Teacher authority and the foundations of learning
This work offers a deflationary account of how children learn in the early years of primary school which is entirely free of the paradoxical difficulties of current learning theories. The account makes no claim to being yet another learning theory and is deflationary in the sense of "involving...
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Queen's University Belfast
2013
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| Online Access: | http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.601448 |