Disciplinary Differences and University Teaching

Studies in Higher Education

Volumn 26, Issue 2, 2001, Pages 135-146

  Neumann, Ruth ^a  

^a MACQUARIE UNIVERSITY   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0346882133     PISSN: 03075079     EISSN: None     Source Type: Journal    
DOI: 10.1080/03075070120052071     Document Type: Article

References (54)

1. ANDERSON, E. (Ed.) (1993) Campus Use of the Teaching Portfolio: Twenty-Five Profiles. Washington, DC: American Association for Higher Education.
2. AUSTRALIAN RESEARCH COUNCIL (ARC) (1998) Knowing Ourselves and Others. The Humanities in Australia into the 21st Century. Volume 1. Canberra: National Board of Employment, Education and Training.
3. BALLANTYNE, R., BAIN, J. & PACKER, J. (1999) Researching university teaching in Australia: themes and issues in academics' reflections. Studies in Higher Education, 24, 2, 237-257.
4. BECHER, T. (1989) Academic Tribes and Territories. Buckingham: SRHE & Open University Press.
5. BECHER, T. (1994) The significance of disciplinary differences. Studies in Higher Education, 19, 2, 151-161.
6. BECHER, T., HENKEL, M. & KOGAN, M. (1994) Graduate Education in Britain. London: Jessica Kingsley.
7. BIGLAN, A. (1973a) The characteristics of subject matter in different scientific areas. Journal of Applied Psychology, 57, 3, 195-203.
8. BIGLAN, A. (1973b) Relationships between subject matter characteristics and the structure and output of university departments. Journal of Applied Psychology, 57, 3, 204-213.
9. BOYER, E.L., ALTBACH, P.G. & WHITELAW, M. (1994) The Academic Profession: An International Perspective. New Jersey: The Carnegie Foundation for the Advancement of Teaching.
10. BRAXTON, J.M. (1995) Disciplines with an affinity for the improvement of undergraduate education. In: HATIVA, N. & MARINCOVICH, M. (eds) Disciplinary Differences in Teaching and Learning: Implications for Practice. Jossey-Bass: San Francisco. pp. 59-64.
11. BREEN, R. (1999) Student motivation and conceptions of disciplinary knowledge. Paper presented at the Annual International Conference of the Higher Education Research and Development Society of Australasia, Melbourne, 12-15 July 1999.
12. BREEN, R., LINDSAY, R. & JENKINS, A. (2000) Phenomenography and the disciplinary basis of motivation to learn. In: RUST, C. Improving Student Learning: Improving Student Learning Through the Disciplines. Oxford: Oxonian Rewley Press Ltd.
13. CASHIN, W.E. (1990) Students do rate different academic fields differently. In: THEALL, M. & FRANKLIN, J. (Eds) Student Ratings of Instruction: Issues for Improving Practice. San Francisco: Jossey-Bass.
14. CASHIN, W.E. & CLEGG, V.L. (1987) Are student ratings of different academic fields different? Paper presented at the annual meeting of the American Education Research Association, Washington, DC.
15. CASHIN, W.E. & DOWNEY, R.G. (1995) Disciplinary differences in what is taught and in students' perceptions of what they learn and of how they are taught. In: HATIVA, N. & MARINCOVICH, M. (eds) Disciplinary Differences in Teaching and Learning: Implications for Practice. Jossey-Bass: San Francisco. pp. 81-92.
16. CLARK, B. (1984) The organizational conception. In CLARK, B. (Ed.) Perspectives on Higher Education: Eight Disciplinary and Comparative Views. Berkeley: University of California Press.
17. CLARK, B. (1987) The Academic Life: Small Worlds, Different Worlds. Princeton: Carnegie Foundation for the Advancement of Teaching.
18. CRANTON, P.A. & SMITH, R.A. (1986) A new look at the effect of course characteristics on student ratings of instruction. American Education Research Journal, 23, 1, 117-128.
19. CRESWELL, J.W. & ROSKENS, R.W. (1981) The Biglan studies of differences among academic areas. The Review of Higher Education, 4, 3, 1-16.
20. DONALD, J. (1983) Knowledge structures: methods for exploring course content. Journal of Higher Education, 54, 31-41.
21. DONALD, J. (1995) Disciplinary differences in knowledge validation. In: HATIVA, N. & MARINCOVICH, M. (eds) Disciplinary Differences in Teaching and Learning: Implications for Practice. Jossey-Bass: San Francisco. pp. 7-18.
22. DUNKIN, M. (1986) Research on teaching in higher education. In: WITTROCK, M. (Ed.) Handbook of Research on Teaching. New York: Macmillan. pp. 754-778.
23. EDGERTON, R., HUTCHINGS, P. & QUINLAN, K. (1991) The Teaching Portfolio: Capturing the Scholarship in Teaching. Washington, DC: American Association for Higher Education.
24. ENTWISTLE, N. & TAIT, H. (1995) Approaches to studying and perceptions of the learning environment across disciplines. In: HATIVA, N. & MARINCOVICH, M. (eds) Disciplinary Differences in Teaching and Learning: Implications for Practice. Jossey-Bass: San Francisco. p. 93-103.
25. EVANS, C. (1988) Language People: The Experience of Teaching and Learning Modern Languages in British Universities. Milton Keynes: The Society for Research into Higher Education & Open University Press.
26. FELDMAN, K.A. (1978) Course characteristics and college students' ratings of their teachers: What we know and what we don't know. Research in Higher Education, 9, 199-242.
27. FRANKLIN, J. & THEALL, M. (1995) The relationship of disciplinary differences and the value of class preparation time to student ratings of teaching. In: HATIVA, N. & MARINCOVICH, M. (eds) Disciplinary Differences in Teaching and Learning: Implications for Practice. Jossey-Bass: San Francisco. p. 41-48.
28. GIBBS, G. (2000) Are the pedagogies of the disciplines really different? In: RUST, D. (Ed.) Improving Student Learning Through the Disciplines. Oxford: Oxford Centre for Staff and Learning Development.
29. HATIVA, N. (1995) What is taught in an undergraduate lecture? Differences between a matched pair of pure and applied disciplines. In: HATIVA, N. & MARINCOVICH, M. (eds) Disciplinary Differences in Teaching and Learning: Implications for Practice. Jossey-Bass: San Francisco. p. 19-27.
30. HATIVA, N. (1997) Teaching in a research university: Professors' conceptions, practices, and disciplinary differences. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, March 24-28, 1997.
31. HATIVA, N. & MARINCOVICH, M. (Eds.) (1995) Disciplinary Differences in Teaching and Learning: Implications for Practice. Jossey-Bass: San Francisco.
32. HUTCHINGS, P. & SHULMAN, L.S. (1999) The scholarship of teaching. Change, September, 31, 5, 11-15.
33. JENKINS, A. (1996) Discipline-based education development. International Journal of Academic Development, 1, 1, 50-62.
34. JENKINS, A. & HEALEY, M. (2000) Getting disciplined: Geographic perspectives. Herdsa News, 22, 1, 11-13.
35. KOLB, D.A. (1981) Learning styles and disciplinary differences. In: CHICKERING, A. (Ed.) The Modern American College. San Francisco: Jossey-Bass.
36. KOLITCH, E. & DEAN, A. V. (1999) Student ratings of instruction in the USA: hidden assumptions and missing conceptions about 'good' teaching. Studies in Higher Education, 24, 1, 27-42.
37. KUHN, T.S. (1962) The Structure of Scientific Revolutions. Chicago: University of Chicago Press.
38. LATTUCA, L. & STARK, J. (1994) Will disciplinary perspectives impede curricular reform?, Journal of Higher Education, 65, 4, 401-426.
39. LENZE, L.F. (1995) Discipline-specific pedagogical knowledge in linguistics and Spanish. In: HATIVA, N. & MARINCOVICH, M. (eds) (1995). Disciplinary Differences in Teaching and Learning: Implications for Practice. Jossey-Bass: San Francisco. pp. 65-70.
40. MURRAY, H.G. & RENAUD, R.D. (1995) Disciplinary differences in classroom teaching behaviors. In: HATIVA, N. & MARINCOVICH, M. (eds) Disciplinary Differences in Teaching and Learning: Implications for Practice. Jossey-Bass: San Francisco. pp. 31-39.
41. NEUMANN, R. (1994) Valuing quality teaching through recognition of context specific skills. The Australian Universities' Review, 37, 1, 8-13.
42. NEUMANN, R. (1996) Researching the teaching-research nexus: A critical review. Australian Journal of Education, 40, 1, 5-18.
43. NEUMANN, R. (1998) Disciplinary differences in first year science and humanities teaching. Working Paper.
44. NEUMANN, R. (2000) Communicating student evaluation of teaching results: Rating Interpretation Guides (RIGs). Assessment and Evaluation in Higher Education, 25, 2, 121-134.
45. QUINLAN, K.M. (1997) Case studies of academics' educational beliefs about their discipline: Toward a discourse on scholarly dimensions of teaching. Paper presented at the Herdsa Annual International Conference, Adelaide 8-11 July, 1997.
46. QUINLAN, K.M. (1998) Promoting faculty learning about collaborative teaching. College Teaching, Spring, 46, 2, 43-47.
47. QUINLAN, K.M. (2000) Making a difference through department-based, collaborative academic development. Herdsa News, 22, 1, 8-10.
48. SCHON, D.A. (1987) Educating the Reflective Practitioner. San Francisco: Jossey-Bass.
49. SHULMAN, L.S. (1987) Knowledge and teaching: foundations of the new reform. Harvard Education Review, 57, 1, 1-22.
50. SHULMAN, L.S. (1993) Teaching as community property: putting an end to pedagogical solitude. Change, Nov.-Dec. 25, 6, 6-7.
51. SMART, J.C. & ETHINGTON, C.A. (1995) Disciplinary and institutional differences in undergraduate education goals. In: HATIVA, N. & MARINCOVICH, M. (eds) Disciplinary Differences in Teaching and Learning: Implications for Practice. Jossey-Bass: San Francisco. pp. 49-57.
52. SMEBY, J. (1996) Disciplinary differences in university teaching. Studies in Higher Education, 21, 1, 69-79.
53. STARK, J.S., LOWTHER, M.A., BENTLEY, R.J. & MARTENS, G.G. (1988) Disciplinary differences in course planning. The Review of Higher Education, 13, 2. Winter. 141-165.
54. WARREN PIPER, D., NULTY, D.D. & O'GRADY, G. (1996) Examination Practices and Procedures in Australian Universities. Canberra: Department of Employment, Education, Training and Youth Affairs.