教育学
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A systematic integrative review methodology using phenomenographic analysis: bridging empirical and theoretical literature in educational research, with an exemplar protocol on educational purpose
作者Michael Theodor Murphy; Rachel Wilson; Rebecca Kechen Dong; Rina Dhillon
作者单位1. The University of Technology Sydney, UTS, Ultimo, Australia
Rethinking teacher professionalism through the capability approach: responding to superdiversity in education
作者David Bright; Alex Kostogriz; Ruth Fielding; Nicholas Gamble; Jane Wilkinson; Umesh Sharma
作者单位1. School of Education and Culture, Faculty of Education, Monash University, Melbourne, Australia; 2. School of Educational Psychology and Inclusion, Faculty of Education, Monash University, Melbourne, Australia
The Nguluway of Knowledges Framework: weaving together Indigenous Institutional Theory and the 8 Aboriginal Ways of Learning
作者Meg Maree Kelly; Kelly Marriott-Statham; Christine Metusela; Maria Mackay
作者单位1. Ngarruwan Ngadju First Nations Research Centre, University of Wollongong, Wollongong, Australia; 2. Faculty of Science, Medicine and Health, University of Wollongong, Wollongong, Australia; 3. School of Nursing and Midwifery, University of Canberra, Canberra, Australia; 4. School of Health Sciences, Department of Nursing, Swinburne University of Technology, Melbourne, Australia
“It has been an adventure and something I’ll remember forever”: insights from two Australian primary teachers participating in a 10-week Bush School program
作者Alexandra Harper; Tonia Gray
作者单位1. Faculty of Social Sciences, Arts, Business, Education and Law, School of Education, Western Sydney University, Sydney, Australia; 2. World Leisure Centre of Excellence, Western Sydney University, Sydney, Australia; 3. Centre for Educational Research, Western Sydney University, Sydney, Australia
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