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Is Complexity Theory Useful in Describing Classroom Learning?

Hardman, MA; (2011) Is Complexity Theory Useful in Describing Classroom Learning? In: Meyer, Meinert A and Hudson, Brian, (eds.) Beyond Fragmentation Didactics, Learning and Teaching in Europe. (pp. 355-366). Verlag Barbara Budrich: Leverkusen, Germany. Green open access

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Abstract

Though there are national and local differences in the practice of learning and teaching, this book negotiates through the disparities, finding common ground and creating new angles.

Type: Book chapter
Title: Is Complexity Theory Useful in Describing Classroom Learning?
ISBN: 3866493878
ISBN-13: 9783866493872
Open access status: An open access version is available from UCL Discovery
Publisher version: https://shop.budrich.de/produkt/beyond-fragmentati...
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Education
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment > Centre for Teachers and Teaching Research
URI: https://discovery.ucl.ac.uk/id/eprint/1560098
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