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The Impact of the Flipped Classroom on Mathematics Concept Learning in High School
The Impact of the Flipped Classroom on Mathematics Concept Learning in High School
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The Impact of the Flipped Classroom on Mathematics Concept Learning in High School

Bhagat, Kaushal Kumar ; Chang, Cheng-Nan ; Chang, Chun-Yen

Educational Technology ＆ Society, 2016-07, Vol.19 (3), p.134-142 [Periódico revisado por pares]

Palmerston North: International Forum of Educational Technology ＆ Society

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2
Using Lean in the Flipped Classroom for At Risk Students
Using Lean in the Flipped Classroom for At Risk Students
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Using Lean in the Flipped Classroom for At Risk Students

Flumerfelt, Shannon ; Green, Greg

Educational technology & society, 2013-01, Vol.16 (1), p.356-366 [Periódico revisado por pares]

Palmerston North: International Forum of Educational Technology & Society

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3
Addressing the Needs of Adolescents With Autism Spectrum Disorder: Considerations and Complexities for High School Interventions
Addressing the Needs of Adolescents With Autism Spectrum Disorder: Considerations and Complexities for High School Interventions
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Addressing the Needs of Adolescents With Autism Spectrum Disorder: Considerations and Complexities for High School Interventions

Kucharczyk, Suzanne ; Reutebuch, Colleen K. ; Carter, Erik W. ; Hedges, Susan ; El Zein, Farah ; Fan, Hannah ; Gustafson, Jenny R.

Exceptional children, 2015-04, Vol.81 (3), p.329-349 [Periódico revisado por pares]

Los Angeles, CA: SAGE Publications

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4
Who attends and completes virtual universities: the case of the open University of Catalonia (UOC)
Who attends and completes virtual universities: the case of the open University of Catalonia (UOC)
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Who attends and completes virtual universities: the case of the open University of Catalonia (UOC)

Carnoy, Martin ; Rabling, Brenda Jarillo ; Castano-Munoz, Jonatan ; Montoliu, Josep Maria Duart ; Sancho-Vinuesa, Teresa

Higher education, 2012-01, Vol.63 (1), p.53-82 [Periódico revisado por pares]

Dordrecht: Springer

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5
Initiation-entry-focus-exit and participation: a framework for understanding teacher groupwork monitoring routines
Initiation-entry-focus-exit and participation: a framework for understanding teacher groupwork monitoring routines
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Initiation-entry-focus-exit and participation: a framework for understanding teacher groupwork monitoring routines

Ehrenfeld, Nadav ; Horn, Ilana S.

Educational studies in mathematics, 2020-03, Vol.103 (3), p.251-272 [Periódico revisado por pares]

Dordrecht: Springer

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6
UK business school rankings over the last 30 years (1980-2010): trends and explanations
UK business school rankings over the last 30 years (1980-2010): trends and explanations
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UK business school rankings over the last 30 years (1980-2010): trends and explanations

Wilkins, Stephen ; Huisman, Jeroen

Higher education, 2012-03, Vol.63 (3), p.367-382 [Periódico revisado por pares]

Dordrecht: Springer

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7
Relationships between students' experiences of learning in an undergraduate internship programme and new graduates' experiences of professional practice
Relationships between students' experiences of learning in an undergraduate internship programme and new graduates' experiences of professional practice
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Relationships between students' experiences of learning in an undergraduate internship programme and new graduates' experiences of professional practice

Matthew, Susan M ; Taylor, Rosanne M ; Ellis, Robert A

Higher education, 2012-10, Vol.64 (4), p.529-542 [Periódico revisado por pares]

Dordrecht: Springer

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8
Academic work from a comparative perspective: a survey of faculty working time across 13 countries
Academic work from a comparative perspective: a survey of faculty working time across 13 countries
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Academic work from a comparative perspective: a survey of faculty working time across 13 countries

Bentley, Peter James ; Kyvik, Svein

Higher education, 2012-04, Vol.63 (4), p.529-547 [Periódico revisado por pares]

Dordrecht: Springer

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9
The futility of attempting to codify academic achievement standards
The futility of attempting to codify academic achievement standards
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The futility of attempting to codify academic achievement standards

Sadler, D. Royce

Higher education, 2014-03, Vol.67 (3), p.273-288 [Periódico revisado por pares]

Dordrecht: Springer Science+Business Media B. V

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10
Faculty and students conceptions of assessment in higher education
Faculty and students conceptions of assessment in higher education
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Faculty and students conceptions of assessment in higher education

Fletcher, Richard B ; u.a

Higher education, 2012-07, Vol.64 (1), p.119-133 [Periódico revisado por pares]

Dordrecht: Springer

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