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  1. Home /
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  3. Vol. 17 No. 2 (2018)

Vol. 17 No. 2 (2018)

Published: 2018-06-28

Full Issue

  • PDF

General Refereed Papers

  • Comparing Turkish and Pakistani Teachers’ Professionalism

    Abdurrahman Ilgan, Engin Aslanargun, Yalın Kılıç, Sadia Shaukat
    1-15
    • PDF
  • Beeby revisited: CFS policy and Cambodian teacher education and training

    Elizabeth Fiona King
    16-29
    • PDF
  • Intercultural Story Sharing in Guam

    Sarah Jane Moore
    30-39
    • PDF
  • International programmes and research on effective activity-based learning (ABL): What can Ghana learn from international best practices?

    Hope Pius Nudzor, George Kweku Toku Oduro, Nii Addyc
    40-59
    • PDF
  • Teacher aides’ views and experiences on the inclusion of students with Autism: A cross-cultural perspective.

    Angela Page, Renee Ferrett
    60-76
    • PDF
  • Predictable pathways: Pacific Islander learners and school transitions in Melbourne's western region.

    Irene Kmudu Paulsen
    77-87
    • PDF
  • Collaborative Inquiry and Active Learning as the Focus of Teacher Professional Development in Papua

    Ann Robertson, Peter Mark Curtis, Chris Dann
    88-101
    • PDF
  • Teacher professional development at a tsunami-affected school in Banda Aceh

    Fadliadi Ubit, Pamela Bartholomaeus
    102-114
    • PDF

Book Reviews

  • Book Review: Approaches to Educational and Social Inclusion - Edited by Gajendra K. Verma and Devorah Kalekin-Fishman

    Brendan Munhall
    115-117
    • PDF

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