Location of Repository

Encouraging reason: a pragmatic approach to dialogic teaching in the primary school

By John Smith

Abstract

Full-text of this article is available at http://www.hope.ac.uk/learningandteaching/downloads/prime/prime_vol_3_issue_2.pdf

Publisher: Liverpool Hope University
Year: 2009
OAI identifier: oai:www.e-space.mmu.ac.uk:2173/75864

Suggested articles

Preview

Citations

  1. (1998). Communities of practice: Learning, meaning and iden tity, Cambridge: doi
  2. (1998). Communities of practice: Learning, meaning and identity, Cambridge: doi
  3. (2001). Disciplinary differences and un iversity teaching’,
  4. (2001). Disciplinary differences and university teaching’, doi
  5. (2000). Do Initial Training Courses Have a n Impact on University Teaching? The Evidence From Two Evaluative doi
  6. (2000). Do Initial Training Courses Have an Impact on University Teaching? The Evidence From Two Evaluative Studies of One Course’, doi
  7. (1987). Educating the Reflective Practitioner: Toward a New Design
  8. (2006). Formative evaluation of accredited programmes, Report, The Higher Education Academy.
  9. (1984). Perspectives on Higher Education: eight disciplinar y and comparative views, doi
  10. (1984). Perspectives on Higher Education: eight disciplinary and comparative views, doi
  11. (1999). Soft Systems Methodology in Action, doi
  12. (2001). Soft Systems Methodology: Concept ual Model Building and Its Contribution.
  13. (2001). Soft Systems Methodology: Conceptual Model Building and Its Contribution. doi
  14. (1983). The Academic Ethic, doi
  15. (2004). The Foundations of Management Knowledge,
  16. (2004). The impact of tra ining of university teachers on their teaching skills, their approach to teaching and the approach to learning of their students’, doi
  17. (2004). The impact of training of university teachers on their teaching skills, their approach to teaching and the approach to learning of their students’, doi
  18. (2001). The reflective institution: assur ing and enhancing the quality of teaching and learning’,
  19. (2001). The reflective institution: assuring and enhancing the quality of teaching and learning’,
  20. (2006). Towards the end of the last non-p rofessions’, doi
  21. (2006). Towards the end of the last non-professions’, doi

If you think this content is not provided as Open Access according to the BOAI definition then please contact us immediately.