Citations (9)
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Anna Maria Hipkiss & Sally Windsor. (2023) Surfing Semantic Waves: Using Semantic Profiling to Focus on Knowledge in Practicum Lessons. Action in Teacher Education 45:1, pages 68-85.
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Jennifer M. Case & Delia Marshall. (2022) Knowledge-building in higher education research: analysing the work of a South African scholar, Suellen Shay. Teaching in Higher Education 27:8, pages 962-978.
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Susan Giloi & Lynn Quinn. (2019) Assessment of Sustainable Design: The Significance of Absence. The Design Journal 22:6, pages 833-851.
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Berry M. O’Donovan. (2019) Patchwork quilt or woven cloth? The student experience of coping with assessment across disciplines. Studies in Higher Education 44:9, pages 1579-1590.
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Lynn Coleman. (2012) Incorporating the notion of recontextualisation in academic literacies research: the case of a South African vocational web design and development course. Higher Education Research & Development 31:3, pages 325-338.
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Suellen Shay. (2008) Beyond social constructivist perspectives on assessment: the centring of knowledge. Teaching in Higher Education 13:5, pages 595-605.
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Articles from other publishers (3)
Laura K. Handler. 2019. Early Childhood Development. Early Childhood Development
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Laura K. Handler. 2017. Community Engagement Program Implementation and Teacher Preparation for 21st Century Education. Community Engagement Program Implementation and Teacher Preparation for 21st Century Education
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Lin Norton, Bill Norton & Lee Shannon. (2013) Revitalising assessment design: what is holding new lecturers back?. Higher Education 66:2, pages 233-251.
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