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Charles Desforges [7]Charles W. Desforges [1]
  1.  14
    Teaching Knowledge Application: Advances in Theoretical Conceptions and Their Professional Implications.Charles Desforges & Pam Lings - 1998 - British Journal of Educational Studies 46 (4):386-398.
    We describe and examine a view of knowledge application in schooling developed from aspects of contemporary learning theory. To situate our perspective in contemporary practice, we establish the significance of the issue of knowledge application as an educational challenge. We then review some enduring theoretical conceptions of the problem and their educational ramifications following which we introduce some developments in educational learning theory and consider their implications for teaching knowledge application.
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  2.  7
    The Role of Informal Assessment in Teachers’ Practical Action.Jan Savage & Charles Desforges - 1995 - Educational Studies 21 (3):433-446.
    This research informs two questions; in what ways do teachers distinguish between children, and, how do these perceived differences relate to the provision for learning made for children in practice in classrooms? A sample of three teachers of 5‐7 year‐olds had their classroom action videotaped. The technique of stimulated recall was used to collect data on teachers’ thinking on action as taped. Findings were that all three teachers made considerable distinctions at the conceptual level between the children. They did not (...)
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  3.  4
    Authentic Activity and Learning.Elizabeth Clayden, Charles Desforges, Colin Mills & William Rawson - 1994 - British Journal of Educational Studies 42 (2):163-173.
    This article describes the tension that exists between the views of learning as a means of knowledge transfer and the alternative idea that it is socially situated and not separable from the activities in which it is developed. It concludes that the 'authentic practices' of particular academic domains should be employed in schools to encourage learning rather the culture of schooling itself.
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  4.  5
    Number‐Based Strategies of Sharing in Young Children.Anne Desforges & Charles Desforges - 1980 - Educational Studies 6 (2):97-109.
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  5. Numeracy and Beyond: Applying Mathematics in the Primary School.Martin Hughes, Charles Desforges, Christine Mitchell & Clive Carre - 2001 - British Journal of Educational Studies 49 (1):99-101.
     
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  6.  9
    Authentic Activity and Learning.Elizabeth Clayden, Charles Desforges, Colin Mills & William Rawson - 1994 - British Journal of Educational Studies 42 (2):163 - 173.
    This article describes the tension that exists between the views of learning as a means of knowledge transfer and the alternative idea that it is socially situated and not separable from the activities in which it is developed. It concludes that the 'authentic practices' of particular academic domains should be employed in schools to encourage learning rather the culture of schooling itself.
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