Authenticity in and through teaching in higher education: The transformative potential of the scholarship of teaching

Authenticity in and through Teaching in Higher Education: The transformative potential of the scholarship of teaching

Volumn , Issue , 2013, Pages 1-202

  Kreber, Carolin ^a  

^a UNIVERSITY OF EDINBURGH   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85084729784     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203072301     Document Type: Book

References (332)

1. Adams-Webber, J. R. (1979). Personal construct theory: Concepts and applications. New York: Wiley.
2. Adorno, T. (2003). The jargon of authenticity (originally published by Suhrkamp Verlag in 1964). London: Routledge.
3. Allen, M. N., & Field, P. A. (2005). Scholarly teaching and scholarship of teaching: Noting the difference. International Journal of Nursing Education Scholarship, 2(1), Article 12.
4. Altbach, P. G. (2007). Tradition and transition: The international imperative in higher education. Rotterdam, the Netherlands: Sense Publishers.
5. Andresen, L. W. (2000). A usable, trans-disciplinary conception of scholarship. Higher Education Research and Development, 19(2), 137-153.
6. Arendt, H. (1958). The human condition. Chicago: University of Chicago Press.
7. Arendt, H. (2003). Responsibility and judgment (edited with an introduction by Jerome Kuhn). New York: Schocken Books.
8. Arendt, H. (2007). The crises in education (previously published in Between Past and Future, London: Faber & Faber, 1961). In R. Curren (Ed.), Philosophy of education: An anthology (pp. 188-192). Oxford: Blackwell.
9. Argyris, C., Putnam, R., & McLain Smith, D. (1985). Action science: Concepts, methods, and skills for research and intervention. San Francisco, CA: Jossey-Bass.
10. Arnason, V. (1994). Towards authentic conversations: Authenticity in the patient-professional relationship. Theoretical Medicine, 15(3), 227-242.
11. Ashenden, S., & Owen, D. (1999). Foucault contra Habermas: Recasting the dialogue between genealogy and critical theory. London: Sage.
12. Ashwin, P., & Trigwell, K. (2004). Investigating staff and educational development. In D. Baume, &P. Kahn (Eds), Enhancing staff and educational development (pp. 117-131). London: Falmer Press.
13. Asmar, C. (2004). Innovations in scholarship at a student-centred research university: An Australian example. Innovative Higher Education, 29(1), 49-66.
14. Astin, A. W., & Astin, H. S. (2006). Foreword. In A. W. Chickering, J. C. Dalton, & L. Stamm (Eds), Encouraging authenticity and spirituality in higher education (pp. vii-xi). San Francisco, CA: Jossey-Bass.
15. Atkinson, M. (2001). The scholarship of teaching and learning: Reconceptualizing scholarship and transforming the academy. Social Forces, 79(4), 1217-1230.
16. Baggini, J. (2005). What's it all about: Philosophy and the meaning of life. Oxford: Oxford University Press.
17. Barnett, R. (1990). The idea of higher education. Buckingham, UK: Society of Research into Higher Education and Open University Press.
18. Barnett, R. (1992). Improving higher education: Total quality care. Buckingham, UK: Society of Research into Higher Education and Open University Press.
19. Barnett, R. (2004a). Epilogue. In M. Walker, & J. Nixon (Eds), Reclaiming universities from a runaway world (pp. 196-208). Maidenhead, Berkshire: Society for Research into Higher Education and Open University Press.
20. Barnett, R. (2004b). Learning for an unknown future. Higher Education Research and Development, 23(3), 247-260.
21. Barnett, R (2005). Recapturing the universal in the university. Educational Philosophy and Theory, 37(6), 785-796.
22. Barnett, R. (2007). A will to learn. Buckingham, UK: Society for Research into Higher Education and Open University Press.
23. Barnett, R. (2011). Being a university. New York: Routledge.
24. Barnett, R., & Coates, K. (2004). Engaging the curriculum in higher education. Buckingham, UK: Society for Research into Higher Education and Open University Press.
25. Barr, R. B., & Tagg, J. (1995). From teaching to learning: A new paradigm for undergraduate education. Change, November/December, 13-25.
26. Barrie, S. (2007). A conceptual framework for the teaching and learning of generic graduate attributes. Studies in Higher Education, 32(4), 439-458.
27. Bass, R. (1999). The scholarship of teaching: What's the problem? Inventio: Creative Thinking about Learning and Teaching, 1(1), 1-10. Available at: http://doit. gmu.edu//archives/feb98/randybass.htm (accessed 23 March 2012).
28. Basseches, M. (1984). Dialectical thinking and adult development. Norwood, NJ: Ablex.
29. Baxter Magolda, M. (1992). Knowing and reasoning in college: Gender-related patterns in students' intellectual development. San Francisco, CA: Jossey-Bass.
30. Baxter Magolda, M. (1999). Creating contexts for learning and self-authorship: Constructive-developmental pedagogy. Nashville, TN: Vanderbuilt University Press.
31. Baxter Magolda, M. (2009). Educating students for self-authorship: Learning partnerships to achieve complex outcomes. In C. Kreber (Ed.), The university and its disciplines (pp. 143-156). New York: Routledge.
32. Baxter Magolda, M., & Terenzini, P. T. (1999). Learning and teaching in the 21st century: Trends and implications for practice. In C. S. Johnson, & H. E. Cheatham (Eds), Higher education trends for the next century: A research agenda for student success. Washington, DC: American College Personnel Association.
33. Bee, H. (2003). The journey of adulthood (5th ed.). Upper Saddle River, NJ: Prentice Hall.
34. Beidler, P. G. (1987). The joys of college teaching. Phi Kappa Phi Journal, 07(1), 3-6.
35. Bender, E. (2005). CASTLs in the air: The SOTL 'movement' in mid-flight. Change, 37(5), 40.
36. Biesta, G. (2007). Why 'what works' won't work: Evidence-based practice and the democratic deficit in educational research. Educational Theory, 57(1), 1-22.
37. Bohman, J., & Rehg, W. (2011) Jürgen Habermas. In E. N. Zalta (Ed.), The Stanford Encyclopedia of Philosophy (Winter 2011 Edition). Available at: http://plato.stanford.edu/ archives/win2011/entries/habermas/. http://plato.stanford.edu/entries/habermas/ (accessed 24 March 2012).
38. Bonnett, M. (1976). Authenticity, autonomy and compulsory curriculum. Cambridge Journal of Education, 6(3), 107-121.
39. Bonnett, M. (1978). Authenticity and education. Journal of Philosophy of Education, 12, 51-61.
40. Bonnett, M., & Cuypers, S. (2003). Autonomy and authenticity in education. In N. Blake, P. Smeyers, R. Smith, & P. Standish (Eds), The Blackwell guide to the philosophy of education (pp. 326-340). Blackwell Philosophy Guides. Oxford: Blackwell.
41. Boshier, R. (2009). Why is the scholarship of teaching and learning such a hard sell? Higher Education Research and Development, 28(1), 1-16.
42. Bowman, W. (2002). Theorie als Praxis. Urteilskraft, Ver-Antwortlichkeit und der Wert philosophisher Praxis. Zeitschrift fur Kritische Musikpd'dagogik. Available at: http:// home.arcor.de/zf/zfkm/bowman1.pdf (accessed 12 September 2009).
43. Boyer, E. (1987). College: The undergraduate experience in America. San Francisco, CA: Jossey-Bass.
44. Boyer, E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. The Carnegie Foundation for the Advancement of Teaching. Princeton, NJ: Princeton University Press.
45. Braskamp, L. A., & Ory, J. C. (1994). Assessing faculty work. San Francisco, CA: Jossey-Bass.
46. Brew, A. (2006). Research and teaching: Beyond the divide. London: Palgrave Macmillan.
47. Brook, A. (2009). The potentiality of authenticity in becoming a teacher. Educational Philosophy and Theory, 41(1), 46-59.
48. Brookfield, S. (1986). Understanding and facilitating adult learning. San Francisco, CA: Jossey-Bass.
49. Brookfield, S. (1987). Developing critical thinkers. San Francisco, CA: Jossey-Bass.
50. Brookfield, S. (1990). The skilful teacher. San Francisco, CA: Jossey-Bass.
51. Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco, CA: Jossey-Bass.
52. Brookfield, S. (2000). Transformative learning as ideology critique. In J. Mezirow, & Associates (Eds), Learning as transformation (pp. 125-150). San Francisco, CA: Jossey-Bass,
53. Brookfield, S. (2001a). A political analysis of discussion groups: Can the circle be unbroken. In R. M. Cevero, & A. L. Wilson (Eds), Power in practice: Adult education and the struggle for knowledge and power in society (pp. 206-225). San Francisco, CA: Jossey-Bass.
54. Brookfield, S. (2001b). Repositioning ideology critique in a critical theory of adult learning. Adult Education Quarterly, 52(1), 7-22.
55. Brookfield, S. (2005). The power of critical theory: Liberating adult learning and teaching. San Francisco, CA: Jossey-Bass.
56. Brookfield, S. (2006). Authenticity and power. In P. A. Cranton (Ed.), Authenticity in teaching (pp. 5-16). New Directions for Adult and Continuing Education, No. 111. San Francisco, CA: Jossey-Bass.
57. Brookfield, S., & Holst, J. D. (2011). Radicalising learning: Adult education for a just world. San Francisco, CA: Jossey-Bass.
58. Buber, M. (1958). I and thou (2nd ed.; translated by R. G. Smith). Edinburgh: T. & T. Clark.
59. Calderhead, J. (1989). Reflective teaching and teacher education. Teaching and Teacher Education, 5(1), 43-51.
60. Carr, D. (1991). Educating the virtues: An essay on the philosophical psychology of moral development and education. London: Routledge.
61. Carr, D. (2000). Professionalism and ethics in teaching. London: Routledge.
62. Carr, D. (2003). Rival conception of practice in teaching and education. Journal of Philosophy and Education, 37(2), 253-266.
63. Carr, W., & Kemmis, S. (1986). Becoming critical: Education, knowledge and action research. London: Falmer Press.
64. Cattell, R. B. (1963). Theory of fluid and crystallized intelligence: A critical experiment. Journal of Educational Psychology, 54,1-22.
65. Chickering, A. W., Dalton, J. C., & Stamm, L. (2006). Encouraging authenticity and spirituality in higher education. San Francisco, CA: Jossey-Bass.
66. Clark, M. C., & Wilson. A. L. (1991). Context and rationality in Mezirow's theory of transformational learning. Adult Education Quarterly, 41(2), 75-91.
67. Clegg, S. (2005). Evidence-based practice in educational research: A critical realist critique of systematic review. British Journal of Sociology of Education, 26(3), 415-428.
68. Cochran-Smith, M., & Lytle, S. (1993). Inside outside: Teacher research and knowledge. New York: Teachers College Press.
69. Colby, A., Ehrlich, T., Beaumont, E., & Stephens, J. (2003) Educating citizens: Preparing America's undergraduates for lives of moral and civic responsibility. San Francisco, CA: Jossey-Bass.
70. Collard, S., & Law, M. (1989). The limits of perspective transformation: A critique of Mezirow's theory. Adult Education Quarterly, 39(2), 99-107.
71. Collini, S. (2012). What are universities for? London: Penguin Books.
72. Cooper, D. E. (1983). Authenticity and learning: Nietzsche's educational philosophy. London: Routledge & Kegan Paul.
73. Cortese, A. (2003). The critical role of higher education in creating a sustainable future. Planning for Higher Education, 31(3), 15-22.
74. Coulter, D. (2004). Using the scholarship of teaching to foster educational judgment. Paper presented at the First Annual Conference of the International Society for the Scholarship of Teaching and Learning Bloomington, Indiana State University, October 22.
75. Cranton, P. (1996). Professional development as transformative learning. San Francisco, CA: Jossey-Bass.
76. Cranton, P. (1998). No oneway: Teaching and learning in higher education. Toronto: Wall & Emerson.
77. Cranton, P. (2001). Becoming an authentic teacher in higher education. Malabar, FL: Krieger.
78. Cranton, P. (Ed.) (2006a). Authenticity in teaching. New Directions for Adult and Continuing Education, No. 111. San Francisco, CA: Jossey-Bass.
79. Cranton, P. (2006b). Integrating perspectives on authenticity. In P. A. Cranton (Ed.), Authenticity in teaching (pp. 83-89). New Directions for Adult and Continuing Education, No. 111. San Francisco, CA: Jossey-Bass.
80. Cranton, P. (2011). A transformative perspective on the scholarship of teaching and learning. Higher Education Research and Development, 30(1), 75-86.
81. Cranton, P., & Carusetta, E. (2004). Perspectives on authenticity in teaching. Adult Education Quarterly, 55(1), 5-22.
82. Cross, K. P. (1990). Teachers as scholars. AAHEBulletin, 43(4), 3-5.
83. Cross, K. P. (2005). What do we know about students' learning and how do we know it? Center for Studies in Higher Education, University of California, Berkeley. Paper CSHE, 7,05 presented at the AAHE National Conference on Higher Education, Atlanta, Georgia, March 24, 1998. Available at: http://cshe.berkeley.edu/publications/docs/ ROP.Cross.7.05.pdf (accessed 18 March 2012).
84. Cross, K. P., & Steadman, M. H. (1996). Classroom research: Implementing the scholarship ofteaching. San Francisco, CA: Jossey-Bass.
85. Cuthbert, R. (2011). Is SOTL special and precious, or too special and precious? SRHE News, (5), 1.
86. D'Andrea, V., & Gosling, D. (2005). Improving teaching and learning in higher education: A whole institution approach. Maidenhead, UK: Society for Research into Higher Education and Open University Press.
87. Dall'Alba, G., & Barnacle, R. (2007). An ontological turn for higher education. Studies in Higher Education, 32, 679-691.
88. Davies, H. T. O., Nutley, S. M., & Smith, P. C. (Eds) (2000). What works? Evidence-based policy and practice in the public services. Bristol, UK: Policy Press.
89. Dewey, J. (1991, originally published in 1910). How we think. Buffalo, NY: Prometheus Books.
90. Diamond, R.M. (1993). Changing priorities and the faculty reward system. In R.M. Diamond, & B. E. Adam (Eds), Recognising faculty work: Reward systems for the year 2000 (pp. 5-23). New Directions for Higher Education, No. 81. San Francisco, CA: Jossey-Bass.
91. Dillard, C. (2006). On spiritual strivings: Transforming an African American woman's academic life. New York: State University of New York Press.
92. Dirks, A. L. (1998). The new definition of scholarship: How will it change the professoriate? Published online by author, Bridgewater, MA. Available at: http://webhost. bridgew.edu/adirks/ald/papers/skolar.htm (accessed 15 August 2011).
93. Dirkx, J.M. (2006). Authenticity and imagination. In P. A. Cranton (Ed.), Authenticity in teaching (pp. 27-39). New Directions for Adult and Continuing Education, No. 111. San Francisco, CA: Jossey-Bass.
94. Dunne, J. (1993). Back to the rough ground: 'Phronesis' and 'techne' in modern philosophy and in Aristotle. Notre Dame, IN: University of Notre Dame Press.
95. Dunne, J., & Pendlebury, S. (2003). Practical reason. In N. Blake, P. Smeyers, R. Smith, & P. Standish (Eds), The Blackwell guide to the philosophy of education (pp. 194-211). Blackwell Philosophy Guides. Oxford: Blackwell.
96. Eagleton, T. (2007). The meaning of life: A very short introduction. Oxford: Oxford University Press.
97. Egerton, M. (2002). Higher education and civic engagement. The British Journal of Sociology, 53, 603-620.
98. Elliott, J. (2005). Making evidence-based practice educational. British Educational Research Journal, 27(5), 555-574.
99. Elton, L. (1992). Research, teaching and scholarship in an expanding higher education system. Higher Education, 46(3), 252-268.
100. Elton, L. (2000a). Turning academics into teachers: A discourse on love. Teaching in Higher Education, 5(2), 257-260.
101. Elton, L. (2000b). Dangers of doing the wrong thing righter. HAN Conference Proceedings, January, pp. 7-9. Hogeschool van Arnhem en Nijmegen.
102. Entwistle, N. (1988). Styles of learning and teaching: An integrated outline of educational psychology for students, teachers and lecturers: London: David Fulton.
103. Entwistle, N. (2009). Teaching for understanding at university: Deep approaches and distinctive ways ofthinking. London: Palgrave Macmillan.
104. Entwistle, N. J., & McCune, V. (2009). The disposition to understand for oneself at university and beyond: Learning processes, the will to learn and sensitivity to context. In L.-F. Zang, & R. J. Sternberg (Eds), Perspectives on the nature of intellectual styles (pp. 29-62). New York: Springer.
105. Entwistle, N. J., & Ramsden, P. (1983). Understanding student learning. London: Croom Helm.
106. Evans, L. (2002). Reflective practice in educational research: Developing advanced skills. London: Continuum.
107. Evans, L. (2008). Professionalism, professionality and the development of education professionals. British Journal of Educational Studies, 56(1), 20-38.
108. Fanghanel, J. (2011a). Being an academic. New York: Routledge.
109. Fanghanel, J. (2011b). Foreword, in The London Scholarship of Teaching and Learning 8th International Conference Proceedings 2010: Disciplines, pedagogies and cultures for SoTL, pp. 6-8. Available at: http://www.heacademy.ac.uk/assets/EvidenceNet/ sotl_proceedings/Proceedings_LondonSoTL_2010.pdf (accessed 30 April 2012).
110. Fanghanel, J., & Cousin, G. (2011). 'Worldly' pedagogy: A case study on learning across conflict at university. Teaching in Higher Education, 17(1), 39-50.
111. Fanghanel, J., & Kreber, C. (2012). Exploring local approaches to transformative learning in UK contexts. In B. Adamson, J. Nixon, & Feng Su (Eds), The reorientation of higher education: Challenging the East-West dichotomy (pp. 207-227). The University of Hong Kong Comparative Education Research Centre (CERC) 'Studies in Comparative Education' Series. In collaboration with Springer.
112. Fenstermacher, G. (1994). The knower and the known: The nature of knowledge in research on teaching. In L. D. Hammond (Ed.), Review of Research in Education, 20 (pp. 3-56). Washington, DC: American Educational Research Association. Available at: http://www-personal.umich.edu/~gfenster/rre95ss.pdf (accessed 16 October 2011).
113. Flaming, D. (2001). Using phronesis instead of 'research-based practice' as the guiding light for nursing practice. Nursing Philosophy, 2, 251-258.
114. Fleming, P. (2009). Authenticity and the cultural politics of work: New forms of informal control. Oxford: Oxford University Press.
115. Flyvbjerg, B. (2001). Making social science matter: Why social inquiry fails and how it can succeed again. Cambridge: Cambridge University Press.
116. Foucault, M. (1980). Power/knowledge: Selected interviews and other writings 1972-1977 (edited by Colin Gordon). London: Harvester.
117. Fox,D. (1983). Personal theories ofteaching. Studies in Higher Education, 8(2), 151-163.
118. Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum.
119. French, J. R. P., & Raven, B. (1959). The bases of social power. In D. Cartwright, & A. Zander (Eds). Group dynamics (pp. 150-167). New York: Harper & Row.
120. Fromm, E. (1941). Escape from freedom. New York: Holt, Rinehart and Winston.
121. Furlong, A., & Cartmel, F. (2009). Higher education and social justice. Maidenhead, UK: Society for Research into Higher Education and Open University Press.
122. Gale, R. (2009). Asking questions that matter... Asking questions of value. International Journal for the Scholarship of Teaching and Learning, 3(2). Available at: http://academics. georgiasouthern.edu/ijsotl/v3n2/invited_essays/_Gale/index.htm (accessed 8 August 2011).
123. Gallagher, S. (1992). Hermeneutics and education. New York: SUNY Press.
124. Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. New York: Basic Books.
125. Gardner, H. (2011). Truth, beauty, and goodness reframed: Educating for the virtues in the twenty-first century. New York: Basic Books.
126. Geuss, R. (1981). The idea of a critical theory: Habermas and the Frankfurt School. New York: Cambridge University Press.
127. Giardina, R. (2002). Your authentic self: Be yourself at work. Hillsboro, OR: Beyond Words Publishing.
128. Gibbs, B. (1979). Autonomy and authority in education. Journal of Philosophy of Education, 13,119-132.
129. Gibbs, P., Angelides, P., & Michaelides, P. (2004). Preliminary thoughts on a praxis of higher education teaching. Teaching in Higher Education, 9(2), 183-194.
130. Gilmore, J. H., & Pine, B. J. (2007). Authenticity: What consumers really want. Boston, MA: Howard Business School Press.
131. Gilpin, L., & Liston, D. (2009). Transformative education in the scholarship of teaching and learning: An analysis of SoTL literature. International Journal for the Scholarship of Teaching and Learning, 3(2). Available at: http://academics.georgiasouthern.edu/ ijsotl/v3n2/articles/PDFs/Article_GilpinListon.pdf (accessed 8 August 2011).
132. Ginsberg, S. M. (2010). Getting to the scholarship of teaching and learning: Professional development in university faculty. The ASHA Leader, 31 August. Available at: http:// www.asha.org/Publications/leader/2010/100831/SOTL.htm (accessed25 June 2011).
133. Giroux, H. (2010). Paulo Freire and the crisis of the political. Education and Power, 2(3), 335-340. Available at: http://www.wwwords.co.uk/POWER/content/pdfs/2/issue2_3.asp (accessed 29 December 2011).
134. Glassick, C. E., Huber, M. T., & Maeroff, G. I. (1997). Scholarship assessed: Evaluation of the professoriate. San Francisco, CA: Jossey-Bass.
135. Goleman, D. (1998). Working with emotional intelligence. New York: Bantam Books.
136. Gould, R. (1978). Transformation: Growth and change in adult life. New York: Simon & Schuster.
137. Gramsci, A. (1971) Selection from the prison notebooks. London: Lawrence & Wishart.
138. Greene, M. (1995). Releasing the imagination: Essays on education, the arts and social change. San Francisco, CA: Jossey-Bass.
139. Grimmet, P., & Neufeld, J. (Eds) (1994). Teacher development and the struggle for authen-ticity: Professional growth and restructuring in the context of change. Teacher College, Columbia University, NY: Teachers College Press.
140. Guignon, C. (2004). Being authentic. London: Routledge.
141. Gutman, A. (1987). Democratic education. Princeton, NJ: Princeton University Press.
142. Habermas, J. (1971). Knowledge and human interests. Boston, MA: Beacon Press.
143. Habermas, J. (1983). Theorie des kommunikativen Handelns, Vols 1 and 2. Frankfurt a.M., Germany: Suhrkamp.
144. Hager, P. (2011). Refurbishing Macintyre's account of a practice. Journal of Philosophy of Education, 45(3), 545-561.
145. Haggis, T. (2003). Constructing images of ourselves? A critical investigation into 'approaches to learning' research in higher education. British Educational Research Journal, 29(1), 89-104.
146. Haldane, J. (1999) Virtue, truth and relativism. In D. Carr, D., & J. Steutel (Eds), Virtue ethics and moral education. London: Routledge.
147. Hall, D. (2004). Subjectivity. New York: Routledge.
148. Hammersley, M. (2007). Educational research and evidence-based practice. Milton Keynes, UK: The Open University Press.
149. Hansen, F. T. (2007). Phronesis and authenticity as knowledge for philosophical praxis in teacher training. Paideusis -Journal of Canadian Philosophy of Education, 16(3), 15-32.
150. Hargreaves, D. (1997). In defence of research for evidence-based teaching: A rejoinder to Martyn Hammersley. British Educational Research Journal, 23,141-161.
151. Hargreaves, D. (1999). Revitalizing educational research: Lessons from the past and proposals for the future. Cambridge Journal of Education, 29(2), 239-249.
152. Harland, T., & Pickering, N. (2011). Values in higher education teaching. New York; Routledge.
153. Harvey, L. J., & Myers, M. D. (1995). Scholarship and practice: The contribution of ethnographic research methods to bridging the gap. Information Technology & People, 8(3), 13-27.
154. Hash, T. (2005). Introduction. In T. Hatch, D. Ahmed, A. Lieberman, D. Feigenbaum, M. Eiler White, & D. H. Pointer Mace (Eds), Going public with our teaching: An anthology of practice. New York: Teachers College, Columbia Press.
155. Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11, 33-49.
156. Healey, M. (2000) Developing the scholarship of teaching through the disciplines. Higher Education Research and Development, 19,169-189.
157. Healey. M. (2003). The scholarship of teaching: Issues around an evolving concept. Journal on Excellence in College Teaching, 14(1/2), 5-26.
158. Healey, M. (2005). Linking research and teaching exploring disciplinary spaces and the role of inquiry-based learning. In R. Barnett (Ed.), Reshaping the university: New relationships between research, scholarship and teaching (pp. 30-42). Maidenhead, UK: McGraw-Hill and Open University Press.
159. Healey, M. (2011). Linking research and teaching: A selected bibliography. Available at: http://www.mickhealey.co.uk/resources (accessed 5 September, 2011).
160. Heidegger, M. (1962). Being and time (translated by J. Macquarrie and E. Robinson). London: SCM Press (original work published in 1927).
161. Held, D. (1980). An introduction to critical theory: Horkheimer to Habermas. Berkeley, CA: University of California Press.
162. Henkel, M. (2005). Academic identity and autonomy in a changing policy environment. Higher Education, 49(1), 155-176.
163. Herrington, J., Oliver, R., & Reeves, T. C. (2003). Patterns of engagement in authentic online learning environments. Australian Journal of Educational Technology, 19(1), 59-71.
164. Herteis, E. M. (2006). The scholarship of teaching and learning. Reflections and Directions. Teaching and Learning at the University of Guelph, pp. 4-8. Available at: http://www.tss.uoguelph.ca (accessed 15 September 2012).
165. hooks, b. (2003). Teaching community: A pedagogy of hope. New York: Routledge.
166. Horkheimer, M. (1974). Eclipse of reason. New York: Continuum.
167. Hounsell, D. (2011). Graduates for the 21st century: Integrating the enhancement themes. Institutional activities. Synthesis of work of the theme 2010-2011. QAA paper graduate attributes. Available at: http://www.enhancementthemes.ac.uk/docs/resources/synthesis-of-work-of-the-theme-2010-2011-end-of-year-report-dai-hounsell. pdf (accessed 19 December 2011).
168. Hounsell, D., & Anderson, C. (2009). Ways of thinking and practicing in biology and history: Disciplinary aspects of teaching and learning environments. In C. Kreber (Ed.), The university and its disciplines (pp. 71-84). New York: Routledge.
169. Hoyle, E. (1975). Professionality, professionalism and control in teaching. In V. Houghton, R. McHugh, & C. Morgan (Eds), Management in education: The management of organisations and individuals (pp. 314-320). London: Ward Lock Educational in association with Open University Press.
170. Huber, M., & Hutchings, P. (2005). The advancements of learning: Building the teaching commons. The Carnegie Foundation Report on the Scholarship of Teaching and Learning. The Carnegie Foundation for the Advancement of Teaching, San Francisco, CA: Jossey-Bass.
171. Huber, M., & Hutchings, P. (2008). Placing theory in the scholarship of teaching and learning. Arts and Humanities in Higher Education, 7, 229-244.
172. Huber, M., & Morreale, S. P. (2002). Situating the scholarship of teaching and learning: A cross-disciplinary conversation. In M. Huber, & S. P. Morreale (Eds), Disciplinary styles in the scholarship of teaching and learning: Exploring common ground (pp. 1-24). Carnegie Foundation for the Advancement of Teaching and the American Association for Higher Education.
173. Hughes, J. H. (2006). The scholarship of teaching and learning: A Canadian perspective. Teaching and Learning in Higher Education, 42. The newsletter of the Society for Teaching and Learning in Higher Education (STLHE). Available at: http://www.sdhe. ca/wp-content/uploads/2011/06/STLHE-Newsletter-42-2006-Winter.pdf (accessed 12 August 2011).
174. Hutchings, P. (2000). Opening lines: Approaches to the scholarship of teaching and learning. Menlo Park, CA: The Carnegie Foundation for the Advancement of Teaching.
175. Hutchings, P. (2004). The scholarship of teaching and learning in the United States. Presentation at the International Society for the Scholarship of Teaching and Learning Conference, October 2004, Bloomington, Indiana. Available at: http://www.issotl. indiana.edu/issotl/04/hutchings.pdf (accessed 25 August 2011).
176. Hutchings, P. (2007). Theory: The elephant in the scholarship of teaching and learning. International Journal for the Scholarship of Teaching and Learning, 1(1). Available at: http://academics.georgiasouthern.edu/ijsotl/2007_v1n1.htm (accessed 8 August 2011).
177. Hutchings, P., Huber, M. Y., & Ciccone, A. (2011). The scholarship of teaching and learning reconsidered: Institutional integration and impact. The Carnegie Foundation for the Advancement of Teaching. San Francisco, CA: Jossey-Bass.
178. Hutchings, P., & Shulman, L. S. (1999). The scholarship of teaching: New elaborations, new developments. Change, 31(5), 10-15. Available at: http://www.carnegiefoundation. org/elibrary/scholarship-teaching-new-elaborations-new-developments (accessed 29 August 2011).
179. Inlow, G. (1972). Values in transition: A handbook. New York: Wiley.
180. Jankowicz, D. (2004). The easy guide to repertory grids. West Sussex: Wiley & Sons.
181. Jarvis, P. (1992). Paradoxes of learning: On becoming an individual in society. San Francisco, CA: Jossey-Bass.
182. Jung, C. G. (1971). Psychological types. Princeton, NJ: Princeton University Press.
183. Kahane, D. (2009). Learning about obligation, compassion and social justice. In C. Kreber (Ed.), Internationalizing the curriculum in higher education (pp. 49-60). New Directions for Teaching and Learning, No. 118. San Francisco, CA: Jossey-Bass.
184. Kahn, P. E., Young, R., Grace, S., Pilkington, R., Rush, L., Tomkinson, C. B., & Willis, I. (2006). The role and effectiveness of reflective practices in programmes for new academic staff: A grounded practitioner review of the research literature. Higher Education Academy, York. Availabel at: http://www-new1.heacademy.ac.uk/assets/documents/research/ literature_reviews/reflective_practice:full_report.pdf (accessed 16 March 2012).
185. Kane, R., Sandretto, S., & Heath, C. (2002). Telling half the story: A critical review of research on the teaching beliefs and practices of university academics. Review of Educational Research, 72(20), 177-228.
186. Kelly, G. A. (1955). The psychology of personal constructs: Vol.1. A theory of personality. New York: Norton.
187. Kelly, M. (Ed.) (1994). Critique and power: Recasting the Foucault/Habermas debate. Cambridge, MA: MIT Press.
188. Kember, D. (1997) A reconceptualisation of the research into university academics' conceptions of teaching; Learning and Instruction. Journal ofEARLI, 7(3), 255-275.
189. King, P. M., & Kitchener, K. S. (1994). Developing reflective judgment: Understanding and promoting intellectual growth and critical thinking in adolescents and adults. San Francisco, CA: Jossey-Bass
190. Kogan, M., & Teichler, U. (Eds) (2007). Key challenges to the academic profession. Paris and Kassel: UNESCO Forum on Higher Education Research and Knowledge and INCHER, Kassel. Available at: http://portal.unesco.org/education/en/files/54977/ 11970234265Key_Chananges_Academic_Profession_REV.pdf/Key_Challanges_Academic_ Profession_REV.pdf (accessed 12 August 2011).
191. Kreber, C. (1999). A course-based approach to the development of teaching-scholarship: A case study. Teaching in Higher Education, 4(3), 309-325.
192. Kreber, C. (2002a). Controversy and consensus on the scholarship of teaching: A Delphi study. Studies in Higher Education, 27(2), 151-167.
193. Kreber, C. (2002b). Teaching excellence, teaching expertise, and the scholarship of teaching. Innovative Higher Education, 27(1), 5-23.
194. Kreber, C. (2003). The scholarship of teaching: Conceptualizations of experts and regular academic staff. Higher Education, 46(1), 93-121.
195. Kreber, C. (2005a). Charting a critical course on the scholarship of university teaching movement. Studies in Higher Education, 30(4), 389-407.
196. Kreber, C. (2005b). Reflection on teaching and the scholarship of teaching: Focus on science instructors. Higher Education, 50(2), 323-359.
197. Kreber, C. (Ed.). (2006a). Exploring research-based teaching. New Directions for Teaching and Learning, No. 107. San Francisco, CA: Jossey-Bass.
198. Kreber, C. (2006b). Developing the scholarship of teaching through transformative learning. Journal of the Scholarship of Teaching and Learning, 6(1), 88-109.
199. Kreber, C. (2007). What's it really all about? The scholarship of teaching and learning as an authentic practice. International Journal of the Scholarship of Teaching and Learning, 1(1). Available at: http://academics.georgiasouthern.edu/ijsotl/v1n1/essays/kreber/ IJ_Kreber.pdf (accessed on 29 August 2011).
200. Kreber, C. (2009). Supporting student learning in the context of diversity, complexity and uncertainty. In C. Kreber (Ed.), The university and its disciplines: Teaching and learning within and beyond disciplinary boundaries (pp. 3-19). London: Routledge.
201. Kreber, C. (2010a). Courage and compassion in the striving for authenticity: States of complacency, compliance and contestation. Adult Education Quarterly, 60(2), 177-198.
202. Kreber, C. (2010b). Academics' teacher identities, authenticity and pedagogy. Studies in Higher Education, 35(2), 171-194.
203. Kreber, C. (2010c). Demonstrating fitness for purpose in the context of a virtues approach to academic development. In L. Stefani (Ed.), The effectiveness of academic development. New York: Routledge.
204. Kreber, C. (2012). Critical reflection. In E. Taylor, & P. Cranton (Eds.), Handbook of transformative learning: Theory, research and practice (pp. 323-342). San Francisco, CA: Jossey-Bass.
205. Kreber, C., & Castleden, H. (2009). Reflection on teaching and epistemological structure: Reflective and critically reflective processes in pure/soft and pure/hard fields. Higher Education, 57, 509-531.
206. Kreber, C., & Cranton, P. A. (2000). Exploring the scholarship of teaching. Journal of Higher Education, 71(4), 476-495.
207. Kreber, C., & Klampfleitner, M. (2012). Construing the meaning of authenticity in university teaching: Comparing explicit to implicit theories. Journal of Constructivist Psychology, 25,1-36.
208. Kreber, C., & Klampfleitner, M. (submitted manuscript). Lecturers' and students' conceptions of authenticity in teaching and actual teacher actions and attributes students perceive as helpful. (The manuscript is available from the authors. Contact information: Carolin Kreber, University of Edinburgh, carolin.kreber@ed.ac.uk).
209. Kreber, C., Klampfleitner, M., & McCune, V. (2010). Formal and implicit conceptions of authenticity. Teaching in Higher Education, 15(4), 385-399.
210. Kreber, C., Klampfleitner, M., McCune, V., Bayne, S., & Knottenbelt, M. (2007). What do you mean by 'authentic'? A comparative review of the literature on conceptions of authenticity. Adult Education Quarterly, 5S(1), 22-43.
211. Lather, P. (1986). Research as praxis. Harvard Educational Review, 56(3), 257-277.
212. Laursen, P. (2005). The authentic teacher. In D. Beijaard, P. Meijer, G. Morine-Dershimer, & H. Tillema (Eds.), Teacher professional development in changing conditions (pp. 199-212). New York: Springer.
213. Legere, T. (2007). Living an authentic life. Bloomington, IN: AuthorHouse.
214. Leibowitz, B. (2010). Towards SOTL as critical engagement: A perspective from the 'South'. International Journal for the Scholarship of Teaching and Learning, 4(2). Available at: http://academics.georgiasouthern.edu/ijsotl/v4n2/invited_essays/PDFs/_Leibowitz.pdf (accessed 8 August 2011).
215. Levinson, N. (2001). The paradox of natality: Teaching in the midst of belatedness. In M. Gordon (Ed.), Hannah Arendt and education: Renewing our common world (pp. 11-36). Boulder, CO: Westview Press.
216. Locke, W. (2007). The changing academic profession in the UK: Setting the scene. Universities UK, London.
217. McCarthy, M. (2008). The scholarship of teaching and learning in higher education: An overview. In R. Murray (Ed.), The scholarship of teaching and learning in higher education. Berkshire, UK: McGraw-Hill and Open University Press.
218. 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.
219. Macdonald, I. (2008). Ethics and authenticity: Conscience and non-identity in Heidegger and Adorno, with a glance at Hegel. In I. Macdonald, & K. Ziarek (Eds), Adorno and Heidegger (pp. 6-21). Stanford, CA: Stanford University Press.
220. Macfarlane, B. (2004). Teaching with integrity. London: Routledge.
221. Macfarlane, B. (2007). It's more than a stand-up routine. Times Higher Education, 23 November. Available at: http://www.timeshighereducation.co.uk/story.asp?storyCode= 311237§ioncode=26 (accessed 29 August 2011).
222. MacIntyre, A. (1987). The idea of an educated public. In G. Haydon (Ed.), Education and values: The Richard Peters lectures (pp. 15-36). Institute of Education, University of London.
223. MacIntyre, A. (2007). After virtue: A study in moral theory (3rd ed.). London, Duckworth.
224. McKinney, K. (2002). The scholarship of teaching and learning: Current challenges and future visions. Remarks presented at the Ceremony to Install the Cross Chair in the Scholarship of Teaching and Learning at Illinois State University. Available at: http:// www.sotl.ilstu.edu/crossChair/sotlFuture.shtml (accessed 11 April 2011).
225. McKinney, K. (2007). Enhancing learning through the scholarship of teaching and learning: The challenges and joys of juggling. Bolton, MA: Anker Publishing.
226. McKinney, K. (2012). Making a difference: Application of SoTL to enhance learning (invited essay). Journal of the Scholarship of Teaching and Learning, 12(1), 1-7.
227. McLaughlin, T. H. (2003). Teaching as a practice and a community of practice: The limits of commonality and the demands of diversity. Journal of Philosophy of Education, 37(2), pp. 339-352.
228. McLaughlin, T. H., & Halstead, J. M. (1999). Education in character and virtue. In J. M. Halstead, & T. H. McLaughlin (Eds), Education in morality (pp. 132-163). London: Routledge.
229. McLean, M. (2006). Pedagogy and the university: Critical theory and practice. London: Continuum Studies in Education.
230. Malpas, J. (2003). Martin Heidegger. In R. C. Salomon, & D. L. Sherman (Eds), The Blackwell guide to continental philosophy (pp. 143-162). Oxford: Blackwell.
231. Mann, S. (2001). Alternative perspectives on the student experience: Alienation and engagement. Studies in Higher Education, 26(1), 7-19.
232. Mazutis, D., & Slawinski, N. (2008). Leading organizational learning through authentic dialogue. Management Learning, 39(4), 437-456.
233. Menges, R. J., & Weimer, M. & Associates (Eds). (1996). Teaching on solid ground: Using scholarship to improve practice. San Francisco, CA: Jossey-Bass.
234. Merton, R. K. (1973). The sociology of science: Theoretical and empirical investigations. Chicago: University of Chicago Press.
235. Meyer, J. H. F., & Land, R. (2006). Threshold concepts: An introduction. In J. H. F. Meyer, & R. Land (Eds), Overcoming barriers to student understanding: Threshold concepts and troublesome knowledge (pp. 3-18). London: RoutledgeFalmer.
236. Mezirow, J. (1981). A critical theory of adult learning and education. Adult Education, 32, 3-24.
237. Mezirow, J. (Ed.). (1990). Fostering critical reflection in adulthood. San Francisco, CA: Jossey-Bass.
238. Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco, CA: Jossey-Bass.
239. Mezirow, J. (1998). On critical reflection. Adult Education Quarterly, 48, 185-198.
240. Mezirow, J. (2000). Learning to think like an adult: Core concepts of transformation theory. In J. Mezirow (Ed.), Learning as transformation: Critical perspectives on a theory in progress (pp. 3-33). San Francisco, CA: Jossey-Bass.
241. Newman, F., King, M., & Carmichael, D.L. (2007). Authentic instruction and assessment. Common standards for rigor and relevance in teaching academic subjects. Available at: http:// www.smallschoolsproject.org/PDFS/meetings/auth_instr_assess.pdf (accessed 7 August 2011).
242. Newman, F. M., Marks, H. M., & Gamoran, A. (1996). Authentic pedagogy and student performance. American Journal of Education, 104,280-312.
243. Nicholls, G. (2005). The challenge to scholarship: Rethinking learning, teaching and research. New York: Routledge.
244. Nietzsche, F. (1883). Also sprach Zarathustra: Ein Buch fuer Alle und Keinen (Thus spoke Zarathustra). Chemnitz, Germany: Verlag von Ernst Schmeitzner.
245. Nixon, J. (2004). Education for the good society: The integrity of academic practice. London Review of Education, 2(3), 245-252.
246. Nixon, J. (2007). Excellence and the good society. In A. Skelton (Ed.), International perspectives on teaching excellence in higher education (pp. 23-53). New York: Routledge.
247. Nixon, J. (2008). Towards the virtuous university: The moral bases of academic practice. New York: Routledge.
248. Nixon, J. (2011). Higher education and the public good: Imagining the university. London: Continuum.
249. Nixon, J. (2012). Interpretive pedagogies for higher education: Arendt, Berger, Said, Nussbaum and their legacies. London: Continuum.
250. Nixon, J., Marks, A., Rowland, S., & Walker, M. (2001). Towards a new academic profes-sionalism: A manifesto for hope. British Journal of Sociology ofEducation, 22(2), 227-244.
251. Noddings, N. (2003a). Caring: A feminine approach to ethics and moral education (2nd ed.). Berkeley, CA: University of California Press.
252. Noddings, N. (2003b). Is teaching a practice. Journal of Philosophy and Education, 37(2), 241-251.
253. Norris, S. P. (2001). The pale of consideration when seeking sources of teaching expertise. The American Journal of Education, 108(3), 167-196.
254. Norris, S. P., & Ennis, R. H. (1989). Evaluating critical thinking. Pacific Grove, CA: Midwest Publications.
255. Nussbaum, M. (1986). The fragility of goodness: Luck and ethics in Greek tragedy and philosophy. New York: Cambridge University Press.
256. Nussbaum, M. (1997). Cultivating humanity: A classical defense of reform in liberal education. Cambridge, MA: Harvard University Press.
257. Nussbaum, M. (2000). Women and human development: The capabilities approach. Cambridge: Cambridge University Press.
258. Nussbaum, M. (2004). Upheavals of thought. Cambridge: Cambridge University Press.
259. Nussbaum, M. (2010). Not for profit: Why democracy needs the humanities. Cambridge: Cambridge University Press.
260. Nussbaum, M. (2011). Developing capabilities. Cambridge: Cambridge University Press.
261. Nussbaum, M. (2012). Recoiling from reason: Review of MacIntyre, Whose justice? Which rationality. In Philosophical interventions: Reviews 1986-2011 (Chapter 4, pp. 53-68). Oxford: Oxford University Press.
262. Nussbaum, M., & Sen, A. (Eds). (1993). The quality of life. Oxford: Clarendon Press.
263. Oakley, F. (1996). Scholarship and teaching: A matter of mutual support. American Council of Learned Societies Occasional Paper No. 32. Available at: http://archives. acls.org/op/32_Scholarship_and_Teaching.htm (accessed 15 August 2011).
264. O'Brien, M. (2008). Navigating the SoTL landscape: A compass, map and some tools for getting started. International Journal for the Scholarship of Teaching and Learning, 2(2). Available at: http://www.georgiasouthern.edu/ijsotl (accessed 3 February 2012).
265. Palmer, P. (1998). The courage to teach. San Francisco, CA: Josey-Bass.
266. Pascarella, E. T., & Terenzini, P. (2005). How college affects students: A third decade of research. San Francisco, CA: Jossey-Bass.
267. Paterson, L., & Bond, R. (2005). Higher education and critical citizenship: A survey of academics' views in Scotland and England. Pedagogy, Culture and Society, 13(2), 205-231.
268. Perkins, D. (2005). Theories of difficulty. Presentation at the British Journal of Educational Psychology Conference, University of Edinburgh, 20 May.
269. Perry, R. P., & Smart, J. C. (2007). The scholarship of teaching and learning in higher education: An evidence-based perspective. Guildford: Springer.
270. Perry, W.G. (1970). Forms of intellectual and ethical development in the college years: A scheme. New York: Holt, Rinehart, and Winston.
271. Piper, M. (2002). Building a civil society: A new role for the human sciences. Killam Annual Lecture. Publication of the Killam Trusts.
272. Potter, A. (2010). The authenticity hoax. New York: HarperCollins.
273. Pratt, D. D. (1992). Conceptions of teaching. Adult Education Quarterly, 42, 203-220.
274. Reay, D., David, M., & Ball, S. (2005). Degrees of choice: Social class, race and gender in higher education. Stoke-on-Trent: Trentham Books.
275. Rice, R. E. (1989). Rethinking what it means to be a scholar. Essays on teaching excellence. Toward the Best in the Academy, 1(4). Available at http://www.podnetwork.org/ publications/teachingexcellence/89-90/V1,%20N4.pdf (accessed 15 September 2012).
276. Richlin, L. (2001). Scholarly teaching and the scholarship of teaching. In C. Kreber (Ed.), Scholarship revisited: Perspectives on the scholarship of teaching and learning (pp. 57-68). New Directions for Teaching and Learning, No. 86, San Francisco: Jossey-Bass.
277. Richlin, L., & Cox, M. (2004). Developing scholarly teaching and the scholarship of teaching and learning through faculty learning communities. In M. Cox, & L. Richlin (Eds), Building faculty learning communities (pp. 127-136). New Directions for Teaching and Learning, No. 97. San Francisco: Jossey-Bass.
278. Riegel, K. F. (1973).Dialectical operations: The final stage of cognitive development. Human Development, 16, 346-370.
279. Rogers, J. L. (2006). Role-modelling authenticity in higher education. Spirituality in Higher Education Newsletter, 3(1). Available at: http://spirituality.ucla.edu/docs/ newsletters/3/Rogers.pdf (accessed 1 September 2011).
280. Ross, A. (2003). Higher education and social access: To the Robbins report. In L. Archer, M. Hutchings, & A. Ross (Eds), Higher education and social class: Issues of exclusion and inclusion. London: RoutledgeFalmer.
281. Ross, M. T. (2012). Learning about teaching as part of the undergraduate medical curriculum: Perspectives and learning outcomes. Unpublished doctoral (EdD) thesis, University of Edinburgh.
282. Rowland, S. (2001). Surface learning about teaching in higher education: The need for more critical conversations. The International Journal for Academic Development, 6(2), 162-167.
283. Rowland, S. (2005). Intellectual love and the link between teaching and research. In R. Barnett (Ed.), Reshaping the university: New relationships between research, scholarship and teaching (pp. 92-102). Maidenhead, UK: Society for Research into Higher Education and Open University Press.
284. Rowland, S. (2006). The enquiring university. Maidenhead, UK: Society for Research into Higher Education and Open University Press.
285. Roxa, T., Olsson, T., & Martensson, K. (2008). Appropriate use of theory in the scholarship of teaching and learning as a strategy for institutional development. Arts and Humanities in Higher Education, 7, 276-294.
286. Russ, S. (2007). The authentic self: Journaling your joys, griefs and everything in between. iMuse Pub.com.
287. Said, E. W. (1994). Representations of the intellectual: The 1993 Reith lectures. New York: Pantheon Books.
288. Schon, D. (1983). The reflective practitioner. San Francisco, CA: Jossey-Bass.
289. Schwandt, T.A. (2005). A diagnostic reading of scientifically based research for education. Educational Theory, 55(3), 285-305.
290. Seligman, M. E. P. (2002). Authentic happiness: Using the new positive psychology to realize your potential for lasting fulfillment. New York: Free Press.
291. Sergiovanni, T. J. (1992). Moral leadership: Getting to the heart of school leadership. San Francisco, CA: Jossey-Bass.
292. Sherman, D. L. (2003a). Jean-Paul Sartre. In R. C. Salomon, & D. L. Sherman (Eds), The Blackwell guide to continental philosophy (pp. 163-187). Oxford: Blackwell.
293. Sherman, D. L. (2003b). Critical theory. In R. C. Salomon, & D. L. Sherman (Eds), The Blackwell guide to continental philosophy (pp. 188-218). Oxford: Blackwell.
294. Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
295. Shulman, L. (1998). Course anatomy: The dissection and analysis of knowledge through teaching. In P. Hutchings (Ed.), The course portfolio: How faculty can examine their teaching to advance practice and student learning (pp. 5-12). Washington, DC: American Association for Higher Education.
296. Shulman, L. (1999). Visions of the possible: Models for campus support of the scholarship of teaching and learning. Comments made at meetings during November and December, 1999. Carnegie Foundation for the Advancement of Teaching, Stanford, CA. Available at: http://www.carnegiefoundation.org/elibrary/visions-possible-models-campus-support-scholarship-teaching-and-learning (accessed 26 April 2011).
297. Shulman, L. (2000). From Minsk to Pinsk: Why a scholarship of teaching and learning? Journal of Scholarship of Teaching and Learning, 1(1), 48-53.
298. Shulman, L. (2005). Signature pedagogies of the professions. Dadalus, Summer, 52-59.
299. Siegel, H. (1988). Educating reason: Rationality, critical thinking and education. New York: Routledge.
300. Smith, B. (2006). Quest for quality: The UK experience. In C. Kreber (Ed.), International perspectives on improving learning with limited resources (pp. 43-52). New Directions for Higher Education, No. 133. San Francisco, CA: Jossey-Bass.
301. Spearman, C. (1904). 'General intelligence' objectively determined and measured. American Journal of Psychology, 15, 201-293.
302. Splitter, L. J. (2009). Authenticity and constructivism in education. Studies in Philosophy and Education, 28(2), 135-151.
303. Squires, G. (1999). Teaching as a professional discipline. London: Falmer Press.
304. Starr, S. S. (2008). Authenticity: A concept analysis. Nursing Forum, 43(2), 55-62.
305. Stenhouse, L. (1983). Authority, education and emancipation: A collection of papers. London: Heinemann.
306. Sternberg, R. (1985). Beyond IQ: A triarchic theory of intelligence. Cambridge: Cambridge University Press.
307. Sternberg, R. (1990). Wisdom and its relations to intelligence and creativity. In J. Sternberg (Ed.), Wisdom, its nature, origins, and development (pp. 142-159). Cambridge: Cambridge University Press.
308. Steutel, J. W. (1997). The virtue approach to moral education: Some conceptual clarifications. Journal of Philosophy of Education, 31(3), 395-407.
309. Tagg, J. (2003). The learning paradigm college. Bolton, MS: Anker Publishing Co.
310. Taylor, C. (1991). The ethics of authenticity. Cambridge, MA: Harvard University Press.
311. Thomson, J. A. K. (1976). The ethics of Aristotle: The Nichomachean ethics. London: Penguin Books.
312. Tierney, W. G. (1993). Building communities of difference: Higher education in the twenty-first century. Westport, CT: Bergin and Garvey.
313. Tierney, W. G., & Rhoads, R. A. (1993). Postmodernism and critical theory in higher edu-cation: Implications for research and practice. In J. C. Smart (Ed.), Higher education: Handbook of theory and research, 10 (pp. 308-344). New York: Agathon Press.
314. Trigwell, K., Martin, E., Benjamin, J., & Prosser, M. (2000). Scholarship of teaching: A model. Higher Education Research and Development, 19(2), 155-168.
315. Trilling, L. (2006). Sincerity and authenticity. Cambridge, MA: Harvard University Press (original work published in 1972).
316. University of Edinburgh (2011). College of Science and Engineering Learning and Teaching Strategy 2011-2013. Available at: http://www.ed.ac.uk/schools-departments/ science-engineering/staff/learning-teaching (accessed 30 April 2012).
317. University of Ulster (2008). Teaching and Learning Strategy 2008/09-2012/13. Available at: http://www.ulster.ac.uk/tls/tls2008-13.pdf (accessed 30 April 2012).
318. Vannini, P. (2007). The changing meanings of authenticity: An interpretive biography of professors' work experiences. Studies in Symbolic Interaction, 29, 63-90.
319. Vu, T. T. (2012). Investigating authentic assessment for student learning in higher education. Unpublished doctoral (PhD) thesis. University of Queensland.
320. Vu, T. T., & Dall'Alba, G. (2011). Becoming authentic professionals: Learning for authenticity. In L. Scanlon (Ed.), 'Becoming'a professional: An interdisciplinary analysis of professional learning (pp. 95-108). Dordrecht, the Netherlands: Springer.
321. Walker, M. (Ed.). (2001). Reconstructing professionalism in university teaching: Teachers and learners in action. Buckingham, UK: Society for Research into Higher Education and Open University Press.
322. Walker, M. (2004). Pedagogies of beginning. In M. Walker, & J. Nixon (Eds), Reclaiming universities from a runaway world (pp. 131-146). Maidenhead, UK: Society for Research into Higher Education and Open University Press.
323. Walker. M. (2006). Higher education pedagogies: A capabilities approach. Maidenhead, UK: Society for Research into Higher Education and Open University Press.
324. Walker, M. (2009). 'Making a world that is worth living in': Humanities teaching and the formation of practical reasoning. Arts and Humanities in Higher Education, 8(3), 231-246.
325. Walker, M. (2010). A human development and capabilities 'prospective analysis' of global higher education policy. Journal of Education Policy, 25(4), 485-501.
326. Weimer, M. (1997). Assumptions that devalue university teaching. International Journal of Academic Development, 2(1), 52-59.
327. Weimer, M. (2006). Enhancing scholarly work on teaching and learning: Professional literature that makes a difference. San Francisco, CA: Jossey-Bass.
328. Wenger,E. (1998). Communities of practice: Learning, meaning and identity. Cambridge: Cambridge University Press.
329. Williams, B. (2004). Truth and truthfulness: An essay in genealogy. Princeton, NJ: Princeton University Press.
330. Wittgenstein, L. (1953). Philosophical investigations. G. E. M. Anscombe, & R. Rhees (Eds.), (translated by G. E. M. Anscombe), Oxford: Blackwell.
331. Zeichner, K. (1986). Preparing reflective teachers: An overview of instructional strategies which have been employed in pre-service teacher education. International Journal of Educational Research, 2(5), 565-575.
332. Zimmerman, M. (1986). The development of Heidegger's concept of authenticity: Eclipse of the self (Revised ed.). Athens, OH: Ohio University Press.