Baba, T. L. (1999). Teacher education and globalisation: Challenges for teacher education in the Pacific during the new millennium. Journal of Educational Studies, 21, 31-50.
 Barnett, R. (1994). The limits of competence. Buckingham: The Society for Research into Higher Education and Open University Press.
 Benson, C. (1995). The ideal teacher education curriculum for the Pacific. Pacific Curriculum Network, 14, 3-4.
 Bogdan, R. C., & Biklen, S. K. (1992). Qualitative research for education: An introduction to theory and methods (2nd ed.). London: Allyn and Bacon.
 Bole, F. (1999). Globalization and the curriculum. The Seminar for Curriculum Developers, Curriculum Development Unit, Suva, 20 August 1999.
 Boyd, W. L. (1999). Environmental pressures, management imperatives, and competing paradigms in educational administration. Educational Management and Administration, 27, 283-297.
 Bridge, F. (1996). Mentoring: Teacher training reform in the United Kingdom. International Directions in Education, 3, 7-9.
 Busher, H., & Harris, A. (2000). Subject leadership and school improvement. London: Paul Chapman.
 Cairns, L. (1998). Teachers, training and development. In T. Townsend (Ed.), The primary school in changing times: The Australian experience (pp. 48-79). London: Routledge.
 Collingwood, I. (1991). Multi-class teaching in primary schools: A handbook for teachers in the Pacific. Western Samoa: UNESCO office.
 Cornish, L. (2006). Introduction. In L. Cornish (Ed.), Reaching EFA through multi-grade teaching: Issues, contexts and practices (pp. 1-8). Armidale, NSW: Kardoorair Press.
 Cowen, R. (1990). Teacher education: A comparative view. In N. J. Graves (Ed.), Initial teacher education: Policies and progress (pp. 45-57). London: Kogan Page.
 Crossley, M., Broadfoot, P., & Schweisfurth, M. (2011). Changing educational contexts, issues and identities. London: Routledge.
 Crossley, M. (2010). Context matters in educational research and international development: Learning from the small states experience. Prospects, 40, 421-429. doi:10.1007/s11125-010-9172-4
 Darling-Hammond, L. (1992). Creating standards of practice and delivery for learner-centred schools. Stanford Law and Policy Review, 4, 37-52.
 Deer, C., & Williams, D. (1996). US professional development school: Do they have anything to offer Australian teacher education? UNICORN, 22, 65-68.
 Delors, J. (1996). Learning: The treasure within. Paris: UNESCO Publishing.
 Dinham, S. (2005). Principal leadership for outstanding educational outcomes. Journal of Educational Administration, 43, 338-356.
 Education Queensland (2000). Teachers’ pre-service tertiary education preparation: A summary report of the quantitative data. Queensland: Performance Measurement and Review Branch Office of Strategic Planning and Portfolio Services.
 Farrugia, C. (1993). The professional development of educational personnel. In K. Bacchus, & C. Brock (Eds.), The challenge of scale: Educational development in the small states of the commonwealth (pp. 36-48). London: Commonwealth Secretariat Publications.
 Fosnot, C. T. (1993). Learning to teach, teaching to learn: The centre for constructivist teaching/teacher preparation project. Teaching Education, 5, 68-78.
 Fullan, M. G., & Hargreaves, A. (1991). Working together for your school: Strategies for developing interactive professionalism in your school. Melbourne: Australian Council for Educational Administration.
 Gamage, D., & Walsh, F. (2003). The significance of professional development and practice: Towards a better public education system. Teacher Development, 7, 363-379. doi:10.1080/13664530300200218
 Gay, L. R. (1992). Educational research. New York: Maxwell Macmillan International.
 Gendall, L. (2001). Issues in pre-service mathematics education. The New Zealand Association for Research in Education Conference, Christchurch, 6-9 December.
 Grodsky, E., & Gamoran, A. (2003). The relationship between professional development and professional community in American schools. School Effectiveness and School Improvement, 14, 1-29.
 Grossman, P. L., Wilson, S. M., & Shulman, L. S. (1989). Teachers of substance: Subject matter knowledge for teaching. In M. C. Reynolds (Ed.), Knowledge base for the beginning teacher (pp. 23-36). New York: Pergamon.
 Horn, A. (1994). Teacher development as a nation’s development. Fijian Teachers Association Journal, 60, 82-85.
 Ishumi, A. G. M. (1986). Innovation for the improvement of educational systems and programmes. Dakar: UNESCO, Regional office for education in Africa.
 Lawlor, S. (1990). Teachers mistaught: Training in theories or education in objects? London: Centre for Policy Studies.
 Fiji Islands Education Commission/Panel (2000). Learning together: Directions for education in the Fiji Islands. Suva: Government Printer.
 Lester, S. (1995). Beyond knowledge and competence. Capability, 1, 44-55.
 Levine, D. U., & Ornstein, A. C. (1982). An introduction to the foundation of education (2nd ed.). Boston, MA: Houghton Mifflin.
 Lingam, G. I. (2010). Teachers equip with new skills. Solomon Star, 4, 12.
 Lingam, G. I. (2007). Pedagogical practices: The case of multi-class teaching in Fiji primary school. Educational Research and Review, 2, 186-192.
 Lingam, G. I. (2006). Challenges and opportunities in multi-grade teaching: The case of Fiji. In L. Cornish (Ed.), Reaching EFA through multi-grade teaching: Issues, contexts and practices (pp. 197-214). Armidale, NSW: Kardoorair Press.
 Lingam, G. I. (2003). Pre-service programme upgrading: A milestone achievement in primary teacher education for Fiji. Pacific Curriculum Network, 12, 36-38.
 Lockheed, M. E., & Verspoor, A. M. (1991). Improving primary education in developing countries. Oxford: Oxford University Press for the World Bank.
 Marton, F., Dall’Alba, G., & Beaty, E. (1993). Conceptions of learning. International Journal of Educational Research, 19, 277-300.
 Mehrens, W. A., & Lehmann, I. J. (1991). Measurement and evaluation in education and psychology (2nd ed.). New York, NY: Houghton Mifflin Company.
 Morrison, K. (1989). Training teachers for primary schools: The question of subject study. Journal of Education for Teaching, 15, 97-111.
 Organisation for Economic Co-operation and Development, Centre for Educational Research and Innovation (1994). Quality in teaching. Paris: OECD.
 Ruddock, J. (1993). The theatre of daylight: Qualitative research and school profile studies. In M. Schratz (Ed.), Qualitative voices in educational research (pp. 8-23). London: Falmer.
 Summers, M. (1994). Science in the primary school: The problem of teachers’ curricular expertise. The Curriculum Journal, 5, 179-193.
 Thaman, K. (1998). Pacific cultures in the teacher education curriculum: Research report. Suva: Institute of Education, University of the South Pacific.
 Tikly, L. (2010). Towards a framework for understanding the quality of education: EdQual Working paper No. 27. Bristol: University of Bristol.
 Taufeulungaki, A. M. (2000). Vernacular languages and classroom interactions in the Pacific. Suva: Institute of Education, University of the South Pacific.
 Velayutham, T. (1994). Professionalism and bureaucracy: Can they develop together? Directions: Journal of Educational Studies, 30, 69-83.
 Velayutham, T. (1987). Curriculum making or taking. Pacific Curriculum Network, 5, 6-9.
 York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership? Review of Educational Research, 74, 255-366.