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dc.contributor.authorChalmers, Lex
dc.date.accessioned2012-05-21T04:16:03Z
dc.date.available2012-05-21T04:16:03Z
dc.date.copyright2005-05-15
dc.date.issued2005
dc.identifier.citationChalmers, L. (2005). Guest editorial Geography teaching, governance and professional development. International Research in Geographical and Environmental Education, (14)2, 89-91.en_NZ
dc.identifier.issn1747-7611
dc.identifier.urihttps://hdl.handle.net/10289/6345
dc.description.abstractOne of the things that have characterised the activity of secondary teaching in the last two decades has been the increasing impact of ‘governance’, where governance is taken to mean implementation and compliance with new curriculum and assessment frameworks, new teacher/school management and performance criteria andnewways of viewing educational practice. Governance issues affect teaching by consuming time that could more purposefully be directed to professional development, and this matter is the focus of this commentary.en_NZ
dc.language.isoen
dc.publisherChannel View Publicationsen_NZ
dc.relation.ispartofInternational Research in Geographical and Environmental Education
dc.titleGuest editorial Geography teaching, governance and professional developmenten_NZ
dc.typeJournal Articleen_NZ
dc.identifier.doi10.1080/10382040508668339en_NZ
dc.relation.isPartOfInternational Research in Geographical and Environmental Educationen_NZ
pubs.begin-page89en_NZ
pubs.elements-id31664
pubs.end-page91en_NZ
pubs.issue2en_NZ
pubs.volume14en_NZ


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