Making the implicit, explicit: improving student study skills through contextual Personal Academic Intervention
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Making the implicit, explicit: improving student study skills through contextual Personal Academic Intervention
Tsai, Pei-Hua
Identifier:
http://hdl.handle.net/2292/28638
Issue Date:
2015-11-26
Reference:
11th Tertiary Education Research New Zealand Conference (TERNZ), Auckland, New Zealand, 25 Nov 2015 - 27 Nov 2015. 26 Nov 2015
Rights (URI):
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm
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Related URL:
https://www.openconf.org/ternz2015/modules/request.php?module=oc_program&action=summary.php&id=24
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