Conceptions of effective teaching in higher education: Extending the boundaries

Teaching in Higher Education

Volumn 12, Issue 1, 2007, Pages 25-40

  Carnell, Eileen ^a  

^a UNIVERSITY OF LONDON   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33847230205     PISSN: 13562517     EISSN: 14701294     Source Type: Journal    
DOI: 10.1080/13562510601102081     Document Type: Article

References (27)

1. Aulich, T. (1990) Priorities for reform in higher education. Report by the Senate Standing Committee on Employment, Education and Training, Australian Government Publishing Service, Canberra
2. Ball, S. (2003) The teacher's soul and the terrors of performativity. Journal of Education Policy, 18, pp. 215-228.
3. Barnett, R. and Hallam, S. (1999) Teaching for supercomplexity: A pedagogy for higher education. Understanding pedagogy and its impact on learning, Paul Chapman, London
4. Boyer, E. L. (1990) Scholarship reconsidered, Carnegie Foundation for the Advancement of Teaching, New Jersey
5. Brew, A. and Boud, D. (1995) Teaching and research: Establishing the vital link with learning. Higher Education, 29, pp. 261-273.
6. Brighouse, T. and Woods, D. (1999) How to improve your school, Routledge, London
7. Brown, A. L. and Campione, J. C. (1990) Communities of learning and thinking, or a context by any other name. Developmental perspectives in teaching and learning thinking skills: Contributions to human development, Kargel, Basel
8. Carnell, E. (2001) The value of meta-learning dialogue. Professional Development Today, 4, pp. 43-54.
9. Carnell, E. and Lodge, C. (2002) Supporting effective learning, Paul Chapman, London
10. Chalmers, D. and Fuller, R. (1996) Teaching for learning at university, Kogan Page, London
11. Hammond, S. A. (1996) The thin book of appreciative inquiry, BT Press, London
12. Jackson, N. (2004) Developing the concept of meta-learning. Innovations in Education and Teaching International, 41, pp. 391-405.
13. Kanuka, H. and Anderson, T. (1999) Radical Pedagogy
14. Marton, F., dall'Alba, G. and Beaty, E. (1993) Conceptions of learning. International Journal of Educational Research, 19, pp. 277-300.
15. Meyer, J. H. F. and Norton, L. S. (2004) Editorial. Innovations in Education and Teaching International, 41, pp. 387-389.
16. Piaget, J. (1926) The language and thought of the child, Harcourt Brace, New York
17. Ramsden, P. (1992) Learning to teach in higher education, Routledge, London
18. Robertson, J. and Bond, C. (2001) Experiences of the relation between teaching and research: What do academics value?. Higher Education Research and Development, 20, pp. 5-19.
19. Saljo, R. (1979)
20. Samuelowicz, K. and Bain, J. (1992) Conceptions of teaching held by academic teachers. Higher Education, 24, pp. 93-111.
21. Samuelowicz, K. and Bain, J. (2001) Revisiting academics'beliefs about teaching and earning. Higher Education, 41, pp. 299-325.
22. Strauss, A. L. and Corbin, J. M. (1997) Grounded theory in practice, Sage, Thousand Oaks, CA
23. Trigwell, K. and Prosser, M. (1996) Changing approaches to teaching: A relational perspective. Studies in Higher Education, 21, pp. 275-284.
24. Vygotsky, L. S. (1978) Mind and society, Harvard University Press, Cambridge, MA
25. Watkins, C. (2001) National School Improvement Network Research Matters Number 13, London
26. Watkins, C. (2004) National School Improvement Network Research Matters Number 24, London
27. Watkins, C., Carnell, E., Lodge, C., Wagner, P. and Whalley, C. (2002) National School Improvement Network Research Matters Number 17, London