It has long been a matter of concern to teachers in higher
education why certain students a ~get stucka (TM) at particular
points in the curriculum whilst others grasp concepts with
comparative ease. What accounts for this variation in student
performance and, more importantly, how can teachers change their
teaching and courses to help students overcome such barriers?
This book examines the difficulties of student learning and
offers advice on how to overcome them through course design,
assessment practice and teaching methods. It also provides
innovative case material from a wide range of institutions and
disciplines, including the social sciences, the humanities, the
sciences and economics.
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