Titlebook: Re-imagining Teaching Improvement; From Early Childhood David Lynch,Tony Yeigh,Wendy Boyd Book 2023 The Editor(s) (if applicable) and The A

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Raoul Adamion.. Suppose NATO decided to increase its tank force by half of the current discrepancy — by buying 2650 new M-1 tanks. The immediate capital cost would be $5.83 .. A new M-198 howitzer costs the US Army $0.47 million — on the same basis, to make up 50 percent of the disparity between NATO and the

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Kelly Simpson,Wendy Boyd,Alicia Phillipsion.. Suppose NATO decided to increase its tank force by half of the current discrepancy — by buying 2650 new M-1 tanks. The immediate capital cost would be $5.83 .. A new M-198 howitzer costs the US Army $0.47 million — on the same basis, to make up 50 percent of the disparity between NATO and the

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Suzanne Hudson,Peter Hudson,Sarah James,Elyssa Hudsonn which European powers, operating either in conjunction with or even in concert against the superpowers, can diminish the chance of a war in Europe. We examine how a major arms reduction treaty has raised new, and increased the urgency of old, questions about such an aim.

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Adaptive Solutions for Teaching Improvement in Complex K-12 Situationsp and talent management, community of practice and the use of adaptive solutioning. We discuss each in turn as a conceptual model, before providing an insight into how the GTI, as an example of such elements in action, was enacted in a remote Indigenous school and the outcomes that were achieved. We

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Get on the Cycle of Engagement with Mathematics: Re-imagining a Model and a Three-Step Process for Povel model of engagement with mathematics and a three-step process for increasing the effectiveness of non-specialised and out-of-field mathematics teachers. Based on the extant literature, this process aims to transform teachers who are disinterested in and fearful of mathematics into confident, en

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Education as a Consilient Problem: Initial Teacher Education (ITE) and the Left–Right Spectrum (LRS)e-individual and intuitive-rational) that are expressed and contested in the social issues that accompany disruption. The chapter invites teachers and initial teacher educators to a more reflexive and relational conversation . the LRS. It frames this conversation as essential to the realisation of t