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REFERENCES

Nulty, D., Kiley, M., & Meyers, N. (2009). Promoting and recognising excellence in the supervision of research students: en evidence-based framework. Assessment and Evaluation in Higher Education, 34 (6), 693-707.


Clegg, S. (2008). Academic identities under threat? British Educational Research Journal, 34(3), 329–345.


Downton, P. (2003). Design Research. Melbourne: RMIT University Press.


DuFour, R. (2004). What is a 'Professional Learning Community'? Educational Leadership, May, 6-11.


Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81-112.


Haycock, J., & Kelly, D. (2009). From 'trade teacher' to 'critically reflective practitioner': The relationship between theory and occupational identity formation in TAFE teachers. Paper presented at the AVETRA Conference, Sydney, Australia.


Hosking J. (2009)  The Reflective Research Supervisor. Retrieved 2 November 2017, from http://www.educationreview.co.nz


Idlers, K. (2014) Transformative Learning and Identity. Journal of Transformative Education, 12(2), 148 - 163. 


James, R. & Baldwin, G. (2006). Eleven Practices of Effective Postgraduate Research Supervisors. Melbourne: Centre for the Study of Higher Education and School of Graduate Studies.


Kulhavy, R. W. (1977). Feedback in written instruction. Review of Educational Research, 47(1), 211–232.


Larmer, J., & Mergendoller, J. R. (2010). Seven Essentials for Project-Based Learning. Educational Leadership, 68(1), 34-37.


Lave, J., & Wenger, E. (1991). Situated learning - Legitimate peripheral participation. Cambridge: Cambridge University Press.


Neumann, R. (1992). Perceptions of the Teaching-Research Nexus: A Framework for Analysis. Higher Education, 23, 159-171.


Nulty, D., Kiley, M., & Meyers, N. (2009). Promoting and recognising excellence in the supervision of research students: en evidence-based framework. Assessment and Evaluation in Higher Education, 34(6), 693-707.


Meyer, J. and R. Land (2003). Threshold Concepts and Troublesome Knowledge: Linkages to Ways of Thinking and Practicing within the Disciplines. Enhancing Teaching-Learning Environments in Undergraduate Courses. Edinburgh, ETL Project. Occasional Report 4, May 2003.

           

Orr, K. (2009). Dual roles and dual identities: enhancing the experience of in-service teacher training in English Further Education. Teaching in lifelong learning: a journal to inform and improve practice, 1(2), 5-13.


Robertson, J. & Bond, C. (2005). The research/teaching relation: A view from the ‘edge’. Higher Education 50, 509–535.


Wenger, E. (1998). Communities of Practice - Learning, Meaning and Identity. Cambridge: Cambridge University Press.


Wenger, E. (2006). Communities of practice - A brief introduction Retrieved 23 March 2017, from www.ewenger.com/theory/

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