High fidelity, low impact: arguing for enabling constraints rather than pre-determined PLD programmes
Ipu Kererū,
Dr Philippa Nicoll Antipas, University of Otago…
Resisting the Given(s): Enacting Teacher Professional Learning and Development Differently
Overview of attention for article published in New Zealand Journal of Educational Studies, February 2025
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In the top 25% of all research outputs scored by Altmetric
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Among the highest-scoring outputs from this source (#37 of 242)
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High Attention Score compared to outputs of the same age (83rd percentile)
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