Folgen
Nick Kelly
Titel
Zitiert von
Zitiert von
Jahr
Teacher peer support in social network sites
N Kelly, A Antonio
Teaching and teacher education 56, 138-149, 2016
3202016
Early career teachers' intentions to leave the profession: The complex relationships among preservice education, early career support, and job satisfaction
N Kelly, M Cespedes, M Clarà, PA Danaher
Australian Journal of Teacher Education (Online) 44 (3), 93-113, 2019
1402019
Technological pedagogical content knowledge of secondary mathematics teachers
H Boris, C Campbell, M Cavanagh, P Petocz, N Kelly
Contemporary Issues in Technology and Teacher Education 13 (1), 22-40, 2013
1192013
A framework for self-determination in massive open online courses: Design for autonomy, competence, and relatedness
N Martin, N Kelly, P Terry
Australasian journal of educational technology 34 (2), 2018
982018
Beginning teacher support in Australia: Towards an online community to augment current support
N Kelly, S Reushle, S Chakrabarty, A Kinnane
Australian Journal of Teacher Education (Online) 39 (4), 68-82, 2014
862014
Early career teacher peer support through private groups in social media
B Mercieca, N Kelly
Asia-Pacific Journal of Teacher Education 46 (1), 61-77, 2018
752018
Co-design for curriculum planning: A model for professional development for high school teachers
N Kelly, N Wright, L Dawes, J Kerr, A Robertson
Australian Journal of Teacher Education (Online) 44 (7), 84-107, 2019
672019
An integrated approach to attracting and retaining teachers in rural and remote parts of Australia
N Kelly, R Fogarty
Journal of Economic & Social Policy 17 (2), 1-19, 2015
672015
Processing and visualizing data in complex learning environments
K Thompson, D Ashe, L Carvalho, P Goodyear, N Kelly, M Parisio
American Behavioral Scientist 57 (10), 1401-1420, 2013
582013
Slipping through the cracks: teachers who miss out on early career support
N Kelly, C Sim, M Ireland
Asia-Pacific Journal of Teacher Education 46 (3), 292-316, 2018
572018
Design thinking and computational thinking: A dual process model for addressing design problems
N Kelly, JS Gero
Design Science 7, e8, 2021
522021
Library resources and students' learning outcomes: Do all the resources have the same impact on learning?
M Montenegro, P Clasing, N Kelly, C Gonzalez, M Jara, R Alarcón, ...
The Journal of Academic Librarianship 42 (5), 551-556, 2016
472016
Can massive communities of teachers facilitate collaborative reflection? Fractal design as a possible answer
M Clará, N Kelly, T Mauri, P Danaher
Asia-Pacific Journal of Teacher Education, 1-33, 2015
392015
Networked learning for agricultural extension: a framework for analysis and two cases
N Kelly, JML Bennett, A Starasts
The Journal of Agricultural Education and Extension 23 (5), 399-414, 2017
362017
Model-based knowing: How do students ground their understanding about climate systems in agent-based computer models?
L Markauskaite, N Kelly, MJ Jacobson
Research in Science Education 50 (1), 53-77, 2020
262020
Integrating technology, pedagogy and content in mathematics education
B Handal, C Campbell, M Cavanagh, P Petocz, N Kelly
Journal of Computers in Mathematics and Science Teaching 31 (4), 387-413, 2012
262012
Online learning networks for pre-service and early career teachers
N Kelly, M Clarà, B Kehrwald, PA Danaher
Springer, 2016
232016
Theory-led design of instruments and representations in learning analytics: Developing a novel tool for orchestration of online collaborative learning
N Kelly, K Thompson, P Yeoman
Journal of Learning Analytics 2 (2), 14-43, 2015
222015
Combining event-and variable-centred approaches to institution-facing learning analytics at the unit of study level
N Kelly, M Montenegro, C Gonzalez, P Clasing, A Sandoval, M Jara, ...
The International Journal of Information and Learning Technology 34 (1), 63-78, 2017
192017
Patterns of library use by undergraduate students in a Chilean university
M Jara, P Clasing, C González, M Montenegro, N Kelly, R Alarcón, ...
portal: Libraries and the Academy 17 (3), 595-615, 2017
192017
Das System kann den Vorgang jetzt nicht ausführen. Versuchen Sie es später erneut.
Artikel 1–20