| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Foreword
|
Ramsden, Paul
|
|
2005
|
49 |
3 |
p. 199-203
|
artikel
|
| 2 |
How university teaching changes teachers: Affective as well as cognitive challenges
|
Martin, Elaine
|
|
2005
|
49 |
3 |
p. 389-412
|
artikel
|
| 3 |
Identifying didactic knowledge: An empirical study of the educationally critical aspects of learning about information systems
|
Cope, Chris
|
|
2005
|
49 |
3 |
p. 345-372
|
artikel
|
| 4 |
Purposive environments: Engaging students in the values and practices of history
|
Anderson, Charles
|
|
2005
|
49 |
3 |
p. 319-343
|
artikel
|
| 5 |
‘Read a hundred times and the meaning will appear ...’ Changes in Chinese University students’ views of the temporal structure of learning
|
Marton, Ference
|
|
2005
|
49 |
3 |
p. 291-318
|
artikel
|
| 6 |
Relations between student learning patterns and personal andcontextual factors and academic performance
|
Vermunt, Jan D.
|
|
2005
|
49 |
3 |
p. 205-234
|
artikel
|
| 7 |
Teaching–research relations, cross-disciplinary collegiality and student learning
|
Trigwell, Keith
|
|
2005
|
49 |
3 |
p. 235-254
|
artikel
|
| 8 |
The development of students’ ways of thinking and practising in three final-year biology courses
|
MCcune, Velda
|
|
2005
|
49 |
3 |
p. 255-289
|
artikel
|
| 9 |
Threshold concepts and troublesome knowledge (2): Epistemological considerations and a conceptual framework for teaching and learning
|
Meyer, Jan H. F.
|
|
2005
|
49 |
3 |
p. 373-388
|
artikel
|
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