Foreword.
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- Higher Education (00181560), 2005, v. 49, n. 3, p. 199, doi. 10.1007/s10734-004-6663-3
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- Article
Works matching IS 00181560 AND DT 2005 AND VI 49 AND IP 3
Results: 9
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Relations between student learning patterns and personal and contextual factors and academic performance.
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- Higher Education (00181560), 2005, v. 49, n. 3, p. 205, doi. 10.1007/s10734-004-6664-2
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- Publication type:
- Article
3
Teaching-research relations, cross-disciplinary collegiality and student learning.
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- Higher Education (00181560), 2005, v. 49, n. 3, p. 235, doi. 10.1007/s10734-004-6665-1
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- Article
4
The development of students’ ways of thinking and practising in three final-year biology courses.
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- Higher Education (00181560), 2005, v. 49, n. 3, p. 255, doi. 10.1007/s10734-004-6666-0
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- Publication type:
- Article
5
‘Read a hundred times and the meaning will appear ...’ Changes in Chinese University students’ views of the temporal structure of learning.
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- Higher Education (00181560), 2005, v. 49, n. 3, p. 291, doi. 10.1007/s10734-004-6667-z
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- Article
6
Purposive environments: Engaging students in the values and practices of history.
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- Higher Education (00181560), 2005, v. 49, n. 3, p. 319, doi. 10.1007/s10734-004-6676-y
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- Publication type:
- Article
7
Identifying didactic knowledge: An empirical study of the educationally critical aspects of learning about information systems.
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- Higher Education (00181560), 2005, v. 49, n. 3, p. 345, doi. 10.1007/s10734-004-6677-x
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- Article
8
Threshold concepts and troublesome knowledge (2): Epistemological considerations and a conceptual framework for teaching and learning.
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- Higher Education (00181560), 2005, v. 49, n. 3, p. 373, doi. 10.1007/s10734-004-6779-5
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- Publication type:
- Article
9
How university teaching changes teachers: Affective as well as cognitive challenges.
- Published in:
- Higher Education (00181560), 2005, v. 49, n. 3, p. 389, doi. 10.1007/s10734-004-6782-x
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- Publication type:
- Article