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Volumn , Issue , 2008, Pages 84-95

Exploring disciplinarity in academic development: Do 'ways of thinking and practicing' help faculty to think about learning and teaching?

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Indexed keywords


EID: 84904847556     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203892596     Document Type: Chapter
Times cited : (2)

References (12)
  • 1
    • 17444371233 scopus 로고    scopus 로고
    • Purposive environments: engaging students in the values and practices of history
    • Anderson, C., & Day, K. (2005). Purposive environments: engaging students in the values and practices of history. Higher Education, 49, 319-343.
    • (2005) Higher Education , vol.49 , pp. 319-343
    • Anderson, C.1    Day, K.2
  • 2
    • 21444433318 scopus 로고    scopus 로고
    • Enhancing teaching through constructive alignment
    • Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher Education, 32, 347-364.
    • (1996) Higher Education , vol.32 , pp. 347-364
    • Biggs, J.1
  • 3
    • 0004009347 scopus 로고    scopus 로고
    • What the student does (2nd ed.). Maidenhead: Society for Research into Higher Education and Open University Press
    • Biggs, J. (2003). Teaching for Quality Learning at University. What the student does (2nd ed.). Maidenhead: Society for Research into Higher Education and Open University Press.
    • (2003) Teaching for Quality Learning at University
    • Biggs, J.1
  • 4
    • 77953941258 scopus 로고    scopus 로고
    • Knowledge practices: "doing the subject" in undergraduate courses
    • Hounsell, D., & Anderson, C. (2007). Knowledge practices: "doing the subject" in undergraduate courses. Curriculum Journal, 18(4), 463-478.
    • (2007) Curriculum Journal , vol.18 , Issue.4 , pp. 463-478
    • Hounsell, D.1    Anderson, C.2
  • 5
    • 2442428358 scopus 로고    scopus 로고
    • Universities of Edinburgh, Coventry and Durham: Enhancing Teaching-Learning Environments in Undergraduate Courses (ETL) Project, Occasional Report No. 2. Retrieved 25 August, 2007, from
    • Hounsell, D., & McCune, V. (2002). Teaching-learning environments in undergraduate biology: initial perspectives and findings. Universities of Edinburgh, Coventry and Durham: Enhancing Teaching-Learning Environments in Undergraduate Courses (ETL) Project, Occasional Report No. 2. Retrieved 25 August, 2007, from http:/www.ed.ac.uk/etl/publications.html.
    • (2002) Teaching-learning environments in undergraduate biology: initial perspectives and findings
    • Hounsell, D.1    McCune, V.2
  • 6
    • 17444404539 scopus 로고    scopus 로고
    • The development of students' ways of thinking and practising in three final-year biology courses
    • McCune, V., & Hounsell, D. (2005). The development of students' ways of thinking and practising in three final-year biology courses. Higher Education, 49, 255-289.
    • (2005) Higher Education , vol.49 , pp. 255-289
    • McCune, V.1    Hounsell, D.2
  • 9
    • 45949091195 scopus 로고    scopus 로고
    • Report. York: Higher Education Academy. Retrieved 25 August, 2007 from
    • Prosser, M., Rickinson, M., Bence, V., Hanbury, A., & Kulej, M. (2006). Formative evaluation of accredited programmes. Report. York: Higher Education Academy. Retrieved 25 August, 2007 from http://www.heacademy.ac.uk/assets/york/documents/ourwork/research/formative_evaluation_of_accredited_programmes_may_2006.pdf.
    • (2006) Formative evaluation of accredited programmes
    • Prosser, M.1    Rickinson, M.2    Bence, V.3    Hanbury, A.4    Kulej, M.5
  • 10
    • 0004162051 scopus 로고    scopus 로고
    • The Experience in Higher Education. Buckingham and Philadelphia: The Society for Research into Higher Education & Open University Press
    • Prosser, M., & Trigwell, K. (1999). Understanding Learning and Teaching. The Experience in Higher Education. Buckingham and Philadelphia: The Society for Research into Higher Education & Open University Press.
    • (1999) Understanding Learning and Teaching
    • Prosser, M.1    Trigwell, K.2
  • 12
    • 33644523893 scopus 로고    scopus 로고
    • Introduction: evidence and practice
    • In G. Thomas & R. Pring (eds.), Maidenhead and New York: Open University Press
    • Thomas, G. (2004). Introduction: evidence and practice. In G. Thomas & R. Pring (eds.), Evidence-based practice in education (pp.1-18). Maidenhead and New York: Open University Press.
    • (2004) Evidence-based practice in education , pp. 1-18
    • Thomas, G.1


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