1
resultado para
Curriculum theory
em
University of Canberra Research Repository - Australia
Publicadores
Filtro por publicador
Repository Napier (1)
AMS Tesi di Laurea - Alm@DL - Università di Bologna (11)
Aston University Research Archive (7)
Biblioteca Digital de Teses e Dissertações Eletrônicas da UERJ (3)
BORIS: Bern Open Repository and Information System - Berna - Suiça (1)
Brock University, Canada (3)
CentAUR: Central Archive University of Reading - UK (2)
Coffee Science - Universidade Federal de Lavras (1)
CORA - Cork Open Research Archive - University College Cork - Ireland (1)
Dalarna University College Electronic Archive (1)
Digital Commons @ DU | University of Denver Research (1)
Digital Commons at Florida International University (11)
DRUM (Digital Repository at the University of Maryland) (1)
Glasgow Theses Service (1)
Helda - Digital Repository of University of Helsinki (1)
Illinois Digital Environment for Access to Learning and Scholarship Repository (1)
Memoria Académica - FaHCE, UNLP - Argentina (3)
Open University Netherlands (3)
Portal de Revistas Científicas Complutenses - Espanha (1)
QSpace: Queen's University - Canada (1)
QUB Research Portal - Research Directory and Institutional Repository for Queen's University Belfast (1)
Queensland University of Technology - ePrints Archive (866)
ReCiL - Repositório Científico Lusófona - Grupo Lusófona, Portugal (1)
Repositório Científico da Universidade de Évora - Portugal (1)
Repositorio de la Universidad de Cuenca (1)
Repositório Institucional UNESP - Universidade Estadual Paulista "Julio de Mesquita Filho" (2)
Universidad de Alicante (1)
Universidad del Rosario, Colombia (1)
Universidade Federal do Pará (1)
University of Canberra Research Repository - Australia (1)
University of Connecticut - USA (1)
University of Queensland eSpace - Australia (28)
University of Washington (1)
Worcester Research and Publications - Worcester Research and Publications - UK (2)
From phenomenography to variation
theory
: a review of the development of the variation
theory
of learning and implications for pedagogical design in higher education
Relevância:
30.00%
30.00%
Publicador: