Page 154 - Rižnar, Igor, and Klemen Kavčič (ed.). 2017. Connecting Higher Education Institutions with Small and Medium-Sized Enterprises. Koper: University of Primorska Press
P. 154
Igor Rižnar
Pashler, H., M. McDaniel, D. Rohrer, and R. Bjork. 2008. ‘Learning
Styles: Concepts and Evidence.’ Psychological Science in the Public
Interest 9 (3): 105–19.
Pennycock, G., J. A. Cheyne, N. Barr, D. J. Koehler, J. A. Fugelsang
2015. ‘On the Reception and Detection of Pseudo-Profound Bull-
shit.’ Judgment and Decision Making 10 (6): 549–63.
Pinker, S. 2013. Language, Cognition, and Human Nature. New York:
Oxford University Press.
Richman, H. 2010. ‘Optimistic Bias in the University Classroom.’
Perspectives in Learning: A Journal of the College of Education and
Health Professions 11 (1): 17–22.
Rižnar, I. 2009. ‘Blended Language Learning in Tertiary Education.’
International Journal of Innovation and Learning 6 (4): 377–86.
Sokal, A. 2008. Beyond the Hoax: Science, Philosophy and Culture. New
York: Oxford.
‘Sorbonne Joint Declaration: Joint Declaration on Harmonisation of
the Architecture of the European Higher Education System.’ 1998.
https://media.ehea.info/file/1998_Sorbonne/61/2/1998
_Sorbonne_Declaration_English_552612.pdf
Sword, H. 2012. Stylish Academic Writing. Harvard: Harvard University
Press.
The British Council and the bb c. 2014. ‘Learning Styles.’ https://www
.teachingenglish.org.uk/search/site/article252flearning-style-
teaching
Weinstein, N. D. 1980. ‘Unrealistic Optimism about Future Life Events.’
Journal of Personality and Social Psychology 39:806–20.
Weinstein, C. S. 1988. ‘Preservice Teachers’ Expectations about the
First Year of Teaching.’ Teaching and Teacher Education 4 (1): 31–
40.
Wellcome Trust 2014. ‘How Neuroscience is Affecting Education: Re-
port on Teacher and Parent Survey.’ http://www.wellcome.ac.uk/
stellent/groups/corporatesite/@msh_peda/documents/web
_document/WTP055240.pdf Willingham, D. T. 2008. ‘What is De-
velopmentally Appropriate Practice?’ American Educator, Sum-
mer: 34–9.
152
Pashler, H., M. McDaniel, D. Rohrer, and R. Bjork. 2008. ‘Learning
Styles: Concepts and Evidence.’ Psychological Science in the Public
Interest 9 (3): 105–19.
Pennycock, G., J. A. Cheyne, N. Barr, D. J. Koehler, J. A. Fugelsang
2015. ‘On the Reception and Detection of Pseudo-Profound Bull-
shit.’ Judgment and Decision Making 10 (6): 549–63.
Pinker, S. 2013. Language, Cognition, and Human Nature. New York:
Oxford University Press.
Richman, H. 2010. ‘Optimistic Bias in the University Classroom.’
Perspectives in Learning: A Journal of the College of Education and
Health Professions 11 (1): 17–22.
Rižnar, I. 2009. ‘Blended Language Learning in Tertiary Education.’
International Journal of Innovation and Learning 6 (4): 377–86.
Sokal, A. 2008. Beyond the Hoax: Science, Philosophy and Culture. New
York: Oxford.
‘Sorbonne Joint Declaration: Joint Declaration on Harmonisation of
the Architecture of the European Higher Education System.’ 1998.
https://media.ehea.info/file/1998_Sorbonne/61/2/1998
_Sorbonne_Declaration_English_552612.pdf
Sword, H. 2012. Stylish Academic Writing. Harvard: Harvard University
Press.
The British Council and the bb c. 2014. ‘Learning Styles.’ https://www
.teachingenglish.org.uk/search/site/article252flearning-style-
teaching
Weinstein, N. D. 1980. ‘Unrealistic Optimism about Future Life Events.’
Journal of Personality and Social Psychology 39:806–20.
Weinstein, C. S. 1988. ‘Preservice Teachers’ Expectations about the
First Year of Teaching.’ Teaching and Teacher Education 4 (1): 31–
40.
Wellcome Trust 2014. ‘How Neuroscience is Affecting Education: Re-
port on Teacher and Parent Survey.’ http://www.wellcome.ac.uk/
stellent/groups/corporatesite/@msh_peda/documents/web
_document/WTP055240.pdf Willingham, D. T. 2008. ‘What is De-
velopmentally Appropriate Practice?’ American Educator, Sum-
mer: 34–9.
152
