Vol 14, No 3 (2015)

Full Issue

View or download the full issue VOL 14(3) Dec 2015 FULL PDF

Table of Contents

General Refereed Papers

Teacher Perspectives of Challenges Within the Norwegian Educational System
Sarah K. Anderson, Katherine L. Terras
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1-16
Third space strategists: International students negotiating the transition from Pathway program to postgraduate coursework degree
Helen Benzie
PDF
17-31
Progressive Educational Development in Thailand
Jason Lee Carter
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32-46
Documenting student engagement using an intention/reflection exercise during an advanced pharmacy practice experience
Kerry K. Fierke, Gardner A Lepp
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47-60
International Professional Learning Communities: The Role of Enabling School Structures, Trust, and Collective Efficacy
Julie A Gray, Robert Summers
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61-75
Federal Policy to Local Level: Data-Driven Education Planning in Nigeria
Radhika Iyengar, Angelique Rebecca Mahal, Ukaegbu-Nnamchi Ifeyinwa Felicia, Balaraba Aliyu, Alia Karim
PDF
76-93
Australian Curriculum implementation in a remote Aboriginal school: A Curriculum Leader’s search for a transformational compromise
Chloe Parkinson
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94-105
Teacher Retention in Refugee and Emergency Settings: The State of the Literature
Hannah Reeves Ring, Amy West
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106-121
The views of international students regarding university support services in Australia: a case study
Pamela Anne Roberts, Duncan Boldy, Katie Dunworth
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106-121
Improving Outcomes for Refugee Children: A case study on the impact of Montessori education along the Thai-Burma border
Tierney Tobin, Prairie Boulmier, Wenyi Zhu, Paul Hancock, Peter Muennig
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122-133
Underresourced, Undervalued, and Underutilized: Making the Case for Teachers in Refugee and Emergency Contexts
Amy R West, Hannah Reeves Ring
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150-164