Citations (31)
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Terence Lovat. (2022) Gifted education and Islamic educational philosophy: A neat convergence. Gifted Education International 39:1, pages 47-60.
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Terence Lovat. (2020) Holistic Learning Versus Instrumentalism in Teacher Education: Lessons from Values Pedagogy and Related Research. Education Sciences 10:11, pages 341.
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Thomas I. Nathaniel, Jordan C. Gainey, Jessica A. Williams, Bianca L. Stewart, Michael C. Hood, Leanne E. Brechtel, Rakiya V. Faulkner, Jasmine S. Pendergrass, Leigh-Ann Black, Scott K. Griffin, Christopher E. Troup, Jayne S. Reuben & Asa C. BlackJr.Jr.. (2018) Impact and educational outcomes of a small group self-directed teaching strategy in a clinical neuroscience curriculum. Anatomical Sciences Education 11:5, pages 478-487.
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Mikaela Nyroos, Carola Wiklund-Hörnqvist & Kent Löfgren. (2018) Executive function skills and their importance in education: Swedish student teachers’ perceptions. Thinking Skills and Creativity 27, pages 1-12.
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Luc Rousseau, Yvon Gauthier & Julie Caron. (2018) L’utilité des « styles d’apprentissage » VAK (visuel, auditif, kinesthésique) en éducation : entre l’hypothèse de recherche et le mythe scientifique. Revue de psychoéducation 47:2, pages 409-448.
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Terence Lovat & Daniel Fleming. (2015) Creativity as Central to Critical Reasoning and the Facilitative Role of Moral Education: Utilizing Insights from Neuroscience. Creative Education 06:11, pages 1097-1107.
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Jina Oh, Shin-Keong Kim, Kyung-Ah Kang, Sung-Hee Kim, Heyrin Roh & Jennie C. De Gagne. (2014) Brain-based Teaching Strategies for Nurse Educators: An Integrative Review. The Journal of Korean Academic Society of Nursing Education 20:4, pages 617-627.
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