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Moving beyond methodising theory in preparing for the profession

Journal of adventure education and outdoor learning, 2020-10, Vol.20 (4), p.357-368

2020

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Pracademics? Exploring transitions and professional identities in higher education

Studies in higher education (Dorchester-on-Thames), 2022-02, Vol.47 (2), p.290-304

2022

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Toward theories of partnership praxis: an analysis of interpretive framing in literature on students as partners in teaching and learning

Higher education research and development, 2019-02, Vol.38 (2), p.280-293

2019

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A meta-analysis of blended learning and technology use in higher education: from the general to the applied

Journal of computing in higher education, 2014-04, Vol.26 (1), p.87-122

2014

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Do teachers care about research? The research–pedagogy dialogue

ELT journal, 2019-01, Vol.73 (1), p.1-10

2019

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Integrating theory and practice in the pre-service teacher education practicum

Teachers and teaching, theory and practice, 2014-03, Vol.20 (2), p.136-151

2014

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Supporting thinking about thinking: examining the metacognition theory-practice gap in higher education

Higher education, 2023-07, Vol.86 (1), p.99-117

2023

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Review of Research: Teaching and Learning Argumentative Reading and Writing--A Review of Research

Reading research quarterly, 2011-07, Vol.46 (3), p.273

2011

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Research in University Pedagogy: Towards a Discipline-Based Approach?

John Wiley & Sons, Inc, 2023

1, 2023

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A scholarly approach to solving the feedback dilemma in practice

Assessment and evaluation in higher education, 2016-08, Vol.41 (6), p.938-949

2016

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How theory and design-based research can mature PBL practice and research

Advances in health sciences education : theory and practice, 2019-12, Vol.24 (5), p.879-891

Dolmans, Diana H. J. M.

2019

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English-Only Is Not the Way to Go: Teachers’ Perceptions of Plurilingual Instruction in an English Program at a Canadian University

TESOL quarterly, 2020-12, Vol.54 (4), p.980-1009

2020

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Designing Effective Teaching and Significant Learning

Stylus Publishing LLC, 2019

First edition., 2019

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Considering the concept of recipience in student learning from a modified Bernsteinian perspective

Studies in higher education (Dorchester-on-Thames), 2021-11, Vol.46 (11), p.2296-2308

2021

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Subject matter pedagogy in university teaching: how lecturers use relations between theory and practice

Teaching in higher education, 2023-05, Vol.28 (4), p.880-893

2023

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Fostering theory-practice reflection in teaching practicums

Asia-Pacific journal of teacher education, 2016-11, Vol.44 (5), p.470-485

2016

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Teaching and Learning in Interdisciplinary Higher Education: A Systematic Review

Educational psychology review, 2009-12, Vol.21 (4), p.365-378

2009

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Being bird and sensory learning activities: Multimodal and arts-based pedagogies in the 'Anthropocene'

Educational philosophy and theory, 2023-09, Vol.55 (11), p.1220-1236

2023

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'We're just touching the surface': Australian university lecturers' experiences of teaching theories of child development in early childhood teacher education programs

Cambridge journal of education, 2022-11, Vol.52 (6), p.715-733

2022

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Breaking down the walls of the 'Ivory Tower': critical reflections on how co-teaching partnerships can bridge the gap between inclusive education theory and practice

Teachers and teaching, theory and practice, 2022-05, Vol.28 (4), p.475-495

2022

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TESOL Guide for Critical Praxis in Teaching, Inquiry, and Advocacy. Advances in Educational Technologies and Instructional Design (AETID) Book Series

IGI Global, 2022

2022

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Team teaching as a strategy for enhancing teaching about theory-into-practice

Innovations in education and teaching international, 2023-01, Vol.60 (1), p.26-36

2023

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Transitioning From Master's Studies to the Classroom: From Theory to Practice

TESOL quarterly, 2019-09, Vol.53 (3), p.685-711

2019

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Can inquiry-based learning strengthen the links between teaching and disciplinary research?

Studies in higher education (Dorchester-on-Thames), 2010-09, Vol.35 (6), p.723-740

2010

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Capturing teaching focused academic work: a learning-practice framework for a richer understanding of changing academic roles

Journal of higher education policy and management, 2023-05, Vol.45 (3), p.323-334

2023

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Moving beyond methodising theory in preparing for the profession

Pracademics? Exploring transitions and professional identities in higher education

Toward theories of partnership praxis: an analysis of interpretive framing in literature on students as partners in teaching and learning

A meta-analysis of blended learning and technology use in higher education: from the general to the applied

Do teachers care about research? The research–pedagogy dialogue

Integrating theory and practice in the pre-service teacher education practicum

Supporting thinking about thinking: examining the metacognition theory-practice gap in higher education

Review of Research: Teaching and Learning Argumentative Reading and Writing--A Review of Research

Research in University Pedagogy: Towards a Discipline-Based Approach?

A scholarly approach to solving the feedback dilemma in practice

How theory and design-based research can mature PBL practice and research

English-Only Is Not the Way to Go: Teachers’ Perceptions of Plurilingual Instruction in an English Program at a Canadian University

Designing Effective Teaching and Significant Learning

Considering the concept of recipience in student learning from a modified Bernsteinian perspective

Subject matter pedagogy in university teaching: how lecturers use relations between theory and practice

Fostering theory-practice reflection in teaching practicums

Teaching and Learning in Interdisciplinary Higher Education: A Systematic Review

Being bird and sensory learning activities: Multimodal and arts-based pedagogies in the 'Anthropocene'

'We're just touching the surface': Australian university lecturers' experiences of teaching theories of child development in early childhood teacher education programs

Breaking down the walls of the 'Ivory Tower': critical reflections on how co-teaching partnerships can bridge the gap between inclusive education theory and practice

TESOL Guide for Critical Praxis in Teaching, Inquiry, and Advocacy. Advances in Educational Technologies and Instructional Design (AETID) Book Series

Team teaching as a strategy for enhancing teaching about theory-into-practice

Transitioning From Master's Studies to the Classroom: From Theory to Practice

Can inquiry-based learning strengthen the links between teaching and disciplinary research?

Capturing teaching focused academic work: a learning-practice framework for a richer understanding of changing academic roles

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