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Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/5410
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dc.contributor.authorHalloway, Warrenen
dc.contributor.authorMaxwell, Thomas Wen
local.source.editorEditor(s): Terry Lyons, Joon-Yul Choi, Greg McPhanen
dc.date.accessioned2010-03-31T08:45:00Z-
dc.date.issued2009-
dc.identifier.citationISFIRE 2009: International Symposium for Innovation in Rural Education: Innovation for Equity in Rural Education, p. 127-136en
dc.identifier.isbn9781921208362en
dc.identifier.urihttps://hdl.handle.net/1959.11/5410-
dc.description.abstractMultigrade teaching was introduced to Bhutan to address the Education for All (EFA) goals. Multigrade schools are those rural schools in which a teacher must teach more than one grade in a class and sometimes all grades from K to 6. The Bhutanese Multigrade Attachment Project (BMAP), involving a phase in Australia and another in Bhutan, was commenced in 1993. Two major changes occurred during the 16 years of implementation following an essentially "one shot" model of continuing professional development (CPD) of the early years. A range of data from these two changes were analysed indicating that the BMAP had had an impact upon the majority of participants. The features of BMAP are identified.en
dc.languageenen
dc.publisherUniversity of New England, SiMERR National Research Centreen
dc.relation.ispartofISFIRE 2009: International Symposium for Innovation in Rural Education: Innovation for Equity in Rural Educationen
dc.titleGiving Continuing Professional Education More Impact: Adding Bhutan-Related Classroom Practices in Australia and Action Research in Bhutan to the Bhutanese Multigrade Attachment Program (BMAP) - Participants' Perspectivesen
dc.typeConference Publicationen
dc.relation.conferenceISFIRE 2009: International Symposium for Innovation in Rural Education: Innovation for Equity in Rural Educationen
dc.subject.keywordsPrimary Education (excl Maori)en
local.contributor.firstnameWarrenen
local.contributor.firstnameThomas Wen
local.subject.for2008130105 Primary Education (excl Maori)en
local.subject.seo2008930503 Resourcing of Education and Training Systemsen
local.profile.schoolContextual Studiesen
local.profile.schoolSchool of Educationen
local.profile.emailwhallowa@une.edu.auen
local.profile.emailtmaxwell@une.edu.auen
local.output.categoryE1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune-20090825-113759en
local.date.conference11th - 14th February, 2009en
local.conference.placeArmidale, Australiaen
local.publisher.placeArmidale, Australiaen
local.format.startpage127en
local.format.endpage136en
local.peerreviewedYesen
local.title.subtitleAdding Bhutan-Related Classroom Practices in Australia and Action Research in Bhutan to the Bhutanese Multigrade Attachment Program (BMAP) - Participants' Perspectivesen
local.contributor.lastnameHallowayen
local.contributor.lastnameMaxwellen
dc.identifier.staffune-id:whallowaen
dc.identifier.staffune-id:tmaxwellen
local.profile.roleauthoren
local.profile.roleauthoren
local.identifier.unepublicationidune:5538en
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
local.title.maintitleGiving Continuing Professional Education More Impacten
local.output.categorydescriptionE1 Refereed Scholarly Conference Publicationen
local.relation.urlhttp://www.une.edu.au/simerr/ISFIRE/pages/conferencedetails_conferenceproceedings.phpen
local.conference.detailsISFIRE 2009: International Symposium for Innovation in Rural Education: Innovation for Equity in Rural Education, Armidale, Australia, 11th - 14th February, 2009en
local.search.authorHalloway, Warrenen
local.search.authorMaxwell, Thomas Wen
local.uneassociationUnknownen
local.conference.venueUniversity of New Englanden
local.year.published2009en
local.date.start2009-02-11-
local.date.end2009-02-14-
local.profile.affiliationtypeUnknownen
local.profile.affiliationtypeUnknownen
local.relation.worldcathttps://www.worldcat.org/title/926781516en
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