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Number of items: 27.
B
Bradley, C;
Oliver, M;
(2002)
The evolution of pedagogic models for work-based learning within a virtual university.
COMPUTERS & EDUCATION
, 38
(1-3)
pp. 37-52.
10.1016/S0360-1315(01)00078-1.
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C
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Carr, D;
(2002)
Playing with Lara.
In: King, G and Krzywinska, T, (eds.)
Screenplay : cinema/videogames/interfaces.
(pp. 171-180).
Wallflower Press: London, UK.
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Cook, J;
Oliver, M;
(2002)
Designing a toolkit to support dialogue in learning.
COMPUTERS & EDUCATION
, 38
(1-3)
pp. 151-164.
10.1016/S0360-1315(01)00076-8.
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G
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Green, L;
(2002)
Gender identity, musical experience and schooling.
In: Spruce, G, (ed.)
Aspects of teaching secondary music: perspectives on practice.
(pp. 53-66).
RoutledgeFalmer in association with Open University: London.
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Green, L;
(2002)
Exposing the gendered discourse of music education.
Feminism and Psychology
, 12
(2)
pp. 137-144.
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Green, L;
(2002)
From the western classics to the world: secondary music teachers' changing attitudes in England 1982 and 1998.
British Journal of Music Education
, 19
(1)
pp. 5-30.
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H
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Healy, L;
Hoyles, C;
(2002)
Software tools for geometrical problem solving: potentials and pitfalls.
International Journal of Computers for Mathematical Learning
, 6
(3)
pp. 235-256.
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Heilbronn, R;
Jones, C;
Bubb, S;
Totterdell, M;
(2002)
School-based induction tutors: A challenging role.
School Leadership and Management
, 22
(4)
pp. 371-387.
10.1080/1363243022000053402.
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Holt, R;
Oliver, M;
McAvinia, C;
(2002)
Using web-based support for campus-based open learning: lessons from a study in Dental Public Health.
Association for Learning Technology Journal
, 10
(2)
pp. 51-62.
10.1080/0968776020100206.
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Hoyles, C;
(2002)
Students' understandings of logical implication.
Educational Studies in Mathematics
, 51
(3)
pp. 193-223.
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Hoyles, C;
Noss, R;
Adamson, R;
(2002)
Rethinking the microworld idea.
Journal of Educational Computing Research
, 27
(1&2)
pp. 29-53.
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Hoyles, C;
Wolf, A;
Molyneux-Hodgson, S;
Kent, P;
(2002)
Mathematical skills in the workplace: final report to the Science Technology and Mathematics Council.
Institute of Education, University of London; Science, Technology and Mathematics Council, London.
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J
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Jewitt, C;
(2002)
The move from page to screen: The multimodal reshaping of school English.
Visual Communication
, 1
(2)
pp. 171-195.
10.1177/147035720200100203.
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K
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Kaput, J;
Noss, R;
Hoyles, C;
(2002)
Developing new notations for a learnable mathematics in the computational era.
In: English, L, (ed.)
Handbook of international research in mathematics education.
(pp. 51-75).
Lawrence Erlbaum: Mahwah, NJ; London.
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Kent, P;
Noss, R;
(2002)
The Mathematical Components of Engineering Expertise: End of Award Report.
School of Mathematics, Science and Technology, Institute of Education, University of London: London, UK.
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Kent, P;
Noss, R;
(2002)
The mathematical components of engineering expertise: the relationship between doing and understanding mathematics.
In:
(pp. pp. 1-7).
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L
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Littleton, K;
Hoyles, C;
(2002)
The gendering of information technology.
In: Yell, N and Rubin, A, (eds.)
Ghosts in the machine: women's voices in research with technology.
(pp. 3-32).
Peter Lang: Oxford.
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N
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Noss, R;
(2002)
Mathematical epistemologies at work.
For the Learning of Mathematics
, 22
(2)
pp. 2-13.
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Noss, R;
Hoyles, C;
Gurtner, J;
Adamson, R;
Lowe, S;
(2002)
Face-to-face and online collaboration: appreciating rules and adding complexity.
International Journal of Continuing Engineering Education and Lifelong Learning
, 12
(5/6)
pp. 521-540.
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Noss, R;
Hoyles, C;
Pozzi, S;
(2002)
Abstraction in expertise: a study of nurses' conceptions of concentration.
Journal for Research in Mathematics Education
, 33
(3)
pp. 204-229.
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O
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O'Regan, John;
(2002)
Revolutions in Consciousness: A Study of the Emancipation Problematic in Critical Discourse Analysis.
In: Cormeraie, S and Killick, D and Parry, M, (eds.)
Revolutions in Consciousness: Local Identities, Global Concerns in Languages and Intercultural Communication. Proceedings of the 1st IALIC Conference Held at Leeds Metropolitan University,.
(pp. 125-134).
Leeds Metropolitan University: Leeds, UK.
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O'Regan, JP;
(2002)
Knowledge, Discourse and Text: Critical Reading in Academic Contexts.
In: Barron, C and Bruce, N, (eds.)
Knowledge & Discourse 2: Speculating on Disciplinary Futures. An International Conference.
University of Hong Kong: Hong Kong, China.
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Oliver, M;
(2002)
What do learning technologists do?
INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL
, 39
(4)
pp. 245-252.
10.1080/13558000210161089.
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P
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Potter, J;
(2002)
Primary ICT.
Learning Matters: Exeter.
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Pratt, D;
Noss, R;
(2002)
The microevolution of mathematical knowledge: The case of randomness.
JOURNAL OF THE LEARNING SCIENCES
, 11
(4)
pp. 453-488.
10.1207/S15327809JLS1104_2.
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Price, S;
Scaife, M;
(2002)
Animated Diagrams: How effective are explicit dynamics for learners?
In: Bell, P and Steven, R and Satwicz, T, (eds.)
Keeping Learning Complex: The Proceedings of the Fifth International Conference of the Learning Sciences (ICLS).
(pp. 344-351).
Erlbaum: Mahwah, NJ.
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S
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Sharp, J;
Potter, J;
Allen, J;
Loveless, A;
(2002)
Primary ICT: knowledge, understanding and practice. 2nd ed.
Learning Matters: Exeter.
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