (2), p.10-15

2016

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Editorial

Waikato journal of education, 2014-12, Vol.19 (2)

2014

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Evaluating flipped classrooms with respect to threshold concepts learning in undergraduate engineering

2015 IEEE Frontiers in Education Conference (FIE), 2015, p.1-4

2015

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Developing an effective education reform model for indigenous and other minoritized students

School effectiveness and school improvement, 2012-03, Vol.23 (1), p.49-70

2012

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Gestures and Phases: The Dynamics of Speech-Hand Communication

Ecological psychology, 2008-01, Vol.20 (1), p.32-64

2008

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Analysing student interactions in a flipped engineering course

ASCILITE Publications, 2022-10, p.470-475

2022

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Towards a Systems View of Science Education in New Zealand

Curriculum matters, 2017-01, Vol.13, p.63-79

2017

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Erratum to “Intentional and attentional dynamics of speech–hand coordination” [Human Movement Science 21, nos. 5–6, pp. 641–697]

Human movement science, 2003-08, Vol.22 (3), p.405-405

2003

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Intentional and attentional dynamics of speech-hand coordination: Current Issues in Motor Control and Coordination

Human movement science, 2002, Vol.21 (5-6), p.641-697

2002

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Re-engineering an Engineering Course: Exploring the Affordance of Flipped Classrooms for Transformative Teaching, Learning, and Workplace Competency

Journal of Research in STEM Education, 2015-07, Vol.1 (1), p.71-76

2015

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Threshold Concepts: Impacts on Teaching and Learning at Tertiary Level

Teaching and Learning Research Initiative, 2014

2014

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8-isoprostane as Oxidative Stress Marker in Coal Mine Workers

Biomedical and environmental sciences, 2016-08, Vol.29 (8), p.589-593

2016

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Reengineering an Engineering Course: How Flipped Classrooms Afford Transformative Teaching, Learning, and Workplace Competency

Teaching and Learning Research Initiative, 2017

2017

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Cross-Modal Phonological Priming

Peter, Mira

1997

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Cross-modal phonological priming

Peter, Mira

1996

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Phonological Processing in Printed Word Recognition: Effects of Age and Writing System

Scientific studies of reading, 1997-01, Vol.1 (1), p.65-83

1997

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Neighborhood Effects in Visual Word Recognition: Effects of Letter Delay and Nonword Context Difficulty

Journal of experimental psychology. Learning, memory, and cognition, 1994-05, Vol.20 (3), p.639-648

1994

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Effects of association, frequency, and stimulus quality on naming words in the presence or absence of pseudowords

Memory & cognition, 1995-05, Vol.23 (3), p.289-300

1995

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Intentional and attentional dynamics of speech–hand coordination

Professional development, changes in teacher practice and improvements in Indigenous students’ educational performance: A case study from New Zealand

Students achieve more when teachers have time to do what they know works best

Mastering threshold concepts in tertiary education : 'I know exactly what you are saying and I can understand it but I've got nowhere to hook it.'

The Work of the Eye in Infant Pedagogy: A Dialogic Encounter of ‘Seeing’ in an Education and Care Setting

Threshold concept theory as an enabling constraint: a facilitated practitioner action research study

First-year practicum experiences for preservice early childhood education teachers working with birth-to-3-year-olds: An Australasian experience

Two Year Olds in ECE: A Policy Issue for New Zealand?

Editorial

Evaluating flipped classrooms with respect to threshold concepts learning in undergraduate engineering

Developing an effective education reform model for indigenous and other minoritized students

Gestures and Phases: The Dynamics of Speech-Hand Communication

Analysing student interactions in a flipped engineering course

Towards a Systems View of Science Education in New Zealand

Erratum to “Intentional and attentional dynamics of speech–hand coordination” [Human Movement Science 21, nos. 5–6, pp. 641–697]

Intentional and attentional dynamics of speech-hand coordination: Current Issues in Motor Control and Coordination

Re-engineering an Engineering Course: Exploring the Affordance of Flipped Classrooms for Transformative Teaching, Learning, and Workplace Competency

Threshold Concepts: Impacts on Teaching and Learning at Tertiary Level

8-isoprostane as Oxidative Stress Marker in Coal Mine Workers

Reengineering an Engineering Course: How Flipped Classrooms Afford Transformative Teaching, Learning, and Workplace Competency

Cross-Modal Phonological Priming

Cross-modal phonological priming

Phonological Processing in Printed Word Recognition: Effects of Age and Writing System

Neighborhood Effects in Visual Word Recognition: Effects of Letter Delay and Nonword Context Difficulty

Effects of association, frequency, and stimulus quality on naming words in the presence or absence of pseudowords

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