Reconfiguring Knowledge in Higher Education - Higher Education Dynamics
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Published By Springer International Publishing

9783319728315, 9783319728322

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Multiple Institutional Logics in National Curricula: The Introduction of Learning Outcomes in Teacher Education and Engineering Education in Norway

Reconfiguring Knowledge in Higher Education - Higher Education Dynamics ◽

10.1007/978-3-319-72832-2_4 ◽

2018 ◽

pp. 65-81 ◽

Cited By ~ 2

Author(s):

Jennifer Olson ◽

Hilde Wågsås Afdal ◽

Mari Elken

Keyword(s):

Teacher Education ◽

Engineering Education ◽

Learning Outcomes ◽

Institutional Logics

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Research-Based Education: An Exploration of Interpretations in Two Professional Higher Education Programmes

Reconfiguring Knowledge in Higher Education - Higher Education Dynamics ◽

10.1007/978-3-319-72832-2_8 ◽

2018 ◽

pp. 129-148

Author(s):

Hilde Wågsås Afdal ◽

Crina Damşa

Keyword(s):

Higher Education

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Learning to Teach and Teaching to Learn: Exploring Microteaching as a Site for Knowledge Integration in Teacher Education

Reconfiguring Knowledge in Higher Education - Higher Education Dynamics ◽

10.1007/978-3-319-72832-2_10 ◽

2018 ◽

pp. 169-185 ◽

Cited By ~ 1

Author(s):

Thomas de Lange ◽

Monika Nerland

Keyword(s):

Teacher Education ◽

Knowledge Integration ◽

Learning To Teach ◽

A Site

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Research and Development Tasks in Teacher Education: Institutional Framing and Student Experiences

Reconfiguring Knowledge in Higher Education - Higher Education Dynamics ◽

10.1007/978-3-319-72832-2_9 ◽

2018 ◽

pp. 149-167 ◽

Cited By ~ 1

Author(s):

Crina Damşa

Keyword(s):

Teacher Education ◽

Research And Development ◽

Student Experiences ◽

Development Tasks

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From Disciplinary Excellence to Interdisciplinary Collaboration: How Australian Academics Negotiate Competing Knowledge Agendas

Reconfiguring Knowledge in Higher Education - Higher Education Dynamics ◽

10.1007/978-3-319-72832-2_3 ◽

2018 ◽

pp. 49-64

Author(s):

Lyn Yates ◽

Peter Woelert ◽

Victoria Millar ◽

Kate O’Connor

Keyword(s):

Interdisciplinary Collaboration

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Reconfiguring Knowledge in Higher Education: Emerging Themes and Research Avenues

Reconfiguring Knowledge in Higher Education - Higher Education Dynamics ◽

10.1007/978-3-319-72832-2_11 ◽

2018 ◽

pp. 187-202 ◽

Cited By ~ 1

Author(s):

Peter Maassen ◽

Monika Nerland ◽

Lyn Yates

Keyword(s):

Higher Education ◽

Emerging Themes

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MOOC-ing the Discipline: Tensions in the Development and Enactment of a Massive Open Online Course

Reconfiguring Knowledge in Higher Education - Higher Education Dynamics ◽

10.1007/978-3-319-72832-2_7 ◽

2018 ◽

pp. 113-127

Author(s):

Kate O’Connor

Keyword(s):

Online Course ◽

Massive Open Online ◽

Massive Open Online Course

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Shifting Knowledge Forms in the University Physics Curriculum: Academics’ Perceptions

Reconfiguring Knowledge in Higher Education - Higher Education Dynamics ◽

10.1007/978-3-319-72832-2_5 ◽

2018 ◽

pp. 83-96

Author(s):

Victoria Millar

Keyword(s):

University Physics ◽

The University ◽

Physics Curriculum

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The Role of Shadow Organizing in Dealing with Overflows of Knowledge and Ambition in Higher Education

Reconfiguring Knowledge in Higher Education - Higher Education Dynamics ◽

10.1007/978-3-319-72832-2_6 ◽

2018 ◽

pp. 97-111 ◽

Cited By ~ 2

Author(s):

Karen Jensen

Keyword(s):

Higher Education

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Introduction

Reconfiguring Knowledge in Higher Education - Higher Education Dynamics ◽

10.1007/978-3-319-72832-2_1 ◽

2018 ◽

pp. 1-24

Author(s):

Monika Nerland ◽

Lyn Yates ◽

Peter Maassen

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Reconfiguring Knowledge in Higher Education - Higher Education DynamicsLatest Publications

TOTAL DOCUMENTS

H-INDEX

Published By Springer International Publishing

Multiple Institutional Logics in National Curricula: The Introduction of Learning Outcomes in Teacher Education and Engineering Education in Norway

Research-Based Education: An Exploration of Interpretations in Two Professional Higher Education Programmes

Learning to Teach and Teaching to Learn: Exploring Microteaching as a Site for Knowledge Integration in Teacher Education

Research and Development Tasks in Teacher Education: Institutional Framing and Student Experiences

From Disciplinary Excellence to Interdisciplinary Collaboration: How Australian Academics Negotiate Competing Knowledge Agendas

Reconfiguring Knowledge in Higher Education: Emerging Themes and Research Avenues

MOOC-ing the Discipline: Tensions in the Development and Enactment of a Massive Open Online Course

Shifting Knowledge Forms in the University Physics Curriculum: Academics’ Perceptions

The Role of Shadow Organizing in Dealing with Overflows of Knowledge and Ambition in Higher Education

Introduction

Reconfiguring Knowledge in Higher Education - Higher Education Dynamics
Latest Publications