Knowledge practices: ‘Doing the subject’ in undergraduate courses

Curriculum Journal

Volumn 18, Issue 4, 2007, Pages 463-478

  Anderson, Charles ^a   Hounsell, Dai ^a  

^a UNIVERSITY OF EDINBURGH   (United Kingdom)

Author keywords

Disciplinary practices; Domain knowledge; Higher education; Undergraduate learning and teaching

Indexed keywords

EID: 77953941258     PISSN: 09585176     EISSN: 14693704     Source Type: Journal    
DOI: 10.1080/09585170701687910     Document Type: Article

References (40)

1. Anderson, C., and Day, K., 2005. Purposive environments: engaging students in the values and practices of history. Higher Education, 49: 319–343.
2. Anderson, C., Day, K., Michie, R., and Rollason, D., 2006a. Engaging with historical source work: practices, pedagogy, dialogue. Arts and Humanities in Higher Education, 5 (3): 243–263.
3. Anderson, C., and Day, K., 2006b. ETL Project Subject Overview Report: History Available online at: http://www.tla.ed.ac.uk/etl/docs/HistorySR.pdf (accessed 6 September 2007)
4. Banks, F., Leach, J., and Moon, B., 1999. “ New understandings of teachers' pedagogic knowledge ”. In Learners and pedagogy, Edited by: Leach, J., and Moon, B., 89–110. London: Paul Chapman in association with the Open University.
5. Barnett, R., and Coate, K., 2005. Engaging the curriculum in higher education, Buckingham: Society for Research into Higher Education and Open University Press.
6. Becher, T., and Trowler, P. R., 2001. Academic tribes and territories: intellectual enquiry and the culture of disciplines, 2nd edn, Buckingham: Society for Research into Higher Education and Open University Press.
7. Black, P., Harrison, C., Lee, C., Marshall, B., and Wiliam, D., 2003. Assessment for learning: putting it into practice, Maidenhead: Open University Press.
8. Cole, M., 1996. Cultural psychology: a once and future discipline, Cambridge, MA and London: Harvard University Press.
9. Ellis, V., 2007. Taking subject knowledge seriously: from professional knowledge recipes to complex conceptualizations of teacher development. The Curriculum Journal, 18 (4): 447–462.
10. Entwistle, N., 2003. Concepts and conceptual frameworks underpinning the ETL project (Occasional Reports, 3: Edinburgh, University of Edinburgh, Department of Higher and Community Education, Enhancing Teaching–Learning Environments in Undergraduate Courses project. Available online at: http://www.tla.ed.ac.uk/etl/docs/ETLreport3.pdf (accessed 6 September 2007)
11. Entwistle, N., McCune, V., and Hounsell, J., 2003. “ Investigating ways of enhancing university teaching–learning environments: measuring students' approaches to studying and perceptions of teaching ”. In Powerful learning environments: unravelling basic components and dimensions, Edited by: De Corte, E., Verschaffel, L., Entwistle, N., and van Merriënboer, J., 89–107. Oxford: Elsevier Science Ltd.
12. Gibson, J. J., 1979. The ecological approach to visual perception, Boston: Houghton Mifflin.
13. Gutiérrez, K. D., and Rogoff, B., 2003. Cultural ways of learning: individual traits or repertoires of practice?. Educational Researcher, 32 (5): 19–25.
14. Hounsell, D., and Anderson, C., Ways of thinking and practising in biology and history: disciplinary aspects of teaching and learning environments. paper presented at the Higher Education Colloquium, Teaching and Learning within the Disciplines, Centre for Teaching, Learning and Assessment. June10–11. University of Edinburgh. Available online at: http://www.tla.ed.ac.uk/etl/docs/BioHistWTP.pdf (accessed 6 September 2007)
15. Hounsell, D., 2005. Enhancing teaching–learning environments in undergraduate courses (Final Report to the Economic and Social Research Council on TLRP Project L139251099: Edinburgh, University of Edinburgh, Department of Higher and Community Education, Enhancing Teaching-Learning Environments in Undergraduate Courses Project. Available online at: http://www.tla.ed.ac.uk/etl/docs/ETLfinalreport.pdf and http://www.esrc.ac.uk (accessed 6 September 2007)
16. Hounsell, D., and Hounsell, J., 2007. “ Teaching–learning environments in contemporary mass higher education ”. In Student learning and university teaching. Psychological aspects of education—current trends, Edited by: Entwistle, N. J., 91–111. British Journal of Educational Psychology Monograph Series II: Leicester, British Psychological Society.
17. Latour, B., 1987. Science in action: how to follow scientists and engineers through society, Cambridge, MA: Harvard University Press.
18. Latour, B., and Woolgar, S., 1986. Laboratory life: the social construction of scientific facts, Princeton, NJ: Princeton University Press.
19. Laurillard, D., 2002. Rethinking university teaching: a framework for the effective use of educational technology, 2nd edn, London: Routledge Falmer.
20. Lyotard, J.-F., 1984. The postmodern condition (B. Massumi, Trans.), Minnesota: University of Minnesota Press.
21. McCune, V., and Hounsell, D., 2005. The development of students' ways of thinking and practising in three final year biology courses. Higher Education, 49: 255–289.
22. Marton, F., and Säljö, R., 1976. On qualitative differences in learning: I. Outcome and process. British Journal of Educational Psychology, 46: 4–11.
23. Marton, F., and Säljö, R., 1997. “ Approaches to learning ”. In The experience of learning, 2nd edn, Edited by: Marton, F., Hounsell, D. J., and Entwistle, N. J., 39–58. Edinburgh: Scottish Academic Press.
24. Monroe, J., 2002. “ Introduction: the shapes of fields ”. In Writing and revising the disciplines, Edited by: Monroe, J., 1–12. Ithaca, NY: Cornell University Press.
25. Myers, G., 1990. Writing biology: texts in the social construction of scientific knowledge, Madison: University of Winsconsin Press.
26. Northedge, A., 2003. Rethinking teaching in the context of diversity. Teaching in Higher Education, 8 (1): 17–32.
27. Pace D., Middendorf J., 2004 Decoding the disciplines: helping students learn disciplinary ways of thinking New Directions for Teaching and Learning, no. 98 San Francisco, CA Jossey-Bass
28. Parker, J., 2002. A new disciplinarity: communities of knowledge, learning and practice. Teaching in Higher Education, 7 (4): 373–386.
29. Prior, P. A., 1998. Writing/disciplinarity: a sociohistoric account of literate activity in the academy, Mahwah, NJ and London: Lawrence Erlbaum Associates.
30. Prosser, M., and Trigwell, K., 1999. Understanding learning and teaching: the experience in higher education, Buckingham: Society for Research into Higher Education and Open University Press.
31. Ramsden, P., 2003. Learning to teach in higher education, 2nd edn, London: RoutledgeFalmer.
32. Richardson, P., 1991. Language as personal resource and as social construct: competing views of literacy pedagogy in Australia. Educational Review, 43 (2): 171–189.
33. Robertson, J., and Bond, C., 2005. “ Being in the university ”. In Reshaping the university: new relationships between research, scholarship and teaching, Edited by: Barnett, R., 79–91. Buckingham: Society for Research into Higher Education and Open University Press.
34. Roth, W.-M., and Lee, Y.-J., 2006. Contradictions in theorizing and implementing communities in education. Educational Research Review, 1: 27–40.
35. Samuelowicz, K., and Bain, J. D., 2002. Identifying academics' orientations to assessment practice. Higher Education, 43: 173–201.
36. Shulman, L., 2005. The signature pedagogies of the professions of law, medicine, engineering and the clergy: potential lessons for the education of teachers. paper presented to the Math Science Partnership (MSP) Workshop, Teacher Education for Effective Teaching and Learning, National Research Council's Center for Education. February6–82005, Irvine, California.
37. Van Driel, J. H., Verloop, N., Van Werven, H. I., and Dekkers, H., 1997. Teachers' craft knowledge and curriculum innovation in higher engineering education. Higher Education, 34: 105–122.
38. Wenger, E., 1998. Communities of practice: learning, meaning and identity, Cambridge: Cambridge University Press.
39. Wineburg, S. S., 1991a. Historical problem solving: a study of the cognitive processes used in the evaluation of documentary and pictorial evidence. Journal of Educational Psychology, 83 (1): 73–87.
40. Wineburg, S. S., 1991b. On the reading of historical texts: notes on the breach between school and academy. American Educational Research Journal, 28 (3): 495–519.