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British Educational Research Journal (BERJ)
Référence : Vol. 38, n°1, janvier 2012
- ‘Content’ versus ‘style’: acquiescence in student evaluation of teaching? Pieter Spooren, Dimitri Mortelmans & Peter Thijssen
- Teacher identities in a research‐led institution: in the ascendancy or on the retreat?, Alan Skelton
- Discomforting pedagogies: emotional tensions, ethical dilemmas and transformative possibilities, Michalinos Zembylas & Claire McGlynn
- Comparison of paper–pencil and online performances of students with learning disabilities, Husein Taherbhai, Daeryong Seo & Trinell Bowman
- The White British–Black Caribbean achievement gap: tests, tiers and teacher expectations, Steve Strand
- The politics of knowledge in education, Elizabeth Rata
- The use of school self-evaluation results in the Netherlands and Flanders, Kim Schildkamp, Jan Vanhoof, Peter van Petegem & Adrie Visscher
- Modelling the ‘learning divide’: predicting participation in adult learning and future learning intentions 2002 to 2010, Patrick White
Informations complémentaires :
http://www.tandfonline.com/.../1
catégorie(s) : théorie de l'éducation