Browse By Person: Tambyah, Mallihai

Tambyah, Mallihai, Henderson, Senka, & Readette, Matt (2023) "Caring about great outcomes for our students": Pre-service secondary teachers' voices of self-efficacy and classroom readiness from a comparative study of two teacher education programs. In Australian Association for Research in Education (AARE), 2023-11-26 - 2023-11-30, Melbourne , Australia.

Bourke, Terri, L'Estrange, Lyra, Willis, Jill, Alford, Jennifer, Davis, James, Henderson, Deborah, Tambyah, Mallihai, Henderson, Senka, & Clark-Fookes, Tricia (2022) Integrated Curriculum Approaches to Teaching in Initial Teacher Education for Secondary Schooling: A Systematic Review. Australian Journal of Teacher Education, 47(3), Article number: 3 36-56.

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Poulton, Phillip, Tambyah, Mallihai, & Woods, Annette (2020) Teachers' collective and self-efficacy as reform agents: One teacher discusses her place in reforming literacy instruction. In Gallagher, T.L. & Ciampa, K. (Eds.) Teaching Literacy in the Twenty-First Century Classroom: Teacher Knowledge, Self-Efficacy, and Minding the Gap. Palgrave Macmillan, Switzerland, pp. 239-265.

Tambyah, Mallihai (2019) Intercultural understanding through a 'similar but different' international teaching practicum. Teaching Education, 30(1), pp. 105-122.

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Tambyah, Mallihai, Green, Deborah, & Price, Deborah (2019) Humanities and Social Sciences in the early childhood and primary years. In Green, Deborah & Price, Deborah (Eds.) Making Humanities and Social Sciences come alive: early years and primary education. Cambridge University Press, Australia, pp. 59-74.

Tambyah, Mallihai (2018) J. Zajda, T. Tsyrlina-Spady, M. Lovorn: Globalisation and historiography of national leaders: symbolic representations in school textbooks. Curriculum Perspectives, 38(1), pp. 89-91.

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Sempowicz, Tracey, Howard, Judith, Tambyah, Mallihai, & Carrington, Suzanne (2018) Identifying obstacles and opportunities for inclusion in the school curriculum for children adopted from overseas: developmental and social constructionist perspectives. International Journal of Inclusive Education, 22(6), pp. 606-621.

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Tambyah, Mallihai (2017) Teaching for 'historical understanding': What knowledge(s) do teachers need to teach history? Australian Journal of Teacher Education, 42(5), Article number: 3 35-50.

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Tait, Gordon & Tambyah, Mallihai (2016) Rights without a remedy? Children's privacy, social governance and the UNCRC. In Coppock, V & Gillett-Swan, J (Eds.) Children's rights, educational research and the UNCRC: past, present and future. Symposium Books Ltd, United Kindgom, pp. 121-139.

Tambyah, Mallihai (2015) What does the review of the Australian curriculum mean for history in the primary years? Curriculum Perspectives, 35(1), pp. 55-57.

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Tambyah, Mallihai M. (2012) Middle school social sciences : exploring teachers’ conceptions of essential knowledge. PhD thesis, Queensland University of Technology.

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Tambyah, Mallihai (2012) 'More tick-the-box': the challenge of promoting interdisciplinary learning in the middle years through the Australian history curriculum. In Marsh, C (Ed.) The Australian curriculum: Observations of a journey: a critique of phase 1 learning areas and general capabilities. Australian Curriculum Studies Association, Australia, pp. 84-89.

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Tambyah, Mallihai (2012) Teachers' knowledge for social education: Perspectives from the middle years of schooling. Curriculum Perspectives, 32(1), pp. 22-33.

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Heirdsfield, Ann, Walker, Susan, Tambyah, Mallihai, & Beutel, Denise (2011) Blackboard as an online learning environment: What do teacher education students and staff think? Australian Journal of Teacher Education, 36(7), pp. 1-16.

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Tambyah, Mallihai (2011) 'More tick-the-box': the challenge of promoting interdisciplinary learning in the middle years through the Australian history curriculum. Curriculum Perspectives, 31(3), pp. 72-77.

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Tambyah, Mallihai Mary (2010) Teachers’ conceptions of essential knowledge for integrated social education : a middle years of schooling perspective from Australia. In British Educational Research Association Annual Conference, 2010-09-01 - 2010-09-04.

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Tambyah, Mallihai Mary (2010) Teaching history in the middle school : building knowledge through skills. In Shared Vision : An Australian Curriculum P-12, 2010-04-28 - 2010-04-30. (Unpublished)

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Tambyah, Mallihai M. (2009) I am a geography and SOSE teacher : developing a subject identity in pre-service secondary social science teachers. In AARE 2008 International Education Research Conference : Changing Climates : Education for Sustainable Futures, 2008-11-30 - 2008-12-04.

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Tambyah, Mallihai (2009) ''I am a secondary teacher and I teach history and SOSE'': negotiating pre-service teacher identities in times of curriculum change. The Social Educator, 27(2), pp. 13-20.

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Ireland, Joseph, Tambyah, Mallihai, Neofa, Zui, & Harding, Terrence (2009) The tale of four researchers: trials and triumphs from the phenomenographic research specialization. In Jeffery, P (Ed.) Proceedings of the Australian Association for Research in Education (AARE) 2008 International Research Conference. Changing Climates: Education for Sustainable Futures. Australian Association for Research in Education, Online, pp. 1-15.

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Tambyah, Mallihai M. (2008) Content vs process : reflections on pre-service primary teachers’ approach to integrated social education. In AARE 2007 International Educatinal Research Conference : Research Impacts : Proving or Improving?, 2007-11-25 - 2007-11-29.

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Tambyah, Mallihai (2008) Teacher identity: some issues raised by the problematic nature of SOSE. Curriculum Perspectives, 28(1), pp. 69-74.

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Tambyah, Mallihai (2008) Will they know enough? Pre-service primary teachers' knowledge base for teaching integrated social sciences. Australian Journal of Teacher Education, 33(6), pp. 44-60.

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Tambyah, Mallihai M. (2007) What do SOSE teachers know? The significance of subject content knowledge among middle school teachers and teachers’ professional identity. In AARE 2006 International Education Research Conference, 2006-11-26 - 2006-11-30.

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Tambyah, Mallihai (2006) Teaching Geographical Issues in Context and Developing a Professional Identity: The Challenge Facing Primary School Teachers. In Purnell, K, Hodgson, S, & Lidstone, J (Eds.) Changes in Geographical Education: Past, Present and Future: Proceedings of the IGU CGE 2006 Symposium. IGUCGE and RGSQ, Inc, Australia, pp. 430-435.

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