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Beyond the measures: the antecedents of teacher collective efficacy in professional learning

Professional development in education, 2022-03, Vol.48 (2), p.343-352

2022

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Teacher Adaptive Practices: Extending Teacher Adaptability into Classroom Practice

Loughland, Tony

1st ed. 2019., 2019

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Work-Integrated Learning Case Studies in Teacher Education: Epistemic Reflexivity

1, 2023

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Teacher Adaptive Practices : A Key Factor in Teachers' Implementation of Assessment for Learning

The Australian journal of teacher education, 2019-07, Vol.44 (7), p.18-30

2019

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The impact of standards on novice teachers during mandated teaching induction: lessons from the Indonesian context

Asia-Pacific journal of teacher education, 2024-01, Vol.52 (1), p.28-46

2024

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'We're not data analysts' : Teachers' perspectives on factors impacting their use of student assessment data

Issues in educational research, 2021-04, Vol.31 (1), p.224-240

2021

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Using teacher collective efficacy as a conceptual framework for teacher professional learning : A case study

The Australian journal of education, 2020-08, Vol.64 (2), p.147-160

2020

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'Where to next?' : Examining feedback received by teacher education students

Issues in educational research, 2017-01, Vol.27 (1), p.51-63

2017

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The problem of simplification : think-tanks, recipes, equity and 'Turning around low-performing schools'

Australian educational researcher, 2016-03, Vol.43 (1), p.111-129

2016

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The challenges of practitioner research : a comparative study of Singapore and NSW

The Australian journal of teacher education, 2016-01, Vol.41 (2), p.122-136

2016

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A Common Language? The Use of Teaching Standards in the Assessment of Professional Experience : Teacher Education Students' Perceptions

The Australian journal of teacher education, 2016-01, Vol.41 (7), p.56-69

2016

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Theory to Practice in Teacher Education: The Critical Challenge of Translation

1, 2019

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A taxonomy of clinical reasoning for pre-service teachers on professional experience

Australian educational researcher, 2023-11, Vol.50 (5), p.1497-1512

2023

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A common language?: The use of teaching standards in the assessment of professional experience: teacher education students' perceptions

The Australian journal of teacher education, 2016-07, Vol.41 (7), p.56-69

2016

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The Validation of a Classroom Observation Instrument Based on the Construct of Teacher Adaptive Practice

The educational and developmental psychologist, 2016-12, Vol.33 (2), p.163-177

2016

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Teacher Professional Learning in Pursuit of the Common Good: A Discussion of the Role of demonstration schools in Teacher Education

McGill journal of education, 2012, Vol.47 (1), p.53-68

Loughland, Tony

2012

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Variability of Students’ Responses to Assessment Activities: The Influence of Achievement Levels

International journal of instruction, 2022-10, Vol.15 (4), p.1071-1090

2022

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The critical role of sources of efficacy information in a mandatory teacher professional development program: Evidence from Indonesia’s underprivileged region

Teaching and teacher education, 2022-10, Vol.118, p.103824, Article 103824

2022

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Bernstein revisited: the recontextualisation of equity in contemporary Australian school education

British journal of sociology of education, 2016-02, Vol.37 (2), p.230-247

2016

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Preparing teachers for reflexive leadership roles in schools

Journal of education for teaching : JET, 2020-10, Vol.46 (5), p.676-689

2020

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"We're not data analysts": Teachers' perspectives on factors impacting their use of student assessment data

Issues in educational research, 2021-04, Vol.31 (1), p.224-240

2021

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Perceived autonomy support as a predictor of rural students’ academic buoyancy and academic self-efficacy

Teaching and teacher education, 2024-05, Vol.142, p.104516, Article 104516

2024

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It's a question of balance: Reconsidering learning partnerships through genuine teacher mentoring conversations

Teaching and teacher education, 2023-10, Vol.133, p.104280, Article 104280

2023

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Teacher wellbeing in rural, regional, and metropolitan schools: Examining resources and demands across locations

Teaching and teacher education, 2023-10, Vol.132, p.104229, Article 104229

2023

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The positioning tensions between early career teachers’ and mentors’ perceptions of the mentor role

British educational research journal, 2024-06, Vol.50 (3), p.1327-1349

2024

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Beyond the measures: the antecedents of teacher collective efficacy in professional learning

Teacher Adaptive Practices: Extending Teacher Adaptability into Classroom Practice

Work-Integrated Learning Case Studies in Teacher Education: Epistemic Reflexivity

Teacher Adaptive Practices : A Key Factor in Teachers' Implementation of Assessment for Learning

The impact of standards on novice teachers during mandated teaching induction: lessons from the Indonesian context

'We're not data analysts' : Teachers' perspectives on factors impacting their use of student assessment data

Using teacher collective efficacy as a conceptual framework for teacher professional learning : A case study

'Where to next?' : Examining feedback received by teacher education students

The problem of simplification : think-tanks, recipes, equity and 'Turning around low-performing schools'

The challenges of practitioner research : a comparative study of Singapore and NSW

A Common Language? The Use of Teaching Standards in the Assessment of Professional Experience : Teacher Education Students' Perceptions

Theory to Practice in Teacher Education: The Critical Challenge of Translation

A taxonomy of clinical reasoning for pre-service teachers on professional experience

A common language?: The use of teaching standards in the assessment of professional experience: teacher education students' perceptions

The Validation of a Classroom Observation Instrument Based on the Construct of Teacher Adaptive Practice

Teacher Professional Learning in Pursuit of the Common Good: A Discussion of the Role of demonstration schools in Teacher Education

Variability of Students’ Responses to Assessment Activities: The Influence of Achievement Levels

The critical role of sources of efficacy information in a mandatory teacher professional development program: Evidence from Indonesia’s underprivileged region

Bernstein revisited: the recontextualisation of equity in contemporary Australian school education

Preparing teachers for reflexive leadership roles in schools

"We're not data analysts": Teachers' perspectives on factors impacting their use of student assessment data

Perceived autonomy support as a predictor of rural students’ academic buoyancy and academic self-efficacy

It's a question of balance: Reconsidering learning partnerships through genuine teacher mentoring conversations

Teacher wellbeing in rural, regional, and metropolitan schools: Examining resources and demands across locations

The positioning tensions between early career teachers’ and mentors’ perceptions of the mentor role

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