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From drawings to diagrams: Maintaining researcher control during graphic elicitation in qualitative interviews
T Varga‐Atkins, M O’Brien
International Journal of Research & Method in Education 32 (1), 53-67, 2009
1092009
Learning, student digital capabilities and academic performance over the COVID-19 pandemic
M Limniou, T Varga-Atkins, C Hands, M Elshamaa
Education Sciences 11 (7), 361, 2021
1082021
Developing professionalism through the use of wikis: A study with first-year undergraduate medical students
T Varga-Atkins, P Dangerfield, D Brigden
Medical teacher 32 (10), 824-829, 2010
942010
Diagrammatic elicitation: Defining the use of diagrams in data collection
M Umoquit, P Tso, T Varga-Atkins, M O’Brien, J Wheeldon
The Qualitative Report 18 (30), 1-12, 2013
862013
Information skills of undergraduate business students–a comparison of UK and international students
T Varga‐Atkins, L Ashcroft
Library Management 25 (1/2), 39-55, 2004
742004
Focus group meets nominal group technique: an effective combination for student evaluation?
T Varga-Atkins, J McIsaac, I Willis
Innovations in Education and Teaching International 54 (4), 289-300, 2017
632017
The nominal group technique: a practical guide for facilitators
T Varga-Atkins, N Bunyan, R Fewtrell, J McIsaac
Written for the ELESIG small grants scheme. Liverpool: University of Liverpool, 2011
392011
Social media: changing the paradigm for surgical education
AM Petrucci, M Chand, SD Wexner
Clinics in Colon and Rectal Surgery 30 (04), 244-251, 2017
382017
Cultural–historical activity theory and ‘the visual’in research: exploring the ontological consequences of the use of visual methods
M O'Brien, T Varga-Atkins, M Umoquit, P Tso
International Journal of Research & Method in Education 35 (3), 251-268, 2012
352012
‘I know it’s not proper research, but…’: how professionals’ understandings of research can frustrate its potential for CPD
S Clayton, M O’Brien, D Burton, A Campbell, A Qualter, T Varga‐Atkins
Educational action research 16 (1), 73-84, 2008
322008
Learning networks for schools: keeping up with the times or a leap into the unknown?
M O'Brien, D Burton, A Campbell, A Qualter, T Varga-Atkins
The curriculum journal 17 (4), 397-411, 2006
312006
The importance of interplay between school-based and networked professional development: School professionals’ experiences of inter-school collaborations in learning networks
T Varga-Atkins, M O’Brien, D Burton, A Campbell, A Qualter
Journal of Educational Change 11, 241-272, 2010
302010
Students tell us what good written feedback looks like
S Voelkel, T Varga‐Atkins, LV Mello
FEBS Open bio 10 (5), 692-706, 2020
242020
Developing e-learning for interprofessional education
T Varga-Atkins, H Cooper
Journal of telemedicine and telecare 11 (1_suppl), 102-104, 2005
242005
Beyond description: In search of disciplinary digital capabilities through signature pedagogies
T Varga-Atkins
Research in Learning Technology 28, 2020
222020
Learning Literacies through collaborative enquiry
J Ashley, F Jarman, T Varga-Atkins, N Hassan
Journal of information literacy 6 (1), 50-71, 2012
212012
A structured reflective process supports student awareness of employability skills development in a science placement module
LV Mello, T Varga‐Atkins, SW Edwards
FEBS Open Bio 11 (6), 1524-1536, 2021
202021
School professionals’ attitudes to professional development in a networked context: developing the model of ‘believers, seekers and sceptics’
T Varga‐Atkins, A Qualter, M O’Brien
Professional development in education 35 (3), 321-340, 2009
202009
Learning Activity Management System Specialist Schools Trust pilot
T Russell, T Varga-Atkins, D Roberts
A Review for Becta and the Specialist Schools and Academies Trust by CRIPSAT …, 2005
182005
How are the perceptions of learning networks shaped among school professionals and headteachers at an early stage in their introduction?
M O’Brien, T Varga-Atkins, D Burton, A Campbell, A Qualter
International Review of Education 54, 211-242, 2008
142008
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Artikelen 1–20