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Journal of Further and Higher Education Volume 37, 2013 - Issue 6
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Articles

Exploring the use of learner-focused teaching approaches in different academic disciplines

Sandra J. KempLearning Academy, Temasek Polytechnic, Singapore.Correspondence[email protected]
Pages 804-818 | Received 29 Aug 2011, Accepted 04 Dec 2011, Published online: 28 May 2012

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Tris Kee & Andy Lai. (2022) Learning motivation and psychological empowerment of socioeconomically disadvantaged learners – an empirical study on inclusive project-based learning during Covid-19. International Journal of Inclusive Education 0:0, pages 1-20.
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Georgia Rotidi, John B. Collins, Thanassis Karalis & Konstantinos Lavidas. (2017) Using the Teaching Perspectives Inventory (TPI) to examine the relationship between teaching perspectives and disciplines in higher education. Journal of Further and Higher Education 41:5, pages 611-624.
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Articles from other publishers (8)

Oon Seng Tan & Jallene Jia En Chua. (2023) Reflections on the teacher education model for the twenty-first century (TE21) and V3SK: legacy and lessons. Educational Research for Policy and Practice.
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Dorothee Barth, Caroline Bonnes & Sabine Hochholdinger. (2023) Transferförderung durch Lehrende in Soft Skills und Hard Skills WeiterbildungenHow do soft-skills trainers and hard-skills trainers differ in supporting transfer of training?. Zeitschrift für Weiterbildungsforschung 46:2, pages 233-251.
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Melissa McMinn, Martina Dickson & Shaljan Areepattamannil. (2020) Reported pedagogical practices of faculty in higher education in the UAE. Higher Education 83:2, pages 395-410.
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Susanne Wisshak & Sabine Hochholdinger. (2020) Perceived instructional requirements of soft-skills trainers and hard-skills trainers. Journal of Workplace Learning 32:6, pages 405-416.
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Maizey Benner, Daniel Ferguson, Behzad Beigpourian & Mathew Ohland. (2019) A Comparison of Peer Rating Behavior Between Students in Hard vs. Soft Disciplines. A Comparison of Peer Rating Behavior Between Students in Hard vs. Soft Disciplines.
Louise Drumm. (2019) Folk pedagogies and pseudo-theories: how lecturers rationalise their digital teaching. Research in Learning Technology 27:0.
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Sabine Hochholdinger & Inka Keller. (2015) Welche Zusammenhänge bestehen zwischen den affektiven Reaktionen von Trainingsteilnehmenden, der Lehrorientierung von Weiterbildungspersonal und Weiterbildungsinhalten?How are trainee reactions affected by trainers’ approaches to teaching and training content?. Zeitschrift für Erziehungswissenschaft 18:S1, pages 123-144.
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Sabine Hochholdinger & Inka Keller. 2015. Motivationsforschung im Weiterbildungskontext. Motivationsforschung im Weiterbildungskontext 123 144 .

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