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Leanne Cameron

Biographic Data

ID4428904
NAMELeanne Cameron
GIVEN NAMESLeanne
FAMILY NAMECameron
SIGNATURECAMERON L
AFFILIATIONSEducation Development Trust
ORCID0000-0002-6262-042X
VERIFIEDYes
TOTAL WORKS5
TOTAL CITATIONS2
AUTHOR COUNT5
EDITOR COUNT0
FIRST PUBLICATION YEAR2018
LATEST PUBLICATION YEAR2025
H-INDEX1
  • Teaching comparative and international education (CIE) in UK universities

    Open Access•Leanne Cameron, Rafael Mitchell et al.•ARTICLE•Compare A Journal of Comparative…•2025•References: 9

  • Localizing the education development research agenda in the Global South

    Open Access•Leanne Cameron, Serhiy Kovalchuk et al.•ARTICLE•International Journal of…•2025•Cited by: 2•References: 6

  • Teacher education as an enabler or constraint of learner-centred pedagogy implementation in low-to middle-income countries

    Open Access•Nicholas Bremner, Nozomi Sakata et al.•ARTICLE•Teaching and Teacher Education•2023•References: 31

  • The outcomes of learner-centred pedagogy

    Open Access•Nicholas Bremner, Nozomi Sakata et al.•ARTICLE•International Journal of…•2022

  • Special Issue on Learning Design Research

    Open Access•Eva Dobozy, Leanne Cameron•ARTICLE•Australasian Journal of…•2018

    Learning Design as a field of educational research and practice is gaining traction internationally. Not only is Learning Design now acknowledged as a complex and integrated process, demanding specialised knowledge and skills, it is a field of technology enhanced learning and teaching that is forward looking and globally focused. This special issue is unable to provide a unified position of what Learning Design is or resolve the debate, but it is…

  • Localizing the education development research agenda in the Global South

    Open Access•Leanne Cameron, Serhiy Kovalchuk et al.•ARTICLE•International Journal of…•2025•Cited by: 2•References: 6

  • Special Issue on Learning Design Research

    Open Access•Eva Dobozy, Leanne Cameron•ARTICLE•Australasian Journal of…•2018

    Learning Design as a field of educational research and practice is gaining traction internationally. Not only is Learning Design now acknowledged as a complex and integrated process, demanding specialised knowledge and skills, it is a field of technology enhanced learning and teaching that is forward looking and globally focused. This special issue is unable to provide a unified position of what Learning Design is or resolve the debate, but it is…

  • The outcomes of learner-centred pedagogy

    Open Access•Nicholas Bremner, Nozomi Sakata et al.•ARTICLE•International Journal of…•2022

  • Teacher education as an enabler or constraint of learner-centred pedagogy implementation in low-to middle-income countries

    Open Access•Nicholas Bremner, Nozomi Sakata et al.•ARTICLE•Teaching and Teacher Education•2023•References: 31

  • Teaching comparative and international education (CIE) in UK universities

    Open Access•Leanne Cameron, Rafael Mitchell et al.•ARTICLE•Compare A Journal of Comparative…•2025•References: 9

  • Localizing the education development research agenda in the Global South

    Open Access•Leanne Cameron, Serhiy Kovalchuk et al.•ARTICLE•International Journal of…•2025•Cited by: 2•References: 6

Computer Science (2 works) · Global Educational Policies and Reforms (2 works) · Higher Education Governance and Development (2 works) · Mathematics education (2 works) · Psychology (2 works) · Sociology (2 works) · Collaborative Teaching and Inclusion (1 works) · Comparative education (1 works) · Constraint (computer-aided design (1 works) · Cooperative learning (1 works)

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