-
2
-
-
85065114508
-
Anchored instruction: Why we need it and how technology can help
-
Don N., and Rand S. (Eds), Lawrence Erlbaum Associates, Hillsdale, NJ
-
Bransford J.D., Sherwood R.D., Hasselbring T.S., Kinzer C.K., and Williams S.M. Anchored instruction: Why we need it and how technology can help. In: Don N., and Rand S. (Eds). Cognition education, and multimedia: Exploring ideas in high technology (1990), Lawrence Erlbaum Associates, Hillsdale, NJ 115-141
-
(1990)
Cognition education, and multimedia: Exploring ideas in high technology
, pp. 115-141
-
-
Bransford, J.D.1
Sherwood, R.D.2
Hasselbring, T.S.3
Kinzer, C.K.4
Williams, S.M.5
-
6
-
-
0003570805
-
-
Lawrence Erlbaum Associates, Mahwah, NJ
-
Dias P., Freedman A., Medway P., and Paré A. Worlds apart: Acting and writing in academic and workplace contexts (1999), Lawrence Erlbaum Associates, Mahwah, NJ
-
(1999)
Worlds apart: Acting and writing in academic and workplace contexts
-
-
Dias, P.1
Freedman, A.2
Medway, P.3
Paré, A.4
-
8
-
-
34248536411
-
-
Fisher, David. (2006). Remediating the professional classroom: The new rhetoric of teaching and learning. Unpublished Doctoral Dissertation. Ames, IA: Iowa State University.
-
-
-
-
9
-
-
0000015929
-
Do as I say: The relationship between teaching and learning new genres
-
Aviva F., and Peter M. (Eds), Taylor & Francis, Ltd, London, UK
-
Freedman A. Do as I say: The relationship between teaching and learning new genres. In: Aviva F., and Peter M. (Eds). Genre and the new rhetoric (1994), Taylor & Francis, Ltd, London, UK 191-201
-
(1994)
Genre and the new rhetoric
, pp. 191-201
-
-
Freedman, A.1
-
10
-
-
84970460472
-
Wearing suits to class: Simulating genres and simulations as genre
-
Freedman A., Adam C., and Smart G. Wearing suits to class: Simulating genres and simulations as genre. Written Communication 11 (1994) 193-226
-
(1994)
Written Communication
, vol.11
, pp. 193-226
-
-
Freedman, A.1
Adam, C.2
Smart, G.3
-
12
-
-
0005320103
-
Teaching discourse and reproducing culture: A critique of research and pedagogy in professional and non-academic writing
-
Herndl C.G. Teaching discourse and reproducing culture: A critique of research and pedagogy in professional and non-academic writing. College Composition and Communication 44 (1993) 349-363
-
(1993)
College Composition and Communication
, vol.44
, pp. 349-363
-
-
Herndl, C.G.1
-
13
-
-
0038157772
-
Revisiting activity theory as a framework for designing student-centered learning environments
-
Jonassen D.H., and Land S.M. (Eds), Lawrence Erlbaum Associates, Mahwah, NJ
-
Jonassen D.H. Revisiting activity theory as a framework for designing student-centered learning environments. In: Jonassen D.H., and Land S.M. (Eds). Theoretical foundations of learning environments (2000), Lawrence Erlbaum Associates, Mahwah, NJ 89-121
-
(2000)
Theoretical foundations of learning environments
, pp. 89-121
-
-
Jonassen, D.H.1
-
15
-
-
85047697011
-
Teaching, as learning, in practice
-
Lave J. Teaching, as learning, in practice. Mind, Culture, and Activity 3 (1996) 149-164
-
(1996)
Mind, Culture, and Activity
, vol.3
, pp. 149-164
-
-
Lave, J.1
-
17
-
-
0025981367
-
Treating professional writing as social praxis
-
Miller T.P. Treating professional writing as social praxis. Journal of Advanced Composition 11 1 (1991) 57-72
-
(1991)
Journal of Advanced Composition
, vol.11
, Issue.1
, pp. 57-72
-
-
Miller, T.P.1
-
18
-
-
0037724661
-
A question of attribution: The indeterminacy of "learning from experience"
-
Lea M.R., and Stierer B. (Eds), Open UP, Buckinghamshire, UK
-
Pardoe S. A question of attribution: The indeterminacy of "learning from experience". In: Lea M.R., and Stierer B. (Eds). Student writing in higher education (2000), Open UP, Buckinghamshire, UK 125-146
-
(2000)
Student writing in higher education
, pp. 125-146
-
-
Pardoe, S.1
-
19
-
-
0000046493
-
The design of goal-based scenarios
-
Schank R.C., Andrew F., Benjamin B., and Menachem J. The design of goal-based scenarios. The Journal of the Learning Sciences 3 4 (1993/1994) 305-345
-
(1993)
The Journal of the Learning Sciences
, vol.3
, Issue.4
, pp. 305-345
-
-
Schank, R.C.1
Andrew, F.2
Benjamin, B.3
Menachem, J.4
-
22
-
-
0030554830
-
A pedagogy of multiliteracies: Designing social futures
-
The New London Group. A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review 66 1 (1996) 60-92
-
(1996)
Harvard Educational Review
, vol.66
, Issue.1
, pp. 60-92
-
-
The New London Group1
-
23
-
-
2442609020
-
Composition and the circulation of writing
-
Trimbur J. Composition and the circulation of writing. College Composition and Communication 55 2 (2000) 188-219
-
(2000)
College Composition and Communication
, vol.55
, Issue.2
, pp. 188-219
-
-
Trimbur, J.1
-
24
-
-
33748707180
-
Conceptualizing transfer: From standard notions to developmental perspectives
-
Tuomi-Grohn T., and Engeström Y. (Eds), Pergamon, Amsterdam, Netherlands
-
Tuomi-Gröhn T., and Engeström Y. Conceptualizing transfer: From standard notions to developmental perspectives. In: Tuomi-Grohn T., and Engeström Y. (Eds). Between school and work: New perspectives on transfer and boundary-crossing (2003), Pergamon, Amsterdam, Netherlands 19-38
-
(2003)
Between school and work: New perspectives on transfer and boundary-crossing
, pp. 19-38
-
-
Tuomi-Gröhn, T.1
Engeström, Y.2
-
26
-
-
67349137468
-
Perception, representation, and the forms of action: Towards an historical epistemology
-
Cohen R.S., and Wartofsky M.W. (Eds), D. Reidel Publishing Company, Boston, MA
-
Wartofsky M.W. Perception, representation, and the forms of action: Towards an historical epistemology. In: Cohen R.S., and Wartofsky M.W. (Eds). Models: Representation and the scientific understanding (1979), D. Reidel Publishing Company, Boston, MA
-
(1979)
Models: Representation and the scientific understanding
-
-
Wartofsky, M.W.1
|