Vol. 20 (2020)

Published July 14, 2020

https://doi.org/10.15663/tandc.v20i1

General issue

Articles

Kerry Earl Rinehart

1-6

What do we mean by social in relation to learning and the role of teachers?

https://doi.org/10.15663/tandc.v20i1.352

Kerry Earl Rinehart

7–8

Introduction to papers in this issue

https://doi.org/10.15663/tandc.v20i1.353

Claire Coleman

9–12

Learnings through explorations of the teaching space: Creating climates of collaboration

https://doi.org/10.15663/tandc.v20i1.347

Devika Rathore, Chris Eames, Janette Kelly-Ware

13–21

Indian teachers and environmental identity in Aotearoa New Zealand early childhood education

https://doi.org/10.15663/tandc.v20i1.350

Judith Mills

23–30

Teachers’ reflecting on professional knowledge in the numeracy (mathematics) classroom

https://doi.org/10.15663/tandc.v20i1.346

Zachariah Benton Hurdle

31–42

Observing the effects of hands-on activities on mathematics teacher confidence in geometry and statistics: A case study

https://doi.org/10.15663/tandc.v20i1.344

Rachel Poultney, Dianne Forbes

43–50

A whole-school approach to developing resilience: Resources and suggestions for New Zealand schools

https://doi.org/10.15663/tandc.v20i1.351

Julie Meates

51–62

Problematic digital technology use of children and adolescents: Psychological impact

https://doi.org/10.15663/tandc.v20i1.349

Ayşemine Dinçer, Fatma Bikmaz

63–72

"What concerns pre-service teachers the most?" A quantitative research for concurrent and consecutive teacher training models

https://doi.org/10.15663/tandc.v20i1.348

Gamze Kasalak, Miray Dağyar

73–85

University student satisfaction, resource management and metacognitive learning strategies

https://doi.org/10.15663/tandc.v20i1.343

Frances Edwards

87–92

Engaging tertiary educators in the development of their assessment literacy

https://doi.org/10.15663/tandc.v20i1.345