Page 208 [208]
OCR
ÍRODALOM 207 Ashwin, P. g McVitty, D. (2015): Ihe Meanings of Student Engagement: Implications for Policies and Practices. In: A. Curaj, L. Matei, R. Pricopie, J. Salmi & P. Scott (eds.) The European Higher Education Area: Between Critical Reflection and Future Policies, Dordrecht: Springer, pp. 343-359. Association of Institutional Research URL: airweb.org Badia, A, Garcia, C. & Meneses, J. (2017): Approaches to teaching online: Exploring factors influencing teachers in a fully online university. British Journal of Educational Technology, 48: (6): 1193-1207. doi:10.1111/bjet.12475. Bandura, A. (1993): Perceived SelfEfficacy in Cognitive Development and Functioning. Educational Psychologist, 28 (2): 117-148 Barab, S. (2006): Design-Based Research: A Methodological Toolkit for the Learning Scientist. In: Sawyer, R. K. (szerk.): The Cambridge Handbook of the Learning Sciences. Cambridge University Press, Cambridge, 153-170. Becher, T. (1994): The significance of Disciplinary Differences. Studies in Higher Education, 19 (2): 151-161. Beijaard, D., Meijer, P. C. & Verloop, N. (2004): Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20 (2): 107-128. Bényei,J., Derényi, A., Pallag, A. & Schmidt, A. (2017): A tanitäs és tanulds eredményessége a MOME-n. Moholy-Nagy Művészeti Egyetem. Berács, J., Derényi, A., Kovats, G., Polönyi, I. & Temesi, J. (2015). Magyar felsőoktatás 2014. Stratégiai belyzetértékelés. Nemzetközi Felsőoktatási Kutatások Központja, Budapest: Budapesti Corvinus Egyetem. Biggs, J.& Tang, C. (2003): Teaching for quality learning at university. Buckingham: Open University Press/Society for Research into Higher Education. (Second edition) Biglan, A. (1973): The characteristics of subject matter in different academic areas. Journal of Applied Psychology, 57. 195-203. http://dx.doi.org/10.1037/h0034701 Boekaerts, M. & Niemivirta, M. (2000): Self regulated learning: Finding a Balance between Learning Goals and Ego-Protective Goals. In: Boekaerts, M., Pintrich, P. R. & Zeidner, M. (eds.): Handbook of Self-Regulation, Academic Press, USA, 417-451. Borg, M. (2001): Key concepts in ELT. Teachers’ beliefs. ELT Journal, 55 (2): 186-188. https://doi.org/10.1093/elt/55.2.186 Borko, H., Whitcomb, J. A. & Byrnes, K. (2008): Genres of research in Teacher Education. In: Cochran-Smith, M., Feiman-Nemser, S. & McIntyre, D. J. (eds.): Handbook of Research on Teacher Education, Routledge — Taylor & Francis Group, Association of Teacher Educators, New York, London, Third edition, 1017-1049. Boud, D. & Brew, A. (2013): Reconceptualising academic work as professional practice: implications for academic development. International Journal for Academic Development 18 (3): 208-221. http://dx.doi.org/10.1080/1360144X.2012.671771 Boyer, E. R. (1990): Scholarship reconsidered. Priorities of the professoriate. The Carnegie Foundation for the Advancement of Teaching.
