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Danvers, Emily (2018) Who is the critical thinker in higher education? A feminist re-thinking. Teaching in Higher Education, 23 (5). pp. 548-562. ISSN 1356-2517

Danvers, Emily, Hinton-Smith, Tamsin and Webb, Rebecca (2018) Power, pedagogy and the personal: feminist ethics in facilitating a doctoral writing group. Teaching in Higher Education. ISSN 1356-2517

Crossouard, Barbara (2010) Reforms to higher education assessment reporting: opportunities and challenges. Teaching in Higher Education, 15 (3). pp. 247-258. ISSN 1356-2517

Morrice, Linda (2009) Journeys into Higher Education: the case of refugees in the UK. Teaching in Higher Education, 14 (6). pp. 661-672. ISSN 13562517

Grant, Kevin and Wakelin, Sonia (2009) Reconceptualising the nexes: A survey of twelve Scottish IS/IM academics perceptions of a nexus between teaching, research, scholarship and consultancy. Teaching in Higher Education, 14 (2). pp. 133-146. ISSN 1356-2517

Leathwood, Carole and Hey, Valerie (2009) Gender/ed discourses and emotional sub-texts: Theorising emotion in UK higher education. Teaching in Higher Education, 14 (4). pp. 429-440. ISSN 1356-2517

Morley, Louise (2007) Sister-matic: Gender Mainstreaming in Higher Education. Teaching in Higher Education, 12 (5-6). pp. 607-620. ISSN 1356-2517

Somerville, Elizabeth M and Creme, Phyllis (2005) 'Asking Pompeii questions': a co-operative approach to Writing in the Disciplines. Teaching in Higher Education, 10 (1). pp. 17-28. ISSN 1356-2517

Creme, Phyllis (1999) A reflection on the education of the 'critical person'. Teaching in Higher Education, 4 (4). pp. 461-471. ISSN 1356-2517

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