Vol. 19 No. 1 (2019)

Published July 18, 2019

https://doi.org/10.15663/tandc.v19i1

General Issue

Editorial

Judith Mills, Kerry Earl Rinehart

1-5

Teachers as researchers

https://doi.org/10.15663/tandc.v19i1.338

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Introduction

Kerry Earl Rinehart, Judith Mills

7-8

Introduction to papers in this issue

https://doi.org/10.15663/tandc.v19i1.339

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Articles

Carol Murphy, Abdullah Abu-Tineh, Nigel Calder, Nasser Mansour

9-16

Changing from a traditional approach to learning: Teachers’ perceptions of introducing WebQuests into mathematics and science classrooms in Qatar

https://doi.org/10.15663/tandc.v19i1.333

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Judith Mills

17-25

Making multiplication meaningful: Teaching for conceptual understanding

https://doi.org/10.15663/tandc.v19i1.334

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Yiyi Zhu, Frances Edwards

Teacher questioning in a Chinese context: Implications for New Zealand classrooms

https://doi.org/10.15663/tandc.v19i1.340

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Ozden Demir, Metin Kartal, Halil Ibrahim Kaya

35-44

Evaluating learning objectives of the pre-school teacher education programme in terms of special field competencies: A curriculum alignment study

https://doi.org/10.15663/tandc.v19i1.341

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Gokhan Bas, Cihad Senturk

45-53

Teachers' educational beliefs and curriculum orientations: A relational research

https://doi.org/10.15663/tandc.v19i1.336

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Janette Kelly-Ware

55-60

An 'open letter to teachers'

https://doi.org/10.15663/tandc.v19i1.335

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Susan Briggs

61-66

Ethical research in the secondary school classroom

https://doi.org/10.15663/tandc.v19i1.332

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Afterword

Kerry Earl Rinehart, Judith Mills

67-70

An endnote: Advice and recommendations from University of Waikato education professionals, for teachers as researchers

https://doi.org/10.15663/tandc.v19i1.337

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