Caroline Long
Caroline Long
Professor, Mathematics Education, University of Johannesburg
Keine bestätigte E-Mail-Adresse
Titel
Zitiert von
Zitiert von
Jahr
Progress in International Reading Literacy Study (PIRLS) 2006 summary report: South African children’s reading literacy achievement
SJ Howie, E Venter, S Van Staden, L Zimmerman, C Long, V Scherman, ...
Pretoria: University of Pretoria, 2008
382008
Maths concepts in teaching: Procedural and conceptual knowledge
C Long
Pythagoras 2005 (62), 59-65, 2005
382005
Meeting the requirements of both classroom-based and systemic assessment of mathematics proficiency: The potential of Rasch measurement theory: original research
T Dunne, T Craig, C Long
pythagoras 33 (3), 1-16, 2012
342012
Progress in International Reading Literacy Study 2006
S Howie, E Venter, S Van Staden, L Zimmerman, C Long, C Du Toit, ...
University of Pretoria: Centre for Evaluation and Assessment, 2006
222006
Applying Rasch measurement in mathematics education research: Steps towards a triangulated investigation into proficiency in the multiplicative conceptual field
C Long, H Wendt, T Dunne
Educational Research and Evaluation 17 (5), 387-407, 2011
212011
PIRLS 2006 summary report
S Howie, E Venter, S Van Staden, L Zimmerman, C Long, C Du Toit, ...
South African children’s reading literacy achievement (draft). Pretoria …, 2008
162008
What can we learn from TIMSS 2003
C Long
Proceedings of the 13th Annual Congress of the Associafion for Mathemafics …, 2007
152007
Enabling and Constraining Conditions of Professional Teacher Agency: The South African Context
C Long, M Graven, Y Sayed, E Lampen
Contemporary Education Dialogue 14 (1), 5-21, 2017
132017
Approaches to teaching primary level mathematics
C Long, T Dunne
South African Journal of Childhood Education 4 (2), 134-153, 2014
122014
A model for assessment: integrating external monitoring with classroom-based practice
C Long, G Mokoena, T Dunne
Perspectives in Education 32 (1), 158-178, 2014
112014
Reading beyond the lines: Developing South African Foundation Phase learners’ higher-order reading literacy skills
C Long, L Zimmerman
Teacher Education Research and Development Programme (TEP) Conference 2008, 10, 2009
112009
Pedagogical responsiveness in mathematics teacher education
K Brodie, C Long
Curriculum Responsiveness in Higher Education. Pretoria: South African …, 2004
112004
An investigation of Mathematical Literacy assessment supported by an application of Rasch measurement: original research
C Long, S Bansilal, R Debba
pythagoras 35 (1), 1-17, 2014
102014
From whole number to real number: Applying Rasch measurement to investigate threshold concepts
C Long
Pythagoras 2009 (70), 32-40, 2009
102009
Mathematics, curriculum and assessment: the role of taxonomies in the quest for coherence: original research
C Long, T Dunne
pythagoras 35 (2), 1-14, 2014
92014
Proficiency in the multiplicative conceptual field: using Rasch measurement to identify levels of competence
C Long, T Dunne, TS Craig
African Journal of Research in Mathematics, Science and Technology Education …, 2010
92010
Teacher agency and professional practice: Developing and nurturing creativity in Mathematics teacher education
C Long, E Lampen
Proceedings of the 20th Annual National Congress of the Association for …, 2014
72014
Despite every good intention: Challenges to the realisation of objectives for South African BEd Foundation Phase teacher preparation for literacy teaching
L Zimmerman, S Howie, C Long
Teacher Education Research and Development Programme (TEP) Conference 2008 …, 2009
62009
Learning Pathways Within the Multiplicative Conceptual Field: Insights Reflected Through a Rasch Measurement Framework
C Long
Waxmann Verlag, 2015
52015
Understanding Monitoring Systems in Different Contexts: A Focus on Curriculum Development, Teacher Agency and Monitoring Systems
C Long, T Dunne
Monitoring the Quality of Education in Schools, 25-42, 2017
42017
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