Monitoring or mentoring
Exploring the role of leading teachers in Maldivian island schools to enable or constrain pedagogical reform
Bibliographic Data
| ID | 11919622 |
|---|---|
| Authors | Rhonda Di Biase (0000-0003-3786-5959, The University of Melbourne, corresponding author) |
| Year | 2025 |
| Pages | 1-20 |
| Publication date | 2025-10-23 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Compare A Journal of Comparative and International Education (JOURNAL) |
| Journal identifiers | ISSN: 0305-7925 • E-ISSN: 1469-3623 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/03057925.2025.2571470 |
| OpenAlex | W4415462516 |
| Language | EN |
| References cited | 15 |
Context (archaeology · Government (linguistics · Higher education · Qualitative research · Quality (philosophy · Work (physics · Education Systems and Policy · Global Educational Policies and Reforms · Parental Involvement in Education
Learner-centred Education in International Perspective
Leadership for learning
Towards a theoretical model of middle leadership in schools
The “Missing Middle” of Education Service Delivery in Low- and Middle-Income Countries
Teacher education as an enabler or constraint of learner-centred pedagogy implementation in low-to middle-income countries
Pedagogical renewal
Learner-centred education in developing country contexts
Changing pedagogical practice in Kenyan primary schools
Situated Learning
| Highly cited | No |
|---|