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Michael Pokorny
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Graham Gibbs, Martin Haigh & Lisa Lucas. (1996) Class size, coursework assessment and student performance in geography: 1984–94. Journal of Geography in Higher Education 20:2, pages 181-192.
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Graham Gibbs, Lisa Lucas & Vanessa Simonite. (1996) Class size and student performance: 1984–94. Studies in Higher Education 21:3, pages 261-273.
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Lily Neumann & Sophia Mahler. (1989) COGNITIVE CONGRUENCE BETWEEN TEACHERS’ QUESTIONS AND STUDENTS’ ANSWERS. Assessment & Evaluation in Higher Education 14:3, pages 158-166.
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Ceilidh Barlow Cash, Jessa Letargo, Steffen P. Graether & Shoshanah R. Jacobs. (2017) An Analysis of the Perceptions and Resources of Large University Classes. CBE—Life Sciences Education 16:2, pages ar33.
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Kevin D. Dougherty & Brita Andercheck. (2014) Using Facebook to Engage Learners in a Large Introductory Course. Teaching Sociology 42:2, pages 95-104.
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Mary G. Boelen & Amanda Kenny. (2009) Supporting enrolled nurse conversion – The impact of a compulsory bridging program. Nurse Education Today 29:5, pages 533-537.
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Terri A. Meehan-Andrews. (2009) Teaching mode efficiency and learning preferences of first year nursing students. Nurse Education Today 29:1, pages 24-32.
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Richard Ofori. (2006) Measuring motivational orientations toward support-seeking: The development and predictive validity of the motives for tutorial support-seeking questionnaire. Nurse Education Today 26:3, pages 228-239.
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Richard Ofori & John P. Charlton. (2002) A path model of factors influencing the academic performance of nursing students. Journal of Advanced Nursing 38:5, pages 507-515.
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Shân Davies, Fiona Murphy & Sue Jordan. (2000) Bioscience in the pre-registration curriculum: finding the right teaching strategy. Nurse Education Today 20:2, pages 123-135.
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Graham Gibbs, Lisa Lucas & Jenny Spouse. (1997) The effects of class size and form of assessment on nursing students' performance, approaches to study and course perceptions. Nurse Education Today 17:4, pages 311-318.
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