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Vol. 23 No. 1 (2022)
Vol. 23 No. 1 (2022)
Kairaranga—Volume 23 Issue 1 2022
Published:
09/15/2022
Vol 23 Iss 1
Editorial
Wendy Holley-Boen
i-ii
PDF
Retrospective: A tribute to the past editors from the current editorial team
Wendy Holley-Boen, Mandia Mentis, Mike Sleeman, Vickel Narayan, Philippa Butler
iii-xiii
PDF
The learning support coordinator’s role in supporting inclusive literacy practice
Karen Howell
1-16
PDF
An inquiry into teachers’ implementation of Play-based Learning aligned approaches within senior primary classes
Alistair Johnstone
17-34
PDF
How literacy resources contribute to a gender inclusive classroom
Brooke Lewis
35-49
PDF
Together for good: Aspects of supportive communication between tertiary classmates that lead to academic success
Andrew Mock, Georgetta Hodis
50-65
PDF
The beauty of universal design for learning (UDL) and why everyone in early childhood education and intervention should be using it
Thecla Moffat
66-73
PDF
Structured literacy: An approach to support ākonga who present with dyslexic tendencies in Māori medium education to learn to read, write and spell in te reo Māori
Shelley Manuel
74-105
PDF
Autistic learners and education: Multiple ‘maskings’
Vijaya Dharan
106-109
PDF
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