Curriculum policy in many countries has been subject to a distinct shift in emphasis in recent years (Priestley & Biesta, 2013). Following two decades of centralised direction of the content (and even the methods) of the curriculum, there has been a shift to curricular models which emphasis local flexibility in curriculum-making, positioning teachers as autonomous developers of the curriculum. ...

BACKGROUND With the influx of Australian medical graduates into the workforce, new clinical prevocational training rotations within general practice need to be developed. This study describes the relationship between general practitioner teachers' interest in hosting junior doctor rotations, and general practice characteristics including rural location, size and infrastructure. METHOD All GP ...

The rich developmental growth that occurs in early childhood makes providing young children with stimulating and developmentally appropriate early childhood education (ECE) environments an important target for promoting positive developmental trajectories. Traditionally, research studies designed to identify ECE pathways that promote positive child development have typically measured the impact...

Our purpose in this article is to propose a comprehensive, empirically grounded theory of action for improving the quality of mathematics teaching at scale. In doing so, we summarize current research findings that can inform efforts to improve the quality of mathematics instruction on a large scale, and identify questions that are yet to be addressed. We draw on an ongoing collaboration with ma...

Despite the abundance of research on ELT teachers, little is known about teacher language awareness (TLA) with focus on its impact on pedagogical practice in the EFL context. To fill this gap, an in-depth study was conducted to examine the procedural dimension of TLA among eight EFL teachers with different teaching experiences (novice versus experienced) related to teaching grammar at Iranian l...

This paper explores teacher beliefs that influence the ways Information and Communications Technologies (ICT) are used in learning contexts. Much has been written about the impact of teachers' beliefs and attitudes to ICT as 'barriers' to ICT integration (Ertmer, Ottenbreit-paper takes a closer look at the types of beliefs that influence ICT practices in classrooms and the alignment of these be...