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Technology-integrated science teaching:
https://www.educ.cam.ac.uk/research/programmes/istl/ScT2.doc20 Oct 2020: the syllabus’. ... Thanks also to Mark Winterbottom for his invaluable help with the analysis and writing, to Theresa Daly for her vital secretarial assistance, and to the Economic and Social Research Council for -
Technology-integrated science teaching:
https://www.educ.cam.ac.uk/research/programmes/istl/ScT2.pdf20 Oct 2020: the syllabus’. ... Thanks also to Mark Winterbottom for his invaluable help with the analysis and writing, to Theresa Daly for her vital secretarial assistance, and to the Economic and Social Research Council for -
Pedagogical strategies for using the interactive whiteboard to foster …
https://www.educ.cam.ac.uk/research/programmes/istl/LMT_IWB.doc20 Oct 2020: Opportunities for pupil use here were reportedly hindered by external time pressures including ‘feeling hidebound by the lack of curriculum time to get through all the syllabus’. -
most frequently cited type of successful DGS concerned with…
https://www.educ.cam.ac.uk/research/programmes/istl/BERA04_DGS.doc20 Oct 2020: 70-71). Likewise, a comparison of the English secondary-school syllabus with its counterparts from eight countries (of which five also featured in the earlier textbook study, as did England) reported Results that match 1 of 2 words
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https://www.educ.cam.ac.uk/research/programmes/eclipse/Tanetal(2005)IonisationEnergy.pdf20 Oct 2020: level syllabus for 2001 ………. …………………………………………. 92. APPENDIX B: The third version of the justification multiple choice. ... syllabus section on ionisation energy (Appendix A). For the first twenty elements,. -
WP042
https://www.educ.cam.ac.uk/research/programmes/istl/WP042.pdf20 Oct 2020: 1 -. J. Curriculum Studies, in press. Teacher perspectives on integrating ICT into subject teaching:Commitment, constraints, caution and change. Sara Hennessy, Kenneth Ruthven and Sue Brindley. University of Cambridge. Faculty of Education. 17 -
WP032
https://www.educ.cam.ac.uk/research/programmes/istl/WP032.pdf20 Oct 2020: 1. Pupil Perspectives on the Contribution ofInformation and Communication Technology toTeaching and Learning in the Secondary School. Rosemary Deaney, Kenneth Ruthven and Sara Hennessy. Research Papers in Education, 2003, 18 (2), 141-165. Abstract: -
WP021
https://www.educ.cam.ac.uk/research/programmes/istl/WP021.pdf20 Oct 2020: Running head: A PRACTITIONER MODEL OF COMPUTER USE. KENNETH RUTHVEN & SARA HENNESSY. A PRACTITIONER MODEL OF THE USE OF COMPUTER-BASED TOOLS AND RESOURCES. TO SUPPORT MATHEMATICS TEACHING AND LEARNING. Educational Studies in Mathematics, 2002, 49 (1) -
Volume 6 Number 2 November 2006
https://www.educ.cam.ac.uk/research/programmes/cindle/Whitebreadetal.pdf20 Oct 2020: They were also selected so that the whole cohort comprised a representative sample of types of preschool provision and socio-economic catchment area in the Cambridgeshire region. -
VAGUE LANGUAGE: TRIVIALISING THE SEMANTICS
https://www.educ.cam.ac.uk/research/programmes/istl/M_DGS2.doc20 Oct 2020: Acknowledgements. Thanks to the Economic and Social Research Council for funding the Eliciting Situated Expertise in ICT-integrated Mathematics and Science Teaching project (2002/04), award ref.
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