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  1. Richard Andrews (2010). N. Muller Mirza and A.-N. Perret-Clermont (Eds): Argumentation and Education: Theoretical Foundations and Principles. [REVIEW] Argumentation 24 (2):253-254.
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  2. Richard Andrews (2009). A Case Study of Argumentation at Undergraduate Level in History. Argumentation 23 (4):547-558.
    This article examines two essays by undergraduate students in the first year of study in History at a university in the UK. It also draws on documentary evidence from the department in question and interviews with the students themselves to paint a picture of the way argumentation operates at this level. While no firm conclusions can be drawn, the evidence suggests a department with a high degree of awareness of the importance of argument and argumentation in studying History; and students (...)
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  3. Richard Andrews (2009). The Importance of Argument in Education. Institute of Education, University of London.
  4. Richard Andrews & Frøydis Hertzberg (2009). Introduction: Special Issue on Argumentation in Education in Scandinavia and England. [REVIEW] Argumentation 23 (4):433-436.
    Introduction: Special Issue on Argumentation in Education in Scandinavia and England Content Type Journal Article Pages 433-436 DOI 10.1007/s10503-009-9168-5 Authors Richard Andrews, University of London Department of Learning, Curriculum and Communication, Faculty of Culture and Pedagogy, Institute of Education 20 Bedford Way London WC1H 0AL UK Frøydis Hertzberg, University of Oslo Department of Teacher Education and School Development Oslo Norway Journal Argumentation Online ISSN 1572-8374 Print ISSN 0920-427X Journal Volume Volume 23 Journal Issue Volume 23, Number 4.
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  5. Richard Andrews (2005). The Place of Systematic Reviews in Education Research. British Journal of Educational Studies 53 (4):399 - 416.
    The use of systematic reviews in educational research is a growing phenomenon in the UK, but is highly controversial. This article argues that such reviews have a useful place in a research cycle that wishes to inform and be informed by practice and policy. It proposes and discusses a model of educational research, showing how reviews relate to small or large-scale primary studies.
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