Teachers and Curriculum

Current Issue

Vol 20 (2020)
Published July 14, 2020

Articles

Kerry Earl Rinehart
1-6
What do we mean by social in relation to learning and the role of teachers?
https://doi.org/10.15663/tandc.v20i1.352
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Kerry Earl Rinehart
7–8
Introduction to papers in this issue
https://doi.org/10.15663/tandc.v20i1.353
pdf
Claire Coleman
9–12
Learnings through explorations of the teaching space: Creating climates of collaboration
https://doi.org/10.15663/tandc.v20i1.347
pdf
Devika Rathore, Chris Eames, Janette Kelly-Ware
13–21
Indian teachers and environmental identity in Aotearoa New Zealand early childhood education
https://doi.org/10.15663/tandc.v20i1.350
pdf
Judith Mills
23–30
Teachers’ reflecting on professional knowledge in the numeracy (mathematics) classroom
https://doi.org/10.15663/tandc.v20i1.346
pdf
Zachariah Benton Hurdle
31–42
Observing the effects of hands-on activities on mathematics teacher confidence in geometry and statistics: A case study
https://doi.org/10.15663/tandc.v20i1.344
pdf
Rachel Poultney, Dianne Forbes
43–50
A whole-school approach to developing resilience: Resources and suggestions for New Zealand schools
https://doi.org/10.15663/tandc.v20i1.351
pdf
Julie Meates
51–62
Problematic digital technology use of children and adolescents: Psychological impact
https://doi.org/10.15663/tandc.v20i1.349
pdf
Ayşemine Dinçer, Fatma Bikmaz
63–72
"What concerns pre-service teachers the most?" A quantitative research for concurrent and consecutive teacher training models
https://doi.org/10.15663/tandc.v20i1.348
pdf
Gamze Kasalak, Miray Dağyar
73–85
University student satisfaction, resource management and metacognitive learning strategies
https://doi.org/10.15663/tandc.v20i1.343
pdf
Frances Edwards
87–92
Engaging tertiary educators in the development of their assessment literacy
https://doi.org/10.15663/tandc.v20i1.345
pdf
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