| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Disciplines, skills and the university
|
Muller, Johan
|
|
2013
|
67 |
2 |
p. 127-140
|
artikel
|
| 2 |
How do students’ accounts of sociology change over the course of their undergraduate degrees?
|
Ashwin, Paul
|
|
2013
|
67 |
2 |
p. 219-234
|
artikel
|
| 3 |
Implications of academic literacies research for knowledge making and curriculum design
|
Paxton, Moragh
|
|
2013
|
67 |
2 |
p. 171-182
|
artikel
|
| 4 |
Investigating the curriculum through assessment practice in higher education: the value of a ‘learning cultures’ approach
|
James, David
|
|
2013
|
67 |
2 |
p. 155-169
|
artikel
|
| 5 |
Knowledge, curriculum and student understanding in higher education
|
Ashwin, Paul
|
|
2014
|
67 |
2 |
p. 123-126
|
artikel
|
| 6 |
Learning in the liminal space: a semiotic approach to threshold concepts
|
Land, Ray
|
|
2014
|
67 |
2 |
p. 199-217
|
artikel
|
| 7 |
Making gazes explicit: facilitating epistemic access in the Humanities
|
Luckett, Kathy
|
|
2013
|
67 |
2 |
p. 183-198
|
artikel
|
| 8 |
Qualitative variation in constructive alignment in curriculum design
|
Trigwell, Keith
|
|
2013
|
67 |
2 |
p. 141-154
|
artikel
|
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