Progressive Development of Deep Learning Skills Through Undergraduate and Postgraduate Dissertations

Educational Studies

Volumn 24, Issue 1, 1998, Pages 95-105

  James, Philip ^a  

^a UNIVERSITY OF SALFORD   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 1842681610     PISSN: 03055698     EISSN: None     Source Type: Journal    
DOI: 10.1080/0305569980240107     Document Type: Article

References (12)

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3. BLOOM, B.S. (1956) Taxonomy of Educational Objectives: Book 1 Cognitive Domain (London, Longman).
4. ENTWISTLE, N. (1981) Styles of Learning and Teaching (Chichester, John Wiley).
5. ENTWISTLE, N., THOMPSON, S. & TAIT, H. (1992) Guidelines for Promoting Effective Learning in Higher Education (Centre for Research on Learning and Instruction, University of Edinburgh).
6. HEFCE (1996) Assessors' Handbook (Bristol, Quality Assessment Division, Higher Education Funding Council for England).
7. HEQC (1997) Assessment in Higher Education and the Role of 'Graduateness' (London, Higher Education Quality Council).
8. MERTON, R.K., FISKE, M. & KENDALL, P.L. (1991) The focused interview, in: JUDD, C.M., SMITH, E.R. & KIDDER, L.H. (Eds) Research Methods in Social Relations, 6th edn (Fort Worth, Holt, Rinehart & Wilson).
9. MOON, J.A. (1995) The description of learning levels in higher education. UCoSDA Briefing Paper Twenty-Seven, December.
10. PREECE, R. (1994) Starting Research (London, Pinter Publishers).
11. RITCHIE, J. & SPENCER, L. (1994) Qualitative data analysis for applied policy research, in: BRYMAN & BURGESS (Eds) Analysing Qualitative Data (London, Routledge).
12. TATE, N. (1997) Cardinal rule for Dearing to consider, The Times Higher Education Supplement 28 March, p. 11.