Learning more by being taught less: a “time-for-self-study” theory explaining curricular effects on graduation rate and study duration

By Schmidt Henk   Cohen-Schotanus Janke   Molen Henk   Splinter Ted   Bulte Jan   Holdrinet Rob   Rossum Herman  

Higher Education, Vol. 60, Iss. 3, 2010-09 ,pp. : 287-300

Springer Publishing Company

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The Impact of High School Science Teachers’ Beliefs, Curricular Enactments and Experience on Student Learning During an Inquiry-based Urban Ecology Curriculum

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International Journal of Science Education, Vol. 35, Iss. 15, 2013-10 ,pp. : 2608-2644

Routledge Ltd

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More than just a group: teacher collaboration and learning in the workplace

By Hindin Alisa   Morocco Catherine Cobb   Mott Emily Arwen   Aguilar Cynthia Mata  

Teachers and Teaching: Theory and Practice, Vol. 13, Iss. 4, 2007-08 ,pp. : 349-376

Routledge Ltd

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‘More writing than welding': learning in worker writer groups

By Woodin Tom  

History of Education, Vol. 34, Iss. 5, 2005-09 ,pp. : 561-578

Routledge Ltd

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An End to Student Segregation: No More Separation Between Distance Learning and Regular Courses

By Turoff Murray  

On The Horizon - The Strategic Planning Resource for Education Professionals, Vol. 8, Iss. 1, 2000-01 ,pp. : 1-7

Emerald Group Publishing Ltd

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