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SNAKES OR LADDERS? - An Examination of the Experiences of Two Teacher Leaders Returning to Classroom Teaching - Elizabeth Munroe
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REFORMS TO FUNDING EDUCATION IN FOUR CANADIAN PROVINCES - analysis of provincial vs school board authority
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SHIFTING THE ROLE - SCHOOL-DISTRICT SUPERINTENDENTS’ EXPERIENCES AS THEY BUILD A LEARNING COMMUNITY
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Don’t tell it like it is - Preserving collegiality in the summative peer review of teaching
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CHALLENGING POLITICAL SPECTACLE THROUGH GRASSROOTS POLICY DIALOGUES - Paper
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Accessible by Design - Applying UDL principles in a first year undergraduate course
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Culturally Responsive Teaching in Yukon First Nation Settings - What Does It Look Like and What Is Its Influence
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THE EROSION OF UNIVERSITY AUTONOMY IN MANITOBA - Research analysis
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MÉTIS STUDENT SELF-IDENTIFICATION IN ONTARIO’S K–12 SCHOOLS: EDUCATION POLICY AND PARENTS, FAMILIES, AND COMMUNITIES
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MORE DRAMA IN SCHOOL LEADERSHIP - DEVELOPING CREATIVE AND ETHICAL CAPACITIES IN THE NEXT GENERATION OF SCHOOL LEADERS
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Administrators’ Views on Teacher Evaluation - Examining Ontario’s Teacher Performance Appraisal
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Student approaches to learning in relation to online course completion
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Investigating the Role of Mobile Devices in a Blended Pre-service Teacher Education Program - Abstract
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The VIRI (Virtual, Interactive, Real-Time, Instructor-Led) Classroom - The Impact of Blended Synchronous Online Courses on Student Performance, Engagement, and Satisfaction
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TAR (THEATRE AS REPRESENTATION) - AS A PROVOCATIVE TEACHING TOOL IN SCHOOL ADMINISTRATION: A DRAMATIZED INCLUSIVE CLASSROOM SCENARIO
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