Citations (19)
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James Trevelyan. (2019) Transitioning to engineering practice. European Journal of Engineering Education 44:6, pages 821-837.
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James Trevelyan & Bill Williams. (2019) Value creation in the engineering enterprise: an educational perspective. European Journal of Engineering Education 44:4, pages 461-483.
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Soili Mäkimurto-Koivumaa & Pekka Belt. (2016) About, for, in or through entrepreneurship in engineering education. European Journal of Engineering Education 41:5, pages 512-529.
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Valérie Roy, Sacha Genest Dufault & Joanie Châteauvert. (2014) Professional Co-Development Groups: Addressing the Teacher Training Needs of Social Work Teachers. Journal of Teaching in Social Work 34:1, pages 29-45.
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Wai‐Yin Poon, Carmel McNaught, Paul Lam & H.S. Kwan. (2009) Improving assessment methods in university science education with negotiated self‐ and peer‐assessment. Assessment in Education: Principles, Policy & Practice 16:3, pages 331-346.
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Articles from other publishers (14)
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Mitchell J. Nathan, Natalie A. Tran, Amy K. Atwood, Amy Prevost & L. Allen Phelps. (2010) Beliefs and Expectations about Engineering Preparation Exhibited by High School STEM Teachers. Journal of Engineering Education 99:4, pages 409-426.
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Noela Murphy. (2012) Research Supervision: Matches and Mismatches. The International Journal of Electrical Engineering & Education 46:3, pages 295-306.
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Don Houston. (2007) Systemic Intervention in a University Department: Reflections on Arrested Action Research. Systemic Practice and Action Research 21:2, pages 133-152.
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Louise Langevin, Anne-Marie Grandtner & Louise Ménard. (2009) La formation à l’enseignement des professeurs d’université : un aperçu. Revue des sciences de l'éducation 34:3, pages 643-664.
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Noela Murphy, John D. Bain & Linda Conrad. (2007) Orientations to research higher degree supervision. Higher Education 53:2, pages 209-234.
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J. D. Bain & C. McNaught. (2006) How academics use technology in teaching and learning: understanding the relationship between beliefs and practice. Journal of Computer Assisted Learning 22:2, pages 99-113.
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