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Professional Development in Education Volume 46, 2020 - Issue 2
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The impact of a sustained oral language professional learning program on Australian early years’ teachers’ knowledge, practice and beliefs: a mixed-methods exploration

Hannah L. StarkMelbourne Graduate School of Education, The University of Melbourne, Parkville, Australia;Murdoch Children’s Research Institute, Parkville, AustraliaORCID Iconhttps://orcid.org/0000-0001-7755-8190View further author information
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Patricia A. EadieMelbourne Graduate School of Education, The University of Melbourne, Parkville, AustraliaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0001-5555-8325View further author information
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Pamela C. SnowLa Trobe Rural Health School, College of Science, Health and Engineering, La Trobe University, Bendigo, AustraliaORCID Iconhttps://orcid.org/0000-0002-2426-8349View further author information
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Sharon R. GoldfeldMurdoch Children’s Research Institute, Parkville, Australia;Department of Paediatrics, The University of Melbourne, Parkville, AustraliaORCID Iconhttps://orcid.org/0000-0001-6520-7094View further author information
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Pages 178-194 | Received 04 May 2018, Accepted 01 Apr 2019, Published online: 19 Apr 2019

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Hilal Handan Atlı & John O’Dwyer. (2021) The contribution of personal epistemological beliefs to uptake in in-service professional development: a case-study. Professional Development in Education 0:0, pages 1-19.
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Rita Signor, Mary Claessen & Suze Leitão. (2020) Interventions for dyslexia in Brazil: a scoping review discussed within the perspective of international best practice. Australian Journal of Learning Difficulties 25:1, pages 1-30.
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