• Refine your search:
  • 
    Keyword
  • 
    Creator / Publisher:
    
    • Unitec Institute of Technology (104)
    • Ritchie, Jenny (6)
    • Auckland University of Technology (4)
    • Erfanian Sabaee, Maryam (4)
    • Hobbs, Moira (4)
    • Jauny, Ray (4)
    • Montayre, J. (4)
    • Neville, S. (4)
    • Sharifzadeh, Hamid (4)
    • Wright-St Clair, V. (4)
    •   more
  • 
    Year
  • 
    Medium
  • 
    Type:
    
    • Article (55)
    • Book (45)
    • Miscellaneous (4)
  • 
    BLLDB-Access

Search in the Catalogues and Directories

All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5 6 Hits 1 – 20 of 104 1 What counts as knowing Gandell, Robyn. - 2022 BASE Show details 2 What movement counts as students' mathematical knowing Gandell, Robyn. - 2022 BASE Show details 3 Acoustic features of dysphonic speech vs normal speech in New Zealand English speakers Erfanian Sabaee, Maryam; Sharifzadeh, Hamid. - : Computing and Information Technology Research and Education New Zealand (CITRENZ), 2022 BASE Show details 4 Puni Reo Poitarawhiti: Playing in te reo Māori Lee-Morgan, Jenny; Martin, J.; Mane, Jo. - : Otago Polytechnic, 2021 BASE Show details 5 Fostering group autonomy through collaborative learning in an online environment Zhong, Dr. Qunyan ( Maggie). - : Kanda University of International Studies (KUIS), Chiba, Japan, 2021 BASE Show details 6 Formative vs summative quizzes as regular feedback on Moodle in computer science courses: Which do students prefer? Nehring, Natalia; Dacey, Simon. - : Unitec ePress, 2021 BASE Show details 7 Fostering group autonomy through collaborative learning in an online environment Zhong, Dr. Qunyan ( Maggie). - : Kanda University of International Studies (KUIS), Chiba, Japan, 2021 BASE Show details 8 Fostering group autonomy through collaborative learning in an online environment Zhong, Dr. Qunyan ( Maggie). - : Kanda University of International Studies (KUIS), Chiba, Japan, 2021 BASE Show details 9 Acoustic analysis and measurements of distorted speech in the NZ population Erfanian Sabaee, Maryam; Sharifzadeh, Hamid; Ardekani, Iman. - 2021 BASE Show details 10 Acoustic analysis and measurements of distorted speech in the NZ population Erfanian Sabaee, Maryam; Sharifzadeh, Hamid; Ardekani, Iman. - 2021 BASE Show details 11 Acoustic analysis and measurements of distorted speech in the NZ population Erfanian Sabaee, Maryam; Sharifzadeh, Hamid; Ardekani, Iman. - 2021 BASE Show details 12 Karawhiua the reo : unlease te reo and give it heaps Keighron, Carla; Keelan, Ra. - 2020 BASE Show details 13 Karawhiua the reo : unlease te reo and give it heaps Keighron, Carla; Keelan, Ra. - 2020 BASE Show details 14 Karawhiua the reo : unlease te reo and give it heaps Keighron, Carla; Keelan, Ra. - 2020 BASE Show details 15 Analysis of academic procrastination in professional students of a tertiary training programme Han, Binglan; Li, F.; Parsons, David. - 2019 BASE Show details 16 Factors that influence the efficacy of professional development in digital technologies for New Zealand primary school teachers Westcott, Toni. - 2019 Abstract: RESEARCH QUESTIONS: 1. What are the recommended factors for the design and implementation of effective PD as identified by the literature? 2. What are teachers’ perceptions of the key factors of the design and implementation process for effective PD in Digital Technologies for a New Zealand primary school? 3. What are teachers’ perceptions of the transferability and relevance of the findings for the recommended factors for effective PD? ABSTRACT: “With digital technologies now accepted as an integral part of our society, our workplaces and our homes, the challenge has been to ensure they also become an integral part of our education system” (Education in New Zealand, 2017). Recently, the Ministry of Education revised the New Zealand Curriculum and emphasised the need for teachers of years 0-10 to integrate the Digital Technologies Curriculum in all schools. In order to do this, teachers require effective professional development (PD). This study uses a practitioner-researcher approach to investigate teachers’ experiences and perceptions of the factors of the design and implementation of Digital Technologies PD that increase its efficacy. Further to this, the literature is explored and used to identify factors that impact its effectiveness. The study also examined teachers’ perceptions of the transferability and relevance of the findings to other educational contexts. Teachers took part in seven compulsory Digital Technologies PD workshops and up to five optional workshops over two school terms. Through questionnaires and individual semi-structured interviews, 11 participants shared their perceptions and experiences of the PD, identifying the factors that influenced its effectiveness. The findings of the study indicated that factors of collaboration, discussion, and ongoing time and support should be included in PD. The content and activities of the PD need to be hands-on, practical and meet the needs and contexts of the teachers in the programme. Further to this, the facilitators of PD programmes require strong communication skills, approachability, and passion. Strong relationships between the facilitator and teachers need to be made and maintained. In addition, the facilitator must be responsive and flexible to the needs of the teachers in the PD. Keyword: 130105 Primary Education (excl. Māori); 130306 Educational Technology and Computing; 130313 Teacher Education and Professional Development of Educators; digital curriculum; Digital Technologies Curriculum (2017: New Zealand); New Zealand; primary schools; primary teachers; teacher development URL: https://hdl.handle.net/10652/4774 BASE Hide details 17 Varied starting points and pathways : a duoethnographic exploration of 'diverse' students' uneven capacities to aspire to doctoral education Burford, J.; Mitchell, Cat. - : Høgskolen i Oslo og Akershus, 2019 BASE Show details 18 Student perspectives of secondary to tertiary transitions : influences on the decision making process Sommerville, Sarah. - 2019 BASE Show details 19 Varied starting points and pathways : a duoethnographic exploration of 'diverse' students' uneven capacities to aspire to doctoral education Burford, J.; Mitchell, Cat. - : Høgskolen i Oslo og Akershus, 2019 BASE Show details 20 Student perspectives of secondary to tertiary transitions : influences on the decision making process Sommerville, Sarah. - 2019 BASE Show details Page: 1 2 3 4 5 6

Mobile view All Catalogues UB Frankfurt Linguistik 0 IDS Mannheim 0 OLC Linguistik 0 UB Frankfurt Retrokatalog 0 DNB Subject Category Language 0 Institut für Empirische Sprachwissenschaft 0 Leibniz-Centre General Linguistics (ZAS) 0 Bibliographies BLLDB 0 BDSL 0 IDS Bibliografie zur deutschen Grammatik 0 IDS Bibliografie zur Gesprächsforschung 0 IDS Konnektoren im Deutschen 0 IDS Präpositionen im Deutschen 0 IDS OBELEX meta 0 MPI-SHH Linguistics Collection 0 MPI for Psycholinguistics 0 Linked Open Data catalogues Annohub 0 Online resources Link directory 0 Journal directory 0 Database directory 0 Dictionary directory 0 Open access documents BASE 104 Linguistik-Repository 0 IDS Publikationsserver 0 Online dissertations 0 Language Description Heritage 0