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Teaching & Learning Research Initiative (TLRI)
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Dr Cathal Doyle and Dr Cathy Buntting
On2Science - Multiple affordances for learning through participation in online citizen science
Dr Frances Edwards and Prof Bronwen Cowie
Zooming out and zooming in on student data: Developing teacher data literacy to enhance teaching and learning
Professor Letitia Fickel
Co-constructing a culturally and linguistically sustaining, Te Tiriti-based Ako framework for socio-emotional wellbeing in education: A collaborative project among teachers, whānau, hapū and iwi to enable a holistic approach to education
Assoc. Professor Andrew Gibbons and Associate Professor Ricardo Sosa
ACT: Advanced Computational Thinking in the New Zealand Digital Curriculum
Dr Camilla Highfield and Dr Melinda Webber
Mana Ūkaipō: Enhancing Māori engagement through pedagogies of connection and belonging
Dr Kathryn MacCallum
Experiences and reflections of teachers on the use of mixed reality technologies to foster cross-curricular learning opportunities
Sasha Matthewman
Tuhia ki te Ao - Write to the natural world
Dr Andrea Milligan
Contributing to change? Responding to future-focused issues through education outside the classroom.
Professor Missy Morton
Using narrative assessment to support secondary school teachers’ inclusive practices.
Assoc. Professor Tracy Riley and Dist. Professor Anne Noble
Investigating STEM to STEAM using the apiscope as a tool for differentiated teaching and learning
Dr Sashi Sharma
Using home languages as a resource to enhance statistical thinking in a multicultural classroom
TLRI research
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Strengthening belonging and identity of refugee and immigrant children through early childhood education
Professor
Linda
Mitchell
Investigating the Impact of Non-Routine Problem Solving on Creativity, Engagement and Intuition of STEM Tertiary Students
Assoc. Professor
Sergiy
Klymchuk (AUT) and Emeritus Professor Mike Thomas (University of Auckland)
Pathways to the Past: Effective Pedagogies for Māori and Pasifika Students in the Historical Disciplines
Assoc. Professor
Nancy
November and Dr Ema Wolfgramm-Foliaki
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