Zobrazeno 1 - 10
of 48
pro vyhledávání: '"Ellen Larsen"'
Publikováno v:
PLoS Computational Biology, Vol 14, Iss 10, p e1006455 (2018)
The morphogenesis of sex combs (SCs), a male trait in many species of fruit flies, is an excellent system in which to study the cell biology, genetics and evolution of a trait. In Drosophila melanogaster, where the incipient SC rotates from horizonta
Externí odkaz:
https://doaj.org/article/6b8f2196073a409295485437beb0e640
Publikováno v:
Professional Development in Education. :1-15
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::bf52f10e01879af60423742fc9642624
https://doi.org/10.1080/19415257.2023.2178480
https://doi.org/10.1080/19415257.2023.2178480
Autor:
Ellen Larsen, Yvonne Salton, Melissa Fanshawe, Lorraine Gaunt, Lisa Ryan, Yvonne Findlay, Peter Albion
Publikováno v:
The Australian Educational Researcher.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::333c92ae625f5a5cdd31abe1b7909e27
https://doi.org/10.1007/s13384-022-00604-6
https://doi.org/10.1007/s13384-022-00604-6
Autor:
Ellen Larsen, Nicole Mockler
Publikováno v:
Educational Review. :1-21
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::99a362c8119fc1ec05530dc6f3d6150f
https://doi.org/10.1080/00131911.2021.2007056
https://doi.org/10.1080/00131911.2021.2007056
Autor:
Ellen Larsen, Jeanne Maree Allen
Publikováno v:
Teaching Education. 34:78-94
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f9821e51bf74c9e8bd5f9443ae360648
https://doi.org/10.1080/10476210.2021.2011193
https://doi.org/10.1080/10476210.2021.2011193
Publikováno v:
Asia Pacific Journal of Education. 43:1-15
Pre-service teachers in Australian Initial Teacher Education programmes gain classroom experience through supervised, formally assessed professional experience placements and internships. This in-s...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::dd50f24497c6c9aae635f3809da41ec9
https://doi.org/10.1080/02188791.2020.1866492
https://doi.org/10.1080/02188791.2020.1866492
Autor:
Ellen Larsen, Robyn Brandenburg
Publikováno v:
The Australian Educational Researcher.
Across the world, many university-based early career researchers (ECRs) are experiencing an unprecedented intensification of research expectations on transition from doctoral research to academic life. Countries such as Australia have put into place
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5654ef20c8d70b5a026e263ec5bfe910
https://doi.org/10.1007/s13384-022-00544-1
https://doi.org/10.1007/s13384-022-00544-1
Autor:
Georgina Barton, Annette Brömdal, Katie Burke, Melissa Fanshawe, Vicki Farwell, Ellen Larsen, Yosheen Pillay
Publikováno v:
Australian educational researcher.
Publishing in the academy is a high-stakes activity often used to measure academic staff progress and inform promotion. Many universities have increased pressure on academics, even at the earliest stages of their careers, to publish in high-ranking j
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::3f954ba072b70d0e537103129e5d8535
https://pubmed.ncbi.nlm.nih.gov/35789682
https://pubmed.ncbi.nlm.nih.gov/35789682
Autor:
Jeanne Allen, Ellen Larsen
Publikováno v:
Teachers as Professional Learners ISBN: 9783030659301
In this concluding chapter, Larsen and Allen consider the implications of their work for the kinds of policy and practice that may empower beginning teachers to develop productive ways of thinking about professional learning. They argue the need to t
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::58181e1625a858db86d8249c90d39cdb
https://doi.org/10.1007/978-3-030-65931-8_7
https://doi.org/10.1007/978-3-030-65931-8_7
Autor:
Ellen Larsen, Jeanne Allen
Publikováno v:
Teachers as Professional Learners ISBN: 9783030659301
In this chapter, Larsen and Allen consider the ways in which some beginning teachers come to engage with professional learning primarily for the purpose of complying with externally driven teacher accountabilities. These teachers are prone to assumin
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::12b9fbf3744e66028101471de7ad4c41
https://doi.org/10.1007/978-3-030-65931-8_6
https://doi.org/10.1007/978-3-030-65931-8_6