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dc.contributor.authorHetherington, Lindsay Ellen Joanen_GB
dc.date.accessioned2013-04-03T13:19:35Zen_GB
dc.date.accessioned2013-04-04T12:02:29Z
dc.date.issued2012en_GB
dc.identifier.citationVol. 9 (2), pp. 62 - 66en_GB
dc.identifier.urihttp://hdl.handle.net/10036/4522en_GB
dc.language.isoenen_GB
dc.publisherUniversity of Albertaen_GB
dc.relation.urlhttp://ejournals.library.ualberta.ca/index.php/complicity/indexen_GB
dc.subjectcomplexity theoryen_GB
dc.subjectassessmenten_GB
dc.subjectteacher educationen_GB
dc.titleEnmeshing Interruption in Assessment of Teacher Education: Response to Bernard Riccaen_GB
dc.typeArticleen_GB
dc.date.available2013-04-03T13:19:35Zen_GB
dc.date.available2013-04-04T12:02:29Z
dc.identifier.issn1710-5668en_GB
dc.description© Copyright 2012. The author, LINDSAY HETHERINGTON, assigns to the University of Alberta and other educational and non-profit institutions a non-exclusive license to use this document for personal use and in courses of instruction provided that the article is used in full and this copyright statement is reproduced. The author also grants a non-exclusive license to the University of Alberta to publish this document in full on the World Wide Web, and for the document to be published on mirrors on the World Wide Web. Any other usage is prohibited without the express permission of the author.en_GB
dc.identifier.journalComplicity: an international journal of complexity in educationen_GB


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