Vol 17, No 2 (2018)

Full Issue

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Table of Contents

General Refereed Papers

Comparing Turkish and Pakistani Teachers’ Professionalism
Abdurrahman Ilgan, Engin Aslanargun, Yalın Kılıç, Sadia Shaukat
PDF
1-15
Beeby revisited: CFS policy and Cambodian teacher education and training
Elizabeth Fiona King
PDF
16-29
Intercultural Story Sharing in Guam
Sarah Jane Moore
PDF
30-39
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
PDF
40-59
Teacher aides’ views and experiences on the inclusion of students with Autism: A cross-cultural perspective.
Angela Page, Renee Ferrett
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60-76
Predictable pathways: Pacific Islander learners and school transitions in Melbourne's western region.
Irene Kmudu Paulsen
PDF
77-87
Collaborative Inquiry and Active Learning as the Focus of Teacher Professional Development in Papua
Ann Robertson, Peter Mark Curtis, Chris Dann
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88-101
Teacher professional development at a tsunami-affected school in Banda Aceh
Fadliadi Ubit, Pamela Bartholomaeus
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102-114

Book Reviews

Book Review: Approaches to Educational and Social Inclusion - Edited by Gajendra K. Verma and Devorah Kalekin-Fishman
Brendan Munhall
PDF
115-117