Heathcliff Schembri
Biographic Data
| ID | 9977576 |
|---|---|
| NAME | Heathcliff Schembri |
| GIVEN NAMES | Heathcliff |
| FAMILY NAME | Schembri |
| SIGNATURE | SCHEMBRI H |
| AFFILIATIONS | Malta College of Arts, Science and Technology |
| ORCID | 0000-0003-4607-0795 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
The Responsive Teacher Formation Framework (RTFF)
Teacher education systems globally experience a gap in implementation between policy aspirations and everyday enactment, with implications for initial teacher education (ITE), the quality of practicums, professional identity, and teacher recruitment and retention. Situated in Malta’s superdiverse context and informed by international debates on professional capital, care ethics, inclusion, and ecological conceptions of agency, this article introd…
A Study of the Effects of a Structured Daily Physical Activity Intervention in Schools in Malta
The measurement of daily step counts is a widely adopted and efficacious approach for assessing children’s physical activity levels. With the aim of finding out the effect of daily PA sessions in schools on the total PA levels in terms of steps taken, two (treatment and control) Year Four classrooms (with students aged from eight to nine years old) in three participating schools in Malta participated in this study. A random sample of 45 children …
No prominent works on this page.
A Study of the Effects of a Structured Daily Physical Activity Intervention in Schools in Malta
The measurement of daily step counts is a widely adopted and efficacious approach for assessing children’s physical activity levels. With the aim of finding out the effect of daily PA sessions in schools on the total PA levels in terms of steps taken, two (treatment and control) Year Four classrooms (with students aged from eight to nine years old) in three participating schools in Malta participated in this study. A random sample of 45 children …
The Responsive Teacher Formation Framework (RTFF)
Teacher education systems globally experience a gap in implementation between policy aspirations and everyday enactment, with implications for initial teacher education (ITE), the quality of practicums, professional identity, and teacher recruitment and retention. Situated in Malta’s superdiverse context and informed by international debates on professional capital, care ethics, inclusion, and ecological conceptions of agency, this article introd…
Autonomy (1 work) · Children's Physical and Motor Development (1 work) · Early Childhood Education and Development (1 work) · Global Educational Policies and Reforms (1 work) · Interdependence (1 work) · Mathematics education (1 work) · Medical education (1 work) · Medicine (1 work) · Obesity, Physical Activity, Diet (1 work) · Pedagogy (1 work)