Zobrazeno 1 - 10
of 80
pro vyhledávání: '"Mandia Mentis"'
Publikováno v:
Kairaranga. 23:iii-xiii
This retrospective, as the first piece in the new online version of Kairaranga, looks back over two decades of the print version of this journal. The current editorial team pays tribute to the original editors and acknowledges their vision and achiev
Publikováno v:
EAI Endorsed Transactions on e-Learning, Vol 1, Iss 2, Pp 1-16 (2012)
The use of ontologies has become increasingly widespread in many areas, particularly in technology enhanced learning. They appear promising in supporting knowledge representation and learning content creation for domains of interest. In this paper, w
Externí odkaz:
https://doaj.org/article/9fab84605f1b450e9fa56e9646b594a9
Autor:
Mandia Mentis
Publikováno v:
Encyclopedia of Teacher Education ISBN: 9789811311796
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::e943de1da41ce92be2706508e47d56ea
https://doi.org/10.1007/978-981-13-1179-6_330-1
https://doi.org/10.1007/978-981-13-1179-6_330-1
Autor:
Vijaya Dharan, Jude MacArthur, Alison Kearney, Wendy Holley-Boen, Julia Budd, Tracy Riley, Jill Bevan-Brown, Philippa Butler, Mandia Mentis
Publikováno v:
Teaching and Teacher Education. 60:66-75
Professional identity is a frequently used term in teacher education although there is little consensus of what it means for practice. Drawing on research in the fields of professional identity development, communities of practice and interprofession
Publikováno v:
New Zealand Journal of Educational Studies. 51:139-142
Autor:
Mandia Mentis, Alison Kearney, Roberto Martinez-Maldonado, Lucila Carvalho, Cristina Garduno Freeman
Publikováno v:
Australasian Journal of Educational Technology. 34
© Australasian Journal of Educational Technology 2018. Doctoral studies are often described as solitary and challenging endeavors, dependent on candidates' highly developed skills, self-driven nature, and commitment to engage in years of research ac
Autor:
Mandia Mentis
Publikováno v:
New Zealand Journal of Educational Studies. 51:275-277
Autor:
Mandia Mentis, Roseanna Bourke
Publikováno v:
Assessment in Education: Principles, Policy & Practice. 21:384-397
Teachers committed to inclusive education have the potential to revolutionise pedagogical and assessment practices within regular classrooms simply because students with high needs challenge traditional assumptions about what it means ‘to learn’
Publikováno v:
Learning, Culture and Social Interaction. 2:265-276
Governments often go to considerable lengths to support the introduction of policy initiatives with carefully designed programs of professional learning and development for the teachers who are expected to implement them. This article analyzes a prog