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dc.contributor.authorVon Oppell, Monika Ann
dc.contributor.supervisorProf. Barry Fraser
dc.contributor.supervisorAssoc. Prof. Jill Aldridge

This study sought to better understand teachers’ implementation of reform initiatives. Multiple research methods, including surveys (N=198 teachers), interviews and observations (N=15 case study teachers) highlighted an incongruence between teachers’ perceived and observed practice. Important factors that influenced implementation were identified, including: lack of knowledge of constructivist practice; misinterpretation of terminology; time constraints; and lack of support from the school administration. The findings could assist in better understanding change in teachers’ practice during education reform.

dc.publisherCurtin University
dc.titleInvestigating factors that influence change from a traditional to asocio-constructive teaching paradigm: Teachers’ beliefs, alternate conceptions and external factors
curtin.departmentScience and Mathematics Education Centre
curtin.accessStatusOpen access

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