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The end of International Relations theory?

European journal of international relations, 2013-09, Vol.19 (3), p.405-425

2013

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Mathematical errors, smoke and mirrors in pursuit of an illusion: comments on Govinder et al

South African journal of science, 2014-01, Vol.110 (1-2), p.19

Dunne, Tim

2014

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On taking the transformation discourse for a ride: rejoinder to a response

South African journal of science, 2014-05, Vol.110 (5-6), p.21

Dunne, Tim

2014

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After liberal world order

International affairs (London), 2018-01, Vol.94 (1), p.25-42

2018

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Terror in Our Time

1, 2012

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Libya and the state of intervention

Australian journal of international affairs, 2011-11, Vol.65 (5), p.515-529

2011

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Leaving theory behind: Why simplistic hypothesis testing is bad for International Relations

European journal of international relations, 2013-09, Vol.19 (3), p.427-457

2013

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Core, periphery and (neo)imperialist International Relations

European journal of international relations, 2013-09, Vol.19 (3), p.627-646

2013

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Theory is dead, long live theory: The end of the Great Debates and the rise of eclecticism in International Relations

European journal of international relations, 2013-09, Vol.19 (3), p.567-587

2013

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Approaches to teaching primary level mathematics

South African journal of childhood education, 2014-12, Vol.4 (2), p.20-e20

2014

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International theory in a post-paradigmatic era: From substantive wagers to scientific ontologies

European journal of international relations, 2013-09, Vol.19 (3), p.543-565

2013

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The ends of International Relations theory: Stages of reflexivity and modes of theorizing

European journal of international relations, 2013-09, Vol.19 (3), p.521-541

2013

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Investigating the treatment of missing data in an Olympiad-type test – the case of the selection validity in the South African Mathematics Olympiad

Pythagoras (Pretoria, South Africa), 2016, Vol.37 (1), p.1-e14

2016

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Mathematics, curriculum and assessment: The role of taxonomies in the quest for coherence

Pythagoras (Pretoria, South Africa), 2014-07, Vol.35 (2), p.1-e14

2014

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Meeting the requirements of both classroom-based and systemic assessment of mathematics proficiency: The potential of Rasch measurement theory

Pythagoras (Pretoria, South Africa), 2012-11, Vol.33 (3), p.1-e16

2012

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Interpretation of a cross-cultural usability evaluation: A case study based on a hypermedia system for rare species management in Namibia

Interacting with computers, 2011-05, Vol.23 (3), p.239-246

2011

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Civilising statecraft: Andrew Linklater and comparative sociologies of states-systems

Review of international studies, 2017-10, Vol.43 (4), p.686-699

2017

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Experiencing the end and afterlives of International Relations/theory

European journal of international relations, 2013-09, Vol.19 (3), p.609-626

2013

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Good citizen Europe

International affairs (London), 2008-01, Vol.84 (1), p.13-28

DUNNE, TIM

2008

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A Model for Assessment: Integrating External Monitoring with Classroom-Based Practice

Perspectives in education, 2014-03, Vol.32 (1), p.154-174

2014

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A model for assessment : integrating external monitoring with classroom-based practice

Perspectives in education, 2014-03, Vol.32 (1), p.158-178

2014

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On taking the transformation discourse for a ride: Rejoinder to a response (Govinder et al. 2014)

South African journal of science, 2014-05, Vol.110 (5/6), p.1

Dunne, Tim

2014

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On taking the transformation discourse for a ride : rejoinder to a response (Govinder et al. 2014) : commentary

South African journal of science, 2014-05, Vol.110 (5), p.1-4

Dunne, Tim

2014

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The poverty of Grand Theory

European journal of international relations, 2013-09, Vol.19 (3), p.483-497

2013

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Beyond metatheory?

European journal of international relations, 2013-09, Vol.19 (3), p.589-608

2013

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The end of International Relations theory?

Mathematical errors, smoke and mirrors in pursuit of an illusion: comments on Govinder et al

On taking the transformation discourse for a ride: rejoinder to a response

After liberal world order

Terror in Our Time

Libya and the state of intervention

Leaving theory behind: Why simplistic hypothesis testing is bad for International Relations

Core, periphery and (neo)imperialist International Relations

Theory is dead, long live theory: The end of the Great Debates and the rise of eclecticism in International Relations

Approaches to teaching primary level mathematics

International theory in a post-paradigmatic era: From substantive wagers to scientific ontologies

The ends of International Relations theory: Stages of reflexivity and modes of theorizing

Investigating the treatment of missing data in an Olympiad-type test – the case of the selection validity in the South African Mathematics Olympiad

Mathematics, curriculum and assessment: The role of taxonomies in the quest for coherence

Meeting the requirements of both classroom-based and systemic assessment of mathematics proficiency: The potential of Rasch measurement theory

Interpretation of a cross-cultural usability evaluation: A case study based on a hypermedia system for rare species management in Namibia

Civilising statecraft: Andrew Linklater and comparative sociologies of states-systems

Experiencing the end and afterlives of International Relations/theory

Good citizen Europe

A Model for Assessment: Integrating External Monitoring with Classroom-Based Practice

A model for assessment : integrating external monitoring with classroom-based practice

On taking the transformation discourse for a ride: Rejoinder to a response (Govinder et al. 2014)

On taking the transformation discourse for a ride : rejoinder to a response (Govinder et al. 2014) : commentary

The poverty of Grand Theory

Beyond metatheory?

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