Ruth Kane

Last updated

Ruth G. Kane; Andrew Francis (August 2013). "Preparing teachers for professional learning: is there a future for teacher education in new teacher induction?". Teacher Development. 17 (3): 362–379. doi:10.1080/13664530.2013.813763. ISSN   1366-4530. Wikidata   Q129976361.
  • Nicholas Ng-A-Fook; Ruth Kane; Jesse Butler; Lisa Glithero; Rita Forte (6 December 2015). "Brokering knowledge mobilization networks: Policy reforms, partnerships, and teacher education". Education Policy Analysis Archives . 23: 122. doi:10.14507/EPAA.V23.2090. ISSN   1068-2341. Wikidata   Q129976358.
  • Sylvie Fontaine; Ruth Kane; Olivier Duquette; Lorraine Savoie-Zajc (16 February 2012), New Teachers’ Career Intentions: Factors Influencing New Teachers’ Decisions to Stay or to Leave the Profession, pp. Vol. 57 No. 4 (2011): Winter, doi:10.11575/AJER.V57I4.55525, Wikidata   Q129976363
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    References

    1. 1 2 3 4 "Ruth Kane". uniweb.uottawa.ca. Retrieved 2 September 2024.
    2. Kane, Ruth G. (1993). Knowledge in action: a longitudinal study of the propositional and procedural knowledge base of the beginning teacher (M. Ed.(Hons.) thesis). Griffith University.
    3. 1 2 Education, Victoria University of Wellington Faculty of (7 August 2024). "Ruth Kane | Te Whānau O Ako Pai / Faculty of Education | Te Herenga Waka". Victoria University of Wellington. Retrieved 28 August 2024.
    4. "Ruth Kane". Faculty of Education. Retrieved 28 August 2024.
    5. "Executive Committee – ISATT" . Retrieved 2 September 2024.
    6. "The Team – The Equity Knowledge Network" . Retrieved 2 September 2024.
    7. "Nine Faculty of Education researchers awarded Social Sciences and Humanities Research Council funding". Faculty of Health Sciences. Retrieved 2 September 2024.
    • The road to St John , podcast interview by Stephen Hurley with Ruth Kane, about decolonising education, 2022
    Ruth Kane
    Academic background
    Alma mater James Cook University , Griffith University , Griffith University
    Thesis
    • Knowledge in action: a longitudinal study of the propositional and procedural knowledge base of the beginning teacher (1993)