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      Learning spaces, agency and notions of improvement: what influences thinking and practices about teaching and learning in higher education? An interpretive meta-ethnography

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          Abstract

          This review sought to locate key themes in the literature on teaching and learning thinking and practices, by examining areas of influence and mapping ideas about the themes of practice, transfer and communities in higher education or related contexts. The findings indicate that issues of pedagogical stance, disjunction, learning spaces, agency, notions of improvement and communities of interest can help to locate overarching themes and hidden subtexts that are strong influences on areas of practice, transfer and community. Nevertheless, these are areas that are sometimes ignored, marginalised or dislocated from the central arguments about teaching and learning thinking and practices in higher education.

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          Journal
          10430
          London Review of Education
          IOE Press
          1474-8460
          01 November 2008
          : 6
          : 3
          : 211-227
          Article
          1474-8460(20081101)6:3L.211;1- s3.phd /ioep/clre/2008/00000006/00000003/art00003
          10.1080/14748460802489355
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          London Review of Education
          Volume 6, Issue 3

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