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Archaeology International
Architecture_MPS
Europe and the World: A law review
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Journal of Bentham Studies
London Review of Education
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Empowering Teachers and Democratising Schooling : Perspectives from Australia
Empowering Pre-service Teachers: Perhaps Being an Influencer Is a Good Thing?
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Author(s):
Sandy Nicoll
Publication date
(Online):
September 14 2022
Publisher:
Springer Nature Singapore
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Special feature: Developing an Empowering School Curriculum: A renewed focus on action research
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The Power of Feedback
J A Hattie
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H. Timperley
(2007)
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Communities of Practice and Social Learning Systems
L Wenger
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Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being
Marjolein Zee
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Helma M Y Koomen
(2016)
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Publication date (Print):
2022
Publication date (Online):
September 14 2022
Pages
: 223-237
DOI:
10.1007/978-981-19-4464-2_15
SO-VID:
116dfe7c-c22c-49a9-bb40-d8433de2d991
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Book chapters
pp. 1
Introduction
pp. 19
A Profession Under Pressure: How Squeezing Teachers Punishes Kids
pp. 29
The Profession That Eats Itself: Addressing Teacher Infighting
pp. 43
The Demise of Teacher Expertise and Agency by the “Evidence-Based Discourse”
pp. 61
Challenges and Possibilities for Global Teacher Empowerment
pp. 81
Teachers as Changemakers in an Age of Uncertainty
pp. 101
Teaching for Democracy
pp. 111
Democracy Starts in the Classroom
pp. 129
Australian Teachers as Democracy Workers
pp. 143
Finding Teachers’ Voices
pp. 159
Raising Teachers’ Voices: How Teacher Unions Build Grassroots Intellectualism to Resist Neoliberal Education Reform
pp. 175
Trusting Teacher Professional Judgement
pp. 189
Welcome to the New Teacher Tribe: Empowering Beginning Teachers by Co-creating Sanctuaries of Learning
pp. 203
Empowering Teachers to Know Their Strengths: Not a Silver Bullet but a Golden Goose
pp. 223
Empowering Pre-service Teachers: Perhaps Being an Influencer Is a Good Thing?
pp. 239
Everyone Has Been to School so Everyone Has an Opinion: Why Memories of School Matter
pp. 253
Understanding Citizenship, Supporting Students and Teachers, and Pushing Back
pp. 273
Conclusion
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