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 |