Guiding students into a discipline: The significance of the teacher

The University and its Disciplines: Teaching and Learning Within and Beyond Disciplinary Boundaries

Volumn , Issue , 2008, Pages 107-118

  Northedge, Andy ^a   McArthur, Jan ^b  

^a OPEN UNIVERSITY   (United Kingdom)

^b LANCASTER UNIVERSITY   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84904850456     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203892596     Document Type: Chapter

References (7)

1. Bruner, J. (1996). The culture of education. Cambridge, Massachusetts: Harvard University Press.
2. K100 Course Team (2003). Unit 10, accessing community services. In K. C. Team (Ed.), K100 understanding health. Milton Keynes: Open University.
3. Northedge, A. (2003). Enabling participation in academic discourse. Teaching in Higher Education, 8 (2), 169-180.
4. Northedge, A. (2005). The good study guide. Milton Keynes: The Open University.
5. Resnick, L. B., Pontecorvo, C., & Saljo, R. (1997). Discourse, tools and reasoning. In L. B. Resnick, R. Saljo, C. Pontecorvo & B. Burge (Eds.), Discourse tools and reasoning: Essays on situated cognition (pp. 1-20). Berlin: Springer.
6. Rommetveit, R. (1979). On the architecture of intersubjectivity. In R. Rommetveit & R. M. Blakar (Eds.), Studies of language, thought and verbal communication (pp. 93-107). London: Academic Press.
7. Twigg, J. (1998). The medical/social boundary. In M. Allott & M. Robb (Eds.), Understanding health and social care: An introductory reader (pp. 272-278). London: Sage Publications.