Learning spaces, agency and notions of improvement: what influences thinking and practices about teaching and learning in higher education? An interpretive meta-ethnography

Maggi Savin-Baden; J. Savin-Baden; Lorraine Mcfarland

doi:10.1080/14748460802489355

Learning spaces, agency and notions of improvement: what influences thinking and practices about teaching and learning in higher education? An interpretive meta-ethnography

Maggi Savin-Baden, J. Savin-Baden, Lorraine Mcfarland

Research output: Contribution to journal › Article

Original language	English
Pages (from-to)	211-227
Journal	London Review of Education
Volume	6
Issue number	3
DOIs	https://doi.org/10.1080/14748460802489355
Publication status	Published - Nov 2008

Bibliographical note

The full text of this item is not available from the repository.
This is an electronic version of an article published in the London review of education 6(3), pp.211-227. The London review of education is available online at: http://www.informaworld.com/smpp/content~db=all~content=a906264718

Keywords

learning spaces
agency
meta-ethnography
practice
transfer
community

Access to Document

10.1080/14748460802489355

Cite this

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title = "Learning spaces, agency and notions of improvement: what influences thinking and practices about teaching and learning in higher education? An interpretive meta-ethnography",

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author = "Maggi Savin-Baden and J. Savin-Baden and Lorraine Mcfarland",

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