Citations (19)
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Kathy Gibbs. (2023) Differentiation in practice: an exploratory investigation in an Australian mainstream secondary school. Teaching Education 34:4, pages 384-402.
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Matthew Baumoel & Robert Schmidlein. (2023) Differentiation: A Teacher’s Perspective. Strategies 36:2, pages 18-24.
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Sean Fullerton. (2023) Differentiated Instruction in PE through Eccentric-Focused Resistance Training. Strategies 36:1, pages 3-13.
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Stephanie M. Goudeau & Birgitta L. Baker. (2021) Developing Effective Youth-Adult Relationship: Perspectives of Adult Volunteers in Physical-Activity Based Youth Development Programs. Journal of Nonprofit & Public Sector Marketing 33:5, pages 539-563.
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Kacie V. Lanier, Chad M. Killian & Richard Burnett. (2021) Integrating Strength and Conditioning Into a High School Physical Education Curriculum: A Case Example. Journal of Physical Education, Recreation & Dance 92:5, pages 18-26.
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Peter A. Hastie, Jerraco L. Johnson & Mary E. Rudisill. (2018) An analysis of the attraction and holding power of motor skill stations used in a mastery motivational physical education climate for preschool children. Physical Education and Sport Pedagogy 23:1, pages 37-53.
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Jane M. Jarvis, Shane A. Pill & Anna G. Noble. (2017) Differentiated Pedagogy to Address Learner Diversity in Secondary Physical Education. Journal of Physical Education, Recreation & Dance 88:8, pages 46-54.
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Mohamed Frikha, Nesrine Chaâri & Nizar Souissi. (2015) Effect of sport practice and warm-up duration on the morning–evening difference in anaerobic exercise performance and perceptual responses to it. Biological Rhythm Research 46:4, pages 497-509.
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Articles from other publishers (11)
Charlotte Duke, Hannah Calverley, Lauren Petrass, Jacqui Peters, Kate Moncrieff, Loretta Konjarski & Bernadette Matthews. (2023) A systematic review of demographic and background factors associated with the development of children’s aquatic competence. Injury Epidemiology 10:1.
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Tom Porta & Nicole Todd. (2022) Differentiated instruction within senior secondary curriculum frameworks: A small‐scale study of teacher views from an independent South Australian school. The Curriculum Journal 33:4, pages 570-586.
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Kathryn Gibbs. (2022) Voices in practice: challenges to implementing differentiated instruction by teachers and school leaders in an Australian mainstream secondary school. The Australian Educational Researcher.
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Linda J. Graham, Kate de Bruin, Carly Lassig & Ilektra Spandagou. (2020) A scoping review of 20 years of research on differentiation: investigating conceptualisation, characteristics, and methods used. Review of Education 9:1, pages 161-198.
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Kathryn Gibbs & Loraine McKay. (2021) Differentiated teaching practices of Australian mainstream classroom teachers: A systematic review and thematic analysis. International Journal of Educational Research 109, pages 101799.
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Claudia Verret, Johanne Grenier, Line Massé, Cédric Roure & Nicia Langlois-Pelletier. (2021) Le bien-être d’élèves du primaire au regard du coenseignement en jumelage en éducation physique et à la santé. Éducation et francophonie 48:2, pages 97-115.
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Fiona D.H. Tan, Peter R. Whipp, Marylène Gagné & Niels Van Quaquebeke. (2020) Expert teacher perceptions of two-way feedback interaction. Teaching and Teacher Education 87, pages 102930.
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Kate Tudor, Mustafa Sarkar & Christopher Spray. (2018) Exploring common stressors in physical education: A qualitative study. European Physical Education Review 25:3, pages 675-690.
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Fiona D. H. Tan, Peter R. Whipp, Marylène Gagné & Niels Van Quaquebeke. (2018) Students’ perception of teachers’ two-way feedback interactions that impact learning. Social Psychology of Education 22:1, pages 169-187.
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Oleksandr Lemak, Iryna Sultanova, Iryna Ivanyshyn & Rodion Arlamovskyi. (2018) Фізична підготовленість та морфо-функціональний стан підлітків з різним рівнем аеробної продуктивності. Physical education, sports and health culture in modern society:3 (43), pages 91-98.
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Peter R. Whipp, Ben Jackson, James A. Dimmock & Jenny Soh. (2015) The effects of formalized and trained non-reciprocal peer teaching on psychosocial, behavioral, pedagogical, and motor learning outcomes in physical education. Frontiers in Psychology 6.
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