The role of perception in divergent approaches to teaching and learning through the transition from foundation to bachelor degree: a preliminary exploration

dc.contributor.author	Corkill, H.	en_GB
dc.date.accessioned	2012-11-26T10:26:05Z
dc.date.available	2012-11-26T10:26:05Z
dc.date.issued	2011-07
dc.identifier.citation	Corkill, H. (2011). The role of perception in divergent approaches to teaching and learning through the transition from foundation to bachelor degree: a preliminary exploration. Journal of Pedagogic Development. 1(1)	en_GB
dc.identifier.issn	2047-3257
dc.identifier.uri	http://hdl.handle.net/10547/253300
dc.language.iso	en	en
dc.publisher	University of Bedfordshire	en_GB
dc.relation.url	http://www.beds.ac.uk/learning/support/jpd/journal-of-pedagogic-development-volume-1-issue-1/the-role-of-perception-in-divergent-approaches-to-teaching-and-learning-through-the-transition-from-foundation-to-bachelor-degree-a-preliminary-exploration	en_GB
dc.subject	student transitions	en_GB
dc.subject	foundation degree	en_GB
dc.subject	perception	en_GB
dc.subject	approaches to teaching and learning	en_GB
dc.subject	teaching and learning	en_GB
dc.subject	teaching	en_GB
dc.subject	learning	en_GB
dc.title	The role of perception in divergent approaches to teaching and learning through the transition from foundation to bachelor degree: a preliminary exploration	en
dc.type	Article	en
dc.identifier.eissn	2047-3265
dc.contributor.department	University of Bedfordshire	en_GB
dc.identifier.journal	Journal of Pedagogic Development	en_GB

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