Resources & Reading list
Journal Articles
Enwistle, N., Skinner, D., Entwistle, D., & Orr, S (2000). Conceptions and Beliefs about 'GoodTeaching': an integration of different research areas. Higher Education Research and Development, 19(1), pp. pg 5-26.
Christie, M., Carey, M., Robertson, A., & Grainger, P. (2015). Putting transformative learning theoryinto practice.. Australian Journal of Adult Learning, 55(1), pp. pg. 9-30.
The twin-cycle experiential learning model: reconceptualising
Kolb's theory. Studies in Continuing Education, 36(3), pp. 257-274.
Howe, C. (2014). Optimizing small group discourse in classrooms: Effective practices and theoretical
constraints. International Journal of Educational Research, 63, pp. 107-115..
Student performativity in higher education: converting learning as a private
space into a public performance. Higher Education Research and Development, 34(2), pp. 338-350.
Scaffolding and Achievement in Problem-
Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006).. Educational Psychologist, 42(2), pp. 99-107.
Theorising student engagement in higher education. British Educational Research Journal, 40(6), pp. 1005-1018.
Why Minimal Guidance During Instruction Does Not
Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and
Inquiry-Based Teaching.. Educational Psychologist, 41(2), pp. 75-86.
Molinari, L., & Mameli, C. (2013). Process quality of classroom discourse: Pupil participation and
learning opportunities.. International Journal of Educational Research, 62, pp. 249-258.
Macfarlane, B. (2013). The surveillance of learning: a critical analysis of university attendance policies. Higher Education Quarterly, 67(4), pp. 358-373.
Textbooks
Towards dialogic teaching: rethinking classroom talk. Cambridge: Dialogos.
Multiple approaches to understanding. In K. Illeris (Ed). Contemporary Theories of
Learning. (pp. 106-115).. Oxon: Routledge..