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All of '5.3', 'EDUCATIONAL' and 'SCIENCES' in all fields;
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Displaying Results 76 - 100 of 447 on page 4 of 18
Marked
Mark
Vocational Education and Universities: Building Collaboration and Pathways for Local/Regional Development
(2011)
Hazelkorn, Ellen
Vocational Education and Universities: Building Collaboration and Pathways for Local/Regional Development
(2011)
Hazelkorn, Ellen
Abstract:
<p>This presentation discusses the characteristics of a world class higher education/post-secondary system based upon encouraging greater collaboration between vocational/further education and universities.</p>
http://arrow.dit.ie/csercon/11
Marked
Mark
Contradictions in Irish Academic Research
(2005)
Jerrams, Stephen; Donovan, John
Contradictions in Irish Academic Research
(2005)
Jerrams, Stephen; Donovan, John
Abstract:
<p>The conditions that govern academic research vary greatly from country to country and research in the Republic of Ireland was and remains markedly different from that of its larger European neighbours and the United States. Despite the quality of its education system and the excellent reputation of its universities, until recently Ireland had relatively low levels of academic research. Pinnacles of excellence could be found in certain disciplines, but state funding was low and issues relating to industrial collaborations, international partnerships, commercialisation and the exploitation of Intellectual Property (IP) rarely arose. Even today the Irish Government’s spending on academic research, though only slightly less than the European average based on GNP, is dwarfed by the Research and Development (R & D) budgets of individual multinational companies. Nonetheless, rapid economic growth has led to a heightened awareness of the need for strategically planned research....
http://arrow.dit.ie/cerart/1
Marked
Mark
Towards a Model of Critical Ethics to Inform the Research Process in Postgraduate Research
(2008)
Kenny, Aidan
Towards a Model of Critical Ethics to Inform the Research Process in Postgraduate Research
(2008)
Kenny, Aidan
Abstract:
<p>The ethics narrative has become embedded in the contemporary research process, as evident in the emergence of Ethical Committees in faculty and both public and private organisations. Ethics have been codified, made visible and accessible as text artefacts in the forms of (both voluntary and regulatory) codes, statements, conventions, guidelines, principles, procedures, practices. In this short paper I explore this codification of ethics from the period post WWII, detailing some of the milestone text artefacts.</p>
http://arrow.dit.ie/cserart/29
Marked
Mark
Key Skills:Enhancing Employability Within a Lifelong Learning Paradigm
(2007)
Kenny, Aidan; English, Ray; Kilmartin, Dave
Key Skills:Enhancing Employability Within a Lifelong Learning Paradigm
(2007)
Kenny, Aidan; English, Ray; Kilmartin, Dave
Abstract:
<p>Employability has become an area of interest among the general public and policy makers alike, with an increasing number of reports in the general media regarding the need for workers in certain sectors to up-skill due to the possible threat of job ‘displacement’. In addition, there has been an increase in education and training policy documents emphasising that citizens should pursue Lifelong Learning /Life Wide Learning to address the increased job-related uncertainty attributed to the globalisation process and the concomitant competitive threats. Academics such as Barnett (2005) claim that we are living in an era of ‘super complexity' and rapid change where even trade unions are beginning to come to terms with the notion that in the present employment climate ‘change is a given rather than an exception’. Within this framework of change, of global economics, of mobility of capital and labour, and of social flux, the Irish economy has outperformed many of her fellow E...
http://arrow.dit.ie/cserart/30
Marked
Mark
The Quality Movement Discourse in the Higher Education Sector: a General Review
(2006)
Kenny, Aidan
The Quality Movement Discourse in the Higher Education Sector: a General Review
(2006)
Kenny, Aidan
Abstract:
<p>This paper – the first of a series of three – describes some of the macro milestones in the evolution of the Quality Movement in the industrial environment. The emphasis then shifts to reviewing the discourse relating to quality in the higher education sector in the UK. Attention is given to Quality Assessment, Quality Assurance and Quality Enhancement models. The interface or tension lines between quality as a controlling mechanism or as a tool for development are outlined. Predominant concerns and issues as expressed by academics are clustered into macro questions, the answers to which will require further longitudinal research.</p>
http://arrow.dit.ie/cserart/31
Marked
Mark
How Do Doctoral Research Academics Perceive Their Research Activities to be of Benefit to Undergraduate Students
(2011)
McCauley, James
How Do Doctoral Research Academics Perceive Their Research Activities to be of Benefit to Undergraduate Students
(2011)
McCauley, James
Abstract:
<p>The principal aim of my research is to investigate the perceptions of Doctoral research academics regarding the benefit of their research activities to undergraduate students. Through in-depth interviews, the research aims to establish the level of communication that Doctoral researchers initiate with their undergraduate students about their research activities as well as the extent to which they know if these students perceive these activities as positive or negative. The extent to which students proactively queried such academics about their research activities is also examined. Two main types of activities were identified as having a positive impact: topic specific ‘cutting-edge’ knowledge was perceived as being beneficial as well as the broad-based liberal learning ethos that such academics brought to their teaching. Doctoral researchers research methods skills were of benefit, especially to dissertation students. A caveat for both however, was that they should not be ...
http://arrow.dit.ie/ltcdis/19
Marked
Mark
A Quantitative Study Into Grade Inflation (Perceived and Actual) in the College of Business, Dublin Institute of Technology
(2011)
Simon, Derek
A Quantitative Study Into Grade Inflation (Perceived and Actual) in the College of Business, Dublin Institute of Technology
(2011)
Simon, Derek
Abstract:
<p>Most academics have an opinion on the existence or otherwise of grade inflation. Some people deny the existence of grade inflation. Some argue that it is damaging to academia while some argue that it is a normal phenomenon and is not damaging while others assert that it is impossible to measure. Due to the difficulty in measurement of grade inflation this study was devised to measure firsts and distinctions to ascertain the quantity of grade inflation. This study takes a two pronged approach to discovering the real and perceived existence or otherwise of grade inflation in the College. In the first instance a comparative study of the grades achieved by final year students in the year 2000 and in the year 2010 was undertaken, the data used to ascertain this information was collected from the College computer database which serves two of the schools in the College. The information demonstrates that the number of firsts awarded to students grew by one hundred percent. In the s...
http://arrow.dit.ie/ltcdis/20
Marked
Mark
Engaging Students in the Classroom: How Do I Know What I Think Until I See What I Draw
(2012)
Donnelly, Paul; Hogan, John
Engaging Students in the Classroom: How Do I Know What I Think Until I See What I Draw
(2012)
Donnelly, Paul; Hogan, John
Abstract:
<p>Recognizing the world into which our students will emerge upon graduation, a world characterized by constant change, and our belief in the need to develop our students as “critical beings” (Barnett, 1997) and as “citizens capable of governing” (Giroux, 1997: 259), we embrace a critical pedagogy that is not just about theory (Dehler, Welsh & Lewis, 2004), but can also be implemented experientially in the classroom through the use of freehand drawing. With this as context, our aim in the classroom is to create a learning space where our students develop their capacity for critical self-reflection. As such, we use freehand drawing to: (a) facilitate our ability to “see” how we understand a topic and to “see” that there are multiple ways of understanding; (b) question and challenge theories, orthodoxies and truths considered common; (c) identify and scrutinize what are often tacit assumptions; and (d) ponder other possibilities.</p>
http://arrow.dit.ie/buschmarcon/72
Marked
Mark
Trends in Higher Education: what’s happening in Ireland
(2009)
Hazelkorn, Ellen
Trends in Higher Education: what’s happening in Ireland
(2009)
Hazelkorn, Ellen
Abstract:
<p>This presentation provides an overview of trends in higher education policy worldwide, and their implications for Ireland.</p>
http://arrow.dit.ie/cseroth/22
Marked
Mark
Higher Education at a time of Economic Crisis: is it good-bye to the Celtic Tiger?
(2009)
Hazelkorn, Ellen
Higher Education at a time of Economic Crisis: is it good-bye to the Celtic Tiger?
(2009)
Hazelkorn, Ellen
Abstract:
<p>This presentation provides an overview of the effect of the global economic crisis on Irish higher education.</p>
http://arrow.dit.ie/cseroth/21
Marked
Mark
Cross-disciplinary Approaches for Developing Serious Games in Higher Education
(2009)
Rooney, Pauline; O'Rourke, Kevin; Burke, Greg; MacNamee, Brian; Igbrude, Claudia
Cross-disciplinary Approaches for Developing Serious Games in Higher Education
(2009)
Rooney, Pauline; O'Rourke, Kevin; Burke, Greg; MacNamee, Brian; Igbrude, Claudia
Abstract:
<p>While some educators have adopted commercial off-the-shelf games for use in the classroom, such games may not always meet the individual requirements of lecturers whose courses are tied to specific learning outcomes. An alternative is to capitalise on in-house expertise in Higher Education and create serious games through cross-disciplinary team projects. This paper outlines such a project within one Higher Education institution. It describes synergies created across disciplines as a result of the collaboration on game design and implementation. It looks at tensions generated between the pedagogical requirements (of lecturers), entertainment objectives (of games designers) and technical excellence (sought by developers). Additionally, this paper looks at two serious games designed within this framework. Through reflections on the process and the product, this paper examines whether the collaborative process adopted within a Higher Education context can generate a product go...
http://arrow.dit.ie/ltccon/3
Marked
Mark
Women's Ways of Engagement: Explorations of Gender, the Scholarship of Engagement and Institutional Rewards Policy and Practice.
(2010)
Ward, Elaine
Women's Ways of Engagement: Explorations of Gender, the Scholarship of Engagement and Institutional Rewards Policy and Practice.
(2010)
Ward, Elaine
Abstract:
<p>The purpose of this qualitative study was to explore the promotion and tenure experiences of women faculty who carry out community-engaged scholarship. Purposive sampling of women faculty members nationwide who received national recognition for their work as community-engaged scholars was conducted. In depth semi-structured interviews, personal written scholarship narratives, written personal promotion and tenure narratives and other written documents provide the oral and written data analyzed in this study. Feminist theory guides this study. More specifically, the works of Reinharz (1992), Naples (2003), Belenky and colleagues (1986, 1997) guide this study’s exploration into feminist methods, methodology, and epistemology and the areas of women’s work in the academy, their power—both real and perceived—within the existing institutional culture of higher education and how the experiences of these women community-engaged scholars align with institutional cul...
http://arrow.dit.ie/aaschssloth/10
Marked
Mark
Community Engagement as Social Innovation
(2009)
Hazelkorn, Ellen
Community Engagement as Social Innovation
(2009)
Hazelkorn, Ellen
http://arrow.dit.ie/cserbk/11
Marked
Mark
Putting the Student in Charge: Adding Value to the Food Chemistry Laboratory Through Student Generated Experiments, Integration of Transferable Skills and Peer and Audio Feedback
(2011)
Dunne, Julie
Putting the Student in Charge: Adding Value to the Food Chemistry Laboratory Through Student Generated Experiments, Integration of Transferable Skills and Peer and Audio Feedback
(2011)
Dunne, Julie
Abstract:
<p>This paper describes the implementation of an alternative laboratory practical for a group of third year BSc Nutraceuticals students. The main objectives were to prepare students for the more independent final year research project; to incorporate innovative approaches to feedback; and to integrate key employability skills into the curriculum. These were achieved through building the skills required to ultimately allow students working in groups to research, design and run a laboratory for their class. The project involved innovative approaches to feedback, including weekly feedback sessions, report checklists and audio feedback podcasts. The feedback has been particularly well received, and there is evidence that it will be reusable and will ‘feed-forward’ to other modules. The author, and the students in general, believe the group are more prepared for final year research projects and work placement owing to the redesign of the laboratory assessment.</p>
http://arrow.dit.ie/schfsehcon/6
Marked
Mark
The Effects of Rankings on Student Choices and Institutional Selection
(2012)
Hazelkorn, Ellen
The Effects of Rankings on Student Choices and Institutional Selection
(2012)
Hazelkorn, Ellen
http://arrow.dit.ie/cserbk/14
Marked
Mark
What have we Learned about and from Rankings?
(2010)
Hazelkorn, Ellen
What have we Learned about and from Rankings?
(2010)
Hazelkorn, Ellen
Abstract:
<p>The presentation discusses the pros and cons of higher education rankings, and examines the impact and influence that rankings are having.</p>
http://arrow.dit.ie/cseroth/23
Marked
Mark
Real-World Process Design for Mechanical Engineering Students: A Case Study of PBL in DIT
(2008)
Delaney, Kevin; Kelleher, John B
Real-World Process Design for Mechanical Engineering Students: A Case Study of PBL in DIT
(2008)
Delaney, Kevin; Kelleher, John B
Abstract:
<p>Engineering education deals primarily with calculating quantitative performance of engineering objects, such as machines, circuits or dams, and with designing variations of these objects. However when engineering graduates enter the workforce they must be able to do a great deal more than solve the technical problems taught in engineering school [1]. More specifically they will need to deal with a great range of problems some of which are not technical engineering problems at all. Examples of such problems include working as part of a larger group, project management, negotiation, component sourcing and an awareness of the multi-disciplinary nature of engineering. Such real-world engineering problems force graduate engineers to draw on their professional and personal resourcefulness, adapt to on-the-job pressure, cope with people problems and broaden their knowledge base. Increased competition and high labour costs put pressure on engineering graduates to contribute to comp...
http://arrow.dit.ie/engschmeccon/16
Marked
Mark
A Tale of Two Strategies for Higher Education and Economic Recovery: Ireland and Australia
(2010)
Hazelkorn, Ellen; Massaro, Vin
A Tale of Two Strategies for Higher Education and Economic Recovery: Ireland and Australia
(2010)
Hazelkorn, Ellen; Massaro, Vin
Abstract:
<p>As Dirk van Damme suggested (van Damme, 2009), the effects of the global financial crisis (GFC) have been manifold and complex and affected countries differently. Australia and Ireland have fared very differently in the GFC so choices will inevitably have been influenced by their relative capacity to spend on higher education. Since 1988 Australia has had a unitary, government-regulated but independent higher education system with block funding from a combination of government allocations and student contributions. In contrast, Ireland retains a government-regulated binary system dependent upon public investment and direct government control of staffing budgets. In recent years, both countries have reviewed their higher education system (Australia 2008, Ireland 2009-2010). The Australian review forms the basis of the government’s intention to further deregulate the system by removing enrolment caps, while Ireland’s higher education is caught up in a drive for efficiency...
http://arrow.dit.ie/csercon/8
Marked
Mark
Benefits of Continuing Professional Development in the Visual Communications Sector in Ireland
(2009)
Kennedy, Con, Mr.
Benefits of Continuing Professional Development in the Visual Communications Sector in Ireland
(2009)
Kennedy, Con, Mr.
Abstract:
<p>This research is concerned with identifying the benefits of Continuous Professional Development for the Visual Communications sector in Ireland, with the aim of establishing what benefits exist for both the employee and employer. Research is undertaken to identify CPD programmes that currently exist in other industries in Ireland for the purpose of establishing commonalities and how this may apply to the Visual Communications sector. This is achieved through a combination of literature review, desk research, surveys of employees and employers in the Visual Communications sector and a number of semi-formal interviews with representatives from various industry sectors with established CPD programmes such as Design Ireland, Engineers Ireland and the Institute of Chartered Accountants in Ireland. The main points of the literature review include defining the term Visual Communications and elaborating on sectorial breakdown and comparing the Irish sector with international mark...
http://arrow.dit.ie/aaschadpoth/5
Marked
Mark
The Interface between Academic Knowledge and Working Knowledge: Implications for Curriculum Design and Pedagogic Practice
(2008)
Murphy, Anne
The Interface between Academic Knowledge and Working Knowledge: Implications for Curriculum Design and Pedagogic Practice
(2008)
Murphy, Anne
Abstract:
<p>This paper considers some aspects of the theory and practice of work-based learning (WBL) that may be of interest to academic staff in higher education who have responsibility for negotiating, designing, delivering and assessing programmes for, and with, Irish workplaces, companies, organisations and sectors of the workforce. The paper does not claim to be breaking significant new ground: rather it is trying to connect aspects of the field to inform underpinning of WBL curriculum design and related pedagogic practice as the start of a conversation rather than the last word.</p>
http://arrow.dit.ie/diraaart/2
Marked
Mark
Lifelong Learning: Romance, Evidence, Implementation?
(2005)
Murphy, Anne
Lifelong Learning: Romance, Evidence, Implementation?
(2005)
Murphy, Anne
Abstract:
<p>This paper asks if there is evidence that implementation of a lifelong learning agenda in Ireland has progressed in the decade since the 1995 European Year of Lifelong Learning. It tries to answer the question by analysis of over forty documents related to lifelong learning produced since 1984. It concludes that while there is now much research-based knowledge and much convergence of opinion and policy on the main themes to be addressed, there has been indifferent progress and that persistent challenges remain.</p>
http://arrow.dit.ie/ltccon/1
Marked
Mark
Where does AP(E)L Fit in Higher Education?
(2004)
Murphy, Anne
Where does AP(E)L Fit in Higher Education?
(2004)
Murphy, Anne
Abstract:
<p>On an EU policy level the paper acknowledges the impact on thinking about AP(E)L as a result of the agreement of common European principles for validation of non-formal and in-formal learning in 2004 at the Dublin Conference during Ireland’s presidency of the EU (note 1).This conference also addressed the possible areas of agreement across vocational education and training (VET) and higher education (HE) on contiguous issues such as a common European Qualification Framework, common arrangements for credit transfer and common arrangements for quality assurance. Additionally, the paper is written contemporaneously with the introduction of such mechanisms as the Europass, European CV, Mobilipass, European Language Portfolio, Diploma Supplement and Certificate Supplement, which are all underpinned by the broad principles of flexibility, mobility, transferability and mutual recognition of qualifications and learning.</p>
http://arrow.dit.ie/ltcart/6
Marked
Mark
What Light do Professional Doctorates throw on the Question of what counts as Knowledge in the Academy at the start of the Twenty-first Century? (Bourner et al. 2001: 81)
(2006)
Fisher, Sandra
What Light do Professional Doctorates throw on the Question of what counts as Knowledge in the Academy at the start of the Twenty-first Century? (Bourner et al. 2001: 81)
(2006)
Fisher, Sandra
Abstract:
<p>In their article, ‘Professional Doctorates in England’, Bourner et al. (2001: 81) pose the question ‘What light do professional doctorates throw on the question of what counts as knowledge in the academy at the start of the twenty-first century?’ This article attempts to address this question. The article provides some background to the development of professional doctorates. It looks at forces, such as the rise of the knowledge society, economic drivers, and the demands of lifelong learning, that are shaping knowledge in the academy in the twenty-first century. I attempt to interpret these forces in the context of the development of professional doctorates. I argue that the development of professional doctorates has unmasked some of the limitations of the ‘traditional’ Ph.D. as a vehicle for the production of knowledge. However, the development of professional doctorates brings new challenges to the academy of the twenty-first century.</p>
http://arrow.dit.ie/diraaart/3
Marked
Mark
They Don't Really Want to Know Us: Experiences and Perceptions of international Students at the Dublin Institute of Technology
(2004)
Schlepper, Almut
They Don't Really Want to Know Us: Experiences and Perceptions of international Students at the Dublin Institute of Technology
(2004)
Schlepper, Almut
Abstract:
<p>This paper seeks to explore the experiences and perceptions of international, non-EU students at the Dublin Institute of Technology. My interest in the subject derives from my work as a lecturer at a college with an increasing number of international students and from my participation as a student on a course which made me appreciate the value of a diverse student and lecturer body. The sample of the survey I carried out included international students and lecturers at one campus of the Dublin Institute of Technology. While the results indicated that international students are just as heterogeneous as Irish students, they are faced with specific problems deriving from difficulty with language, differences in academic culture and segregation from the Irish students. They are also subjected to discrimination and racism, which is often not expressed explicitly and therefore hard to challenge. Because of falling numbers of Irish students, institutions of higher education hav...
http://arrow.dit.ie/aaschlanart/2
Marked
Mark
A Critical Exploration of the Rhetoric of Equity Belied by Practice in Postgraduate Teacher Education
(2006)
Donnelly, Roisin
A Critical Exploration of the Rhetoric of Equity Belied by Practice in Postgraduate Teacher Education
(2006)
Donnelly, Roisin
Abstract:
<p>This paper presents the initial results of an investigation into the current awareness and perceptions of equity issues amongst academic staff working on a postgraduate learning and teaching course for teachers in tertiary education in the Republic of Ireland. The study is set in the contemporary landscape of discourses around equality, egalitarianism and equity in education generally. The Irish White Paper on Adult Education Learning for Life (2000) recommends that adult education should be underpinned by three core principles, one of which is to promote equality of access, participation and outcome for participants in adult education, with pro-active strategies to counteract barriers arising from differences of socio-economic status, gender, ethnicity and disability. However, there is no detailing of specific research conducted on equality issues on Postgraduate Certificate Courses for teachers in tertiary level education and how staff working on such courses conceptualis...
http://arrow.dit.ie/ltcart/2
Displaying Results 76 - 100 of 447 on page 4 of 18
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