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- 'I realised that I wasn't alone': the views and experiences of young carers from a social capital perspective (1)
- 'I reflect, therefore I am... a good professional': on the relationship between reflection-on-action, reflection-in-action and professional performance in vocational education (1)
- 'I see myself as undeveloped': supporting Indigenous first-in-family males in the transition to higher education (1)
- 'I see nothing has changed': reshaping practitioner concerns about institutional language (1)
- 'I teach and I learn': teacher learning across generations (1)
- 'I tell my brothers that it can be done': Indigenous males navigating elite Australian higher education (1)
- 'I think a lot of it is common sense …': early years students, professionalism and the development of a 'vocational habitus' (1)
- 'I think about leaving every day: doesn't everyone?': reasons for non-completion and dissatisfaction amongst apprentices and trainees (1)
- 'I think I exactly know why I am here': what do mature female students tell us about their experiences on a foundation programme (1)
- 'I thought about solutions': how students' narratives of relational conflict, grit, and agency predict academic performance within community college (1)
- 'I treat all students as equal': further and higher education teachers' responses to diversity (1)
- 'I used to be an employee but now I am a stakeholder': implications of labelling employees as stakeholders (1)
- 'I want an education': two case studies of working-class ambition and ambivalence in further and higher education (1)
- 'I want to be a nurse!': a qualitative descriptive study on the impact of an 'Introduction to nursing' course (1)
- 'I want to be here': early school leavers re-engage in study at TAFE (1)
- 'I want to scream it from the rooftops now […] there are other pathways': what young people learned from a co-designed post-secondary transition programme (1)
- 'I want to work for my people': towards a specific model for Indigenous work-integrated learning (1)
- 'I wanted a different life for myself': aspirations and agency of economically disadvantaged youth in Ethiopia (1)
- 'I was just the boy around the place': what made apprenticeships successful? (1)
- 'I wish I had 100 dollars a month …': the intergenerational transfer of poverty in Mongolia (1)
- 'I would've been so overwhelmed...': the importance of TAFE in supporting success for low SES students in HE (1)
- 'I' methodology: the Indianized innovation in training methodology (1)
- 'I'd be expecting caviar in lectures': the impact of the new fee regime on undergraduate students' expectations of higher education (1)
- 'I'd rather talk to someone I know than somebody who knows': the role of networks in undergraduate career decision-making (1)
- 'I'm a person not a job!': establishing core competencies for change in Brotherhood of St Laurence residential aged care (1)
- 'I'm good, but not that good': digitally-skilled young people's identity in computing (1)
- 'I'm in a different place in life': a qualitative study of rural adult transfer student choices (1)
- 'I'm not a real academic': a career from industry to academe (1)
- 'I'm not letting nothing stop me this time': transitions among adult learners using the Tennessee Reconnect Grant (1)
- 'I'm not like that, why treat me the same way?': the impact of stereotyping international students on their learning, employability and connectedness with the workplace (1)
- 'I'm not stupid after all': changing perceptions of self as a tool for transformation (1)
- 'I'm rather tired of hearing about it': challenges in constructing an effective anti-racism teacher education program (1)
- 'I'm still scrubbing the floors': experiencing youth apprenticeships in Canada and Germany (1)
- 'I'm telling you … the language barrier is the most, the biggest challenge': barriers to education among Karen refugee women in Australia (1)
- 'I'm the meat in the sandwich': exploring VET practitioners' ways of working with private enterprises (1)
- 'I've come a long way': learner-identified outcomes of participation in adult literacy programs (1)
- 'I've got a place': Indigenous participation strategies: practice insights with application for the Australian construction industry (1)
- 'I've opened up': exploring learners' perspectives on progress: level 1 and level 2 learners in community-based adult literacy programs (1)
- 'I've stuck to the path I'm afraid': exploring student non-use of blended learning (1)
- 'Idle fancy' or 'concrete will'?: defining and realising a high skills vision for the UK (1)
- 'If I had missed it I would have been the lost little sheep': exploring student narratives on orientation to first year (1)
- 'If I had wanted to become an educator, I would have studied it': career changers into VET teaching and the implications for the VET teaching profession in Germany (1)
- 'If I wasn't a project manager, I'd look at it differently': the impact of formality and accountability on entrepreneurial action within educational outreach programmes (1)
- 'If it's already tough, imagine for me...': a qualitative perspective on youth out of school and out of work in Brazil (1)
- 'If there is nothing else there is teaching': professional identity of preservice teachers in Pakistan (1)
- 'If this wasn't here I probably wouldn't be': disabled workers' views of employment support (1)
- 'If you don't have English, you're just as good as a dead person': a narrative of adult English language literacy within post-apartheid South Africa (1)
- 'If you want to do this job, you do it the same as them': recognition of the skills and knowledge of Aboriginal and Torres Strait Islander and culturally diverse workers in the Australian rail industry (1)
- 'If you want to have a future and a life, do an apprenticeship': the expectations and realities of tradesmen's transition to adulthood (1)
- 'Imagined futures' in the navigation and management of uncertainty for young women in Aotearoa, New Zealand (1)
