1,030 results on '"Sullivan, Peter P."'
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102. Atmospheric Boundary Layers over an Oceanic Eddy
103. Posing complex problems requiring multiplicative thinking prompts students to use sophisticated strategies and build mathematical connections
104. Exploring Teachers' Use of, and Students' Reactions to, Challenging Mathematics Tasks
105. Encouraging Students to Persist When Working on Challenging Tasks: Some Insights from Teachers
106. Processes and Priorities in Planning Mathematics Teaching
107. How Much of the Paediatric Core Curriculum Do Medical Students Remember?
108. Researching the Creation of a National Curriculum from Systems to Classrooms
109. Transposing Reform Pedagogy into New Contexts: Complex Instruction in Remote Australia
110. Remote Indigenous Students' Understandings of Measurement
111. Strategies for Encouraging Students to Persist on Challenging Tasks: Some Insights from Work in Classrooms
112. Reasoning in the Australian Curriculum: Understanding Its Meaning and Using the Relevant Language
113. Choosing Tasks to Match the Content You Are Wanting to Teach
114. Teacher Decisions about Planning and Assessment in Primary Mathematics
115. Important Ideas in Mathematics: What Are They and Where Do You Get Them?
116. Teachers' Planning Processes: Seeking Insights from Australian Teachers
117. How Do Mathematics Teachers Decide What to Teach? Curriculum Authority and Sources of Information Accessed by Australian Teachers
118. Learning to Measure Length in the First Three Years of School
119. Junior Secondary Students' Perceptions of Influences on Their Engagement with Schooling
120. Exploring Open-Ended Tasks as Teacher Learning
121. Knowing Where You Are Going Helps You Know How to Get There
122. Gastrointestinal Disorders in Children with Neurodevelopmental Disabilities
123. Surface-Wave Effects on Winds and Currents in Marine Boundary Layers
124. Perhaps the Decision of Some Students Not to Engage in Learning Mathematics in School Is Deliberate
125. Teacher Actions to Maximize Mathematics Learning Opportunities in Heterogeneous Classrooms
126. Turbulent Fluxes and Coherent Structures in Marine Boundary Layers: Investigations by Large-Eddy Simulation
127. Making the Pedagogic Relay Inclusive for Indigenous Australian Students in Mathematics Classrooms
128. Supporting teachers in structuring mathematics lessons involving challenging tasks
129. Wind Turbulence over Misaligned Surface Waves and Air–Sea Momentum Flux. Part II: Waves in Oblique Wind
130. Wind Turbulence over Misaligned Surface Waves and Air–Sea Momentum Flux. Part I: Waves Following and Opposing Wind
131. Primary teachers’ written unit plans in mathematics and their perceptions of essential elements of these
132. Seeking insights into young children’s beliefs about mathematics and learning
133. Editorial: Using the Study of Practice as a Learning Strategy within Mathematics Teacher Education Programs.
134. Issues and Directions in Australian Teacher Education.
135. Good Questions for Math Teaching: Why Ask Them and What To Ask. K-6.
136. To Investigate or Not To Investigate? The Use of Open-Ended Content-Specific Tasks.
137. Students' Responses to Content Specific Open-Ended Mathematical Tasks.
138. Marine Boundary Layers above Heterogeneous SST: Alongfront Winds
139. Exploring teachers’ use of, and students’ reactions to, challenging mathematics tasks
140. Processes and priorities in planning mathematics teaching
141. Parent-Reported Gastro-intestinal Symptoms in Children with Autism Spectrum Disorders
142. Quality Mathematics Teaching: Describing Some Key Components.
143. The diurnal cycle of entrainment and detrainment in LES of the Southern Ocean driven by observed surface fluxes and waves
144. Problem Solving with Conventional Mathematics Content: Responses of Pupils to Open Mathematical Tasks.
145. Students' Influence on Novice Australian Teachers' Thoughts and Actions Regarding Mathematics Teaching: Two Case Studies.
146. Catering to All Abilities through 'Good' Questions.
147. Teaching Practice and the Development of Reflectiveness (Learning about Learning about Learning).
148. Is a Question the Best Answer?
149. The EUREC4A-Ocean/Atmosphere campaign: status
150. How much of the paediatric core curriculum do medical students remember?
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