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Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.13/932755

Title: Aligning intellectual development with curriculum, instruction and assessment
Author/Creator: Cantwell, Robert H.; Scevak, Jill J.; Parkes, Robert J.
Institution: The University of Newcastle. Faculty of Education & Arts, School of Education
Description: University curriculum is complex and abstract - indeed, it becomes increasingly more complex and abstract as students progress through their degree programs. Third year is, or should be, more abstract and complex than first year. What kinds of intellectual demands typify academic learning, and how do these change over time? In understanding these demands, we are better able to align both our curricula and our teaching to the needs of our students at different stages of their learning.
Relation: An Academic Life: A Handbook for New Academics p. 16-24
Relation: https://shop.acer.edu.au/acer-shop/product/A5136BK
Date: 2010
Publisher: ACER Press
Keyword(s): academic learning; curriculum; intellectual demands; student instruction
Resource Type: book chapter
Identifier: http://hdl.handle.net/1959.13/932755
Identifier: ISBN:9780864319081

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