STUDENT EVALUATION OF TEACHING: A METHODOLOGICAL CRITIQUE OF CONVENTIONAL PRACTICES. EDUCATION POLICY ANALYSIS ARCHIVES

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SPROULE R.

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Journal Paper

Paper Information

Journal: EDUCATION POLICY ANALYSIS ARCHIVES Year:2000 | Volume:8 | Issue:50 Page(s): 125-142

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Information Journal Paper

Title

STUDENT EVALUATION OF TEACHING: A METHODOLOGICAL CRITIQUE OF CONVENTIONAL PRACTICES. EDUCATION POLICY ANALYSIS ARCHIVES

Author(s)

SPROULE R. | Issue Writer Certificate

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Abstract

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STUDENTS’ VIEWPOINTS AND EXPERIENCES ABOUT EVALUATION OF ACADEMIC STAFF IN THEORETICAL COURSES

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APA: Copy

SPROULE, R.. (2000). STUDENT EVALUATION OF TEACHING: A METHODOLOGICAL CRITIQUE OF CONVENTIONAL PRACTICES. EDUCATION POLICY ANALYSIS ARCHIVES. EDUCATION POLICY ANALYSIS ARCHIVES, 8(50), 125-142. SID. https://sid.ir/paper/576290/en

Vancouver: Copy

SPROULE R.. STUDENT EVALUATION OF TEACHING: A METHODOLOGICAL CRITIQUE OF CONVENTIONAL PRACTICES. EDUCATION POLICY ANALYSIS ARCHIVES. EDUCATION POLICY ANALYSIS ARCHIVES[Internet]. 2000;8(50):125-142. Available from: https://sid.ir/paper/576290/en

IEEE: Copy

R. SPROULE, “STUDENT EVALUATION OF TEACHING: A METHODOLOGICAL CRITIQUE OF CONVENTIONAL PRACTICES. EDUCATION POLICY ANALYSIS ARCHIVES,” EDUCATION POLICY ANALYSIS ARCHIVES, vol. 8, no. 50, pp. 125–142, 2000, [Online]. Available: https://sid.ir/paper/576290/en

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