Citations (8)
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James Calleja, Colin Foster & Jeremy Hodgen. (2023) Teachers’ structuring of mathematical inquiry lessons: shifting from “task-first” to “scaffolded inquiry”. Research in Mathematics Education 0:0, pages 1-34.
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Michelle Attard Tonna & James Calleja. (2023) An investigation of the professional behaviour, status, career and identities of teachers in Malta. European Journal of Teacher Education 46:1, pages 95-113.
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James Calleja & Michael A. Buhagiar. (2022) Students’ resistance to learning mathematics through investigations. Journal of Curriculum Studies 54:1, pages 123-146.
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Deborah Chetcuti & Catherine Cutajar. (2014) Implementing Peer Assessment in a Post-Secondary (16–18) Physics Classroom. International Journal of Science Education 36:18, pages 3101-3124.
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Articles from other publishers (4)
Michael A. Buhagiar, James Calleja & Mariella Galea. (2023) Promotion and offering in professional development programmes for mathematics teachers: What happens when there’s a mismatch?. Journal of Mathematics Teacher Education 26:5, pages 635-666.
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James Calleja. (2021) Changes in mathematics teachers’ self-reported beliefs and practices over the course of a blended continuing professional development programme. Mathematics Education Research Journal 34:4, pages 835-861.
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Mohammad Syaifuddin. (2020) Implementation of Authentic Assessment on Mathematics Teaching: Study on Junior High School Teachers. European Journal of Educational Research 9:4, pages 1491-1502.
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Angela M. Lui & Sarah M. Bonner. (2016) Preservice and inservice teachers' knowledge, beliefs, and instructional planning in primary school mathematics. Teaching and Teacher Education 56, pages 1-13.
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