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Insider Perspectives on Mentoring Teachers of Students with Complex Disabilities: A New Zealand Story
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Jones, Phyllis; de Kock, Jill; Charles, Devs; Jourdan, Neil; Copeland, Sarah; Willis, Sheryl – Journal of International Special Needs Education, 2015
This article shares a school based inquiry project undertaken by staff in a special day school in the North Island of New Zealand supported by an external teacher educator/researcher from the United States. The inquiry project followed the Accessible Research Cycle (Jones, Whitehurst, & Egerton, 2012), which is a phased progression of…
Descriptors: Foreign Countries, Mentors, Severe Disabilities, Faculty Development
Use of Appreciative Inquiry to Explore the Experiences of Faculty Advisors
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Myers, Valerie Ann-Marie – ProQuest LLC, 2013
Academic advising significantly impacts student achievement, persistence, and retention, yet it continues to be an area of weakness for many institutions. The purpose of this sequential mixed-methods case study was to explore the experiences of faculty advisors to identify strengths and weaknesses in their knowledge and skills. Appreciative…
Descriptors: Faculty Advisers, Academic Advising, Inquiry, Mixed Methods Research
Key Competencies in Secondary Schools: An Examination of the Factors Associated with Successful Implementation
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Hamilton, R. J.; Farruggia, S. F.; Peterson, E. R.; Carne, S. – Teachers and Curriculum, 2013
Many countries are at varying stages of implementing competency-based education into their schools to equip youth with skills necessary to adapt to a changing world. Very little is known regarding practical approaches to incorporate competencies into school curriculum. This study examines five schools in Auckland, New Zealand from a variety of…
Descriptors: Foreign Countries, Secondary Schools, Secondary Education, Competency Based Education