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Glynn (1999), Culture Counts: Changing Power Relations in Education, Dunmore Press, Palmerston North, New Zealand. Black P. and D. William (1998), “Assessment and Classroom learning”, Assessment in Education: Principles, Policy and Practice, CARFAX, Oxfordshire, Vol. 1, pp. 7-74. Bruner, J. (1996), The Culture of Education, Harvard University Press, Cambridge, MA. Lander, R. and M. Ekholm (1998), “School Evaluation and Improvement: A Scandinavian view” in A. Hargreaves, A. Lieberman, M. Fullan and D.

1, pp. 117-175. Perrenoud, P. (1998), “From Formative Evaluation to a Controlled Regulation of Learning Processes. Towards a Wider Conceptual Field”, Assessment in Education: Principles, Policy and Practice, CARFAX, Oxfordshire, Vol. 5, No. 1, pp. 85-102. Rheinberg, F. and S. Krug (1999), Motivationsförderung im Schulalltag (2. ), Hogrefe, Göttingen, Germany. Scardamalia, M. et al. (1984), “Teachability of Reflective Processes in Written Composition”, Cognitive Science, 8, pp. 173-190. H. (1983), “Problem Solving in the Mathematics Curriculum: A Report, Recommendation and an Annotated Bibliography”, Mathematical Association of America Notes, No.

Their participation in these projects also helped to prepare the ground for further change. As participants in special projects, teachers have, in many cases, received additional professional development opportunities, and occasionally, benefited from additional resources. For example, teachers involved in the Maori Mainstream Programme (MMP, Te Kotahitanga, in the Maori language) at Waitakere College in New Zealand have had a halftime, on-site facilitator. The facilitator works with experts on Maori education at the University of Waikato, brings readings and relevant research to teachers involved in the programme, shares practical ideas on how to address challenges in the classroom, and observes classes.

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A Day in the Life of a Teacher by Heather Adamson


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