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Publisher: Routledge, part of the Taylor & Francis Group

Volume 22, Number 4, 8 August 2018

Systematic educational change and teacher skill-building in developed and developing countries: the importance of teacher peer learning groups
pp. 447-463(17)
Authors: Owen, Susanne; Palekahelu, Dharma; Sumakul, Toar; Sekiyono, Eko; White, Gerald

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Teachers’ technology adoption and practices: lessons learned from the IWB phenomenon
pp. 481-496(16)
Authors: Kearney, Matthew; Schuck, Sandy; Aubusson, Peter; Burke, Paul F.

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Mathematics teachers’ knowledge and skills about questioning in the context of modeling activities
pp. 497-518(22)
Authors: Aydogan Yenmez, Arzu; Erbas, Ayhan Kursat; Cakiroglu, Erdinc; Cetinkaya, Bulent; Alacaci, Cengiz

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Learning teacher-research-mentoring: stories from Turkey
pp. 537-553(17)
Authors: Dikilitaş, Kenan; Wyatt, Mark

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Sharing teacher knowledge at scale: teacher inquiry, learning design and the representation of teachers’ practice
pp. 587-606(20)
Authors: Oliver, Martin; Avramides, Katerina; Clark, Wilma; Hunter, Jade; Luckin, Rose; Hansen, Cecilie; Wasson, Barbara

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