«List of References Adler S. (1991). The reflective practitioner and the curriculum of teacher education, Journal of Education for Teaching, 17, ...»
List of References
Adler S. (1991). The reflective practitioner and the curriculum of teacher
education, Journal of Education for Teaching, 17, 139-150.
Alderman, L. (1998). Student support services and their impact on persistence
of first year students at a rural community college. Dissertation Abstracts
International, 58 (11A), 4201. (University Microfilms No. AAM98-17088)
Alpert, F. (1993). Large-scale simulation in marketing education. Journal of
Marketing Education, 15(2), 30-35.
Arnold, J. (1995). Texts, trials and video tape: a study of culturally effective strategies to assist Aboriginal and Torres Strait Islander students in their university studies. Brisbane: Queensland University of Technology.
Astin, A. (1993). What matters in college?: Four critical years revisited. San Francisco: Jossey-Bass.
Avenell, S. (2001). Some lessons for higher education from the economics of electronic commerce. A paper prepared for the Ascilite 2001 Conference, Melbourne, December.
Barkham, J. & Elender, F. (1995). Applying person-centred principles to teaching large classes. British Journal of Guidance and Counselling, 23, 179Baron, M.A., and Boschee, F. (1995) Authentic assessment: the key to unlocking student success (1st ed.). Lancaster, Pa, USA: Technomic.
Barrington, E. (1999). Catching academic staff at the start: professional development for university tutors. In Cornerstones : What do we value in higher education? Proceedings from the HERDSA conference, July (1999), Melbourne.
Bartels, L., Bommer, W. & Rubin, R. (2000). Student performance: Assessment centers versus traditional classroom evaluation techniques, Journal of Education for Business, 75, 198-201.
Beasley, C. (1997). Students as teachers: the benefits of peer tutoring.
Proceedings of the 6th Annual Teaching Learning Forum, Murdoch University, Perth, Australia.
Becker, W. & Watts, M. (1996). Chalk and talk: A national survey on teaching undergraduate economics. American Economic Review, 86, 448-453.
Benzing, C. & Christ, P. (1997). A Survey of Teaching Methods among Economics Faculty.Journal of Economic Education, 28, 182-188.
RESOURCES | 1. LITERATURE REVIEW | LIST OF REFERENCES©2001 Teaching and Educational Development Institute | TEACHING LARGE CLASSES | The University of Queensland Australia Page 1 Biggs, J. (1996) Enhancing teaching through constructive alignment. Higher Education, 32, 347 -- 364.
Biggs, J.B. (1999) Teaching for Quality Learning at University (1st ed.).
Buckingham: SRHE and Open University Press.
Blake, C. (1990). Effects of instructional strategies on the learning of organizational behaviour by a large university class, Journal of Instructional Psychology, 17, 59-64.
Bligh, D.A. (1971). What’s the use of lectures. Harmondsworth: Penguin.
Bloom, B.S, (1953). Thought processes in lectures and discussions, Journal of General Education, 7, 160-169.
Bloom, B. S. (1956). Taxonomy of educational objectives: The clarification of educational goals. New York: McKay.
Bonacci, J. (1999). An assessment of the preferred learning styles of undergraduates enrolled in a core curriculum introductory health course.
Dissertation Abstracts International, 59 (7-A), 2339.
Booth, C. & Watson, D. (1992). Teaching large classes: The institutional perspective. In G. Gibbs & A. Jenkins (Eds.) Teaching large classes in higher education. London: Kogan Page.
Boud, D. (1995) Enhancing Learning Through Self Assessment (1st ed.).
London: Kogan Page.
Brown, S. (1999) Institutional strategies for assessment. In S. Brown, and A.
Glasner (Eds.), Assessment matters in higher education. Buckingham: SRHE and Open University Press.
Brown, S., and Glasner, A. (Ed.). (1999) Assessment matters in higher education (1st ed.). Buckingham: SRHE and Open University Press.
Buckelew, M. (1991). Group Discussion Strategies for a Diverse Student Population. Paper presented at the 42nd Annual Meeting of the Conference on College Composition and Communication, Boston.
Bull, J., and Stephens, D. (1999) The use of Question Mark software fr formative and summative assessment in two universities. Innovations in Education and Training International, 36(2), 128--136.
Bump, W. (1998). Action research in the educational computing course, Proceedings from the Society for Information Technology & Teacher Education International Conference, Washington.
Campbell, J. (2001). Personal Communication, Queensland University of Technology.
Campbell, K. & Ben-Zvi, E. (1998). The teaching of religion: Moral integrity in a technological context, The Internet and Higher Education, 1, 169-190.
Candia, P. (1999). An investigation of the effects of orientation and study skills courses on retention and grade point average of first time in college students in a community college in south Texas. Dissertation Abstracts International, 59 (12A), 4344.
Chalmers, D. & Kelly, B. (1997). Peer assisted study sessions (PASS) [unpublished paper]. University of Queensland: Teaching & Educational Development Institute.
Chapman, K. & Sorge, C. (1999). Can a simulation help achieve course objectives? An exploratory study investigating differences among instructional tools, Journal of Education for Business, 74, 225-231.
Chizmar, J. & Ostrosky, A. (1998). The one-minute paper: Some empirical findings, Journal of Economic Education, 29, 3-10.
Chizmar, J., Walbert, M., Hurd, S. & Moore, R. (1999). Web-based learning environments guided by principles of good teaching practice, Journal of Economic Education, 30, 248-258.
Clulow, V. (2000). An analysis of a peer tutoring experience in a first-year business subject. Journal of Institutional Research, 9, 89-99.
Collis, B. & Breman, J. (1997). Information technology education in a cooperative environment: Design and evaluation. Proceedings from the Annual Meeting of the Association for Educational Communications and Technology, Albuquerque.
Couchman, J. (1997). Supplemental instruction: peer mentoring and student productivity, Proceedings from the Australian Association for Research in
Education (AARE) Conference, Brisbane. Available online:
www.aare.edu.au/97pap/coucj521.htm Crafford L. & de Villiers, C. (1997). Evaluating the planning of information technology supported cooperative learning. Proceedings from the International Academy for Information Management Annual Conference, Atlanta.
Crittenden, K., Norr, J. & LeBailly, R. (1975). Size of university classes and student evaluations of teaching, Journal of Higher Education, 46, 461-470.
Davis, C. (1996). Teaching support for sessional staff, Conference paper, Proceedings from the 2nd Pacific Rim Conference on the first year of higher education, University of Melbourne (July).
Davis, D. (1998). The effects of a study-skills course on the academic selfefficacy of at risk freshman college students. Dissertation Abstracts International, 58(8A), 2998. (University Microfilms No. AAM98-06263) DeHaan, E., Appels, B., Aleman, A. & Postma, A. (2000). Inter- and intramodal encoding of auditory and visual presentation of material: Effects on memory performance. Psychological record, 50, 577-586.
Ebel, R.L. (1972) Essentials of Educational Measurement (2nd ed.). Englewood Cliffs: Prentice-Hall, Inc.
Edwards, A., and Knight, P. (Ed.). (1995) Assessing competence in higher education (1st ed.). Buckingham: Kogan Page -- in association with SEDA.
Falchikov, N., and Goldfinch, J. (2000) Student peer assessment in higher education: a meta-analysis comparing peer and teacher marks. Review of Educational Research, 70(3), 297--322.
Feigenbaum, E. & Friend, R. (1992). A comparison of freshman and upper division students’ preferences for small and large psychology classes, Teaching of Psychology, 19, 12-16.
Feldman, K. (1984). Class size and college students’ evaluations of teachers and courses: A closer look, Research in Higher Education, 21, 45-116.
Flew, T. (1998). Fast times at virtual U: digital media and the future of higher education in the West Report. Australian Universities Review, 41, 20-25.
Gibbs, G. (1992a) Assessing More Students. London: Polytechnics and Colleges Funding Council.
Gibbs, G. (1992b). Problems and course design strategies, Oxford: Oxford Centre for Staff Development.
Gibbs, G. (2000). Are the pedagogies of the disciplines really different? In C.
Rust (Ed.) Improving student learning through the disciplines. Proceedings of the 1999 7th International Symposium, Oxford: Oxford Centre for Staff and Learning Development.
Gibbs, G. & Jenkins, A. (1992). An introduction: The context of changes in class size. In G. Gibbs & A. Jenkins (Eds.) Teaching large classes in higher education. London: Kogan Page.
RESOURCES | 1. LITERATURE REVIEW | LIST OF REFERENCES©2001 Teaching and Educational Development Institute | TEACHING LARGE CLASSES | The University of Queensland Australia Page 4
Gibbs, G., Lucas, L. & Simonite, V. (1996). Class size and student performance:
1984-94, Studies in Higher Education, 21, 261-273.
Godfrey, K. (1998). Tips for lecturing large classes of first year students. In B.
Black and N. Stanley (Eds.), Teaching & Learning in Changing Times, 194-198:
the proceedings of the 7th Annual Teaching Learning Forum, 4 and 5 February, 1998, the University of Western Australia, Nedlands: Centre for Staff Development.
Gold, J. & Haigh, M. (1992). Over the hills and far away: Retaining field study experience despite larger classes. In G. Gibbs & A. Jenkins (Eds.) Teaching large classes in higher education. London: Kogan Page Greenlaw, P. S., & Wyman, F. P. (1973). The teaching effectiveness of games in collegiate business courses. Simulation and Games, 4(3), 259-294.
Habeshaw, S., Gibbs, G., and Habeshaw, T. (1993) 53 interesting ways to assess your students (3rd ed.). Bristol: Technical and Educational Services.
Habeshaw, T. (1995). Effective lecturing to large, diverse groups. In L. Conrad & L.
Phillips (Eds.) Reaching More Students, Griffith University, Brisbane:
Griffith Institute For Higher Education.
Hands, D., Reid, I. & Younger, P. (1997). Video-based supplemental instruction (VSI) for engineering subjects and students at risk. Proceedings of the Higher Education Research & Development Society of Australasia Conference, Adelaide, South Australia, Hanrahan, S. (1997). No sleeping allowed: Stimulating thinking in large classes.
In R. Ballantyne, J. Bain, & J. Packer (Eds.) Reflecting on University Teaching Stories. Canberra: Committee for University Teaching and Staff Development (CUTSD).
Hanrahan, S. J., and Isaacs, G. (2001) Assessing self- and peer-assessment:
the students' views. Higher Education Research and Development, 20(1), 53-Harcum, E. (1992). The classroom test as a dependent variable in transfer of learning, New Directions for Education Reform, 1, 69-74.
Harlen, W., and James, M. (1997) Assessment and learning: differences and relationships between formative and summative assessment. Assessment in Education, 4(3), 365-379.
Hartley, J. & Bahra, H. (1992). Study networks: Support mechanisms for large groups of part-time students. In G. Gibbs & A. Jenkins (Eds.) Teaching large classes in higher education. London: Kogan Page
Holdaway, E. & Kelloway, K. (1987). First year at university: perceptions and experiences of students. The Canadian Journal of Higher Education, 17, 47-63.
Housego, S. & Freeman, M. (2000). Case studies: integrating the use of web based learning systems into student learning, Australian Journal of Educational Technology, 16, 258-282.
Howe, M.J. & Godfrey, J. (1978). Student note-taking as an aid to learning.
Exeter: Exeter University.
Howes, R. & Watson, J. (1982). Demonstrations to wake up large classes, Physics Teacher, 20, 40-41.
Isaacs, G. (1994) Multiple Choice Testing. Sydney: HERDSA.
Isaacs, G. (1999) "Group Assessment" – Assessment of Students on Groupbased Tasks – Issues and Options. Available at http://www.tedi.uq.edu.au/downloads/T&L_Assess_group_tasks.pdf Jenkins, J. (1991). Teaching psychology in large classes: Research and personal experience. Teaching of Psychology, 18, 74-80.
Johnson, N. (1992). Introduction to law: the workbook method. In G. Gibbs & A.
Jenkins (Eds.) Teaching large classes in higher education. London: Kogan Page Johnston, C., James, R., Lye, J. & McDonald, I. (2000). An evaluation of collaborative problem solving for learning economics, Journal of Economic Education, 31, 13-30.
Kelly, B. (2001). Personal communication. University of Queensland.
Kemig, R. (1983). Raising academic standards: a guide to learning improvement, ASHE-ERIC Higher Eduction (Report No. 4), Association for the Study of Higher Education: Washington DC.
Klass, G. (1995). Bringing the world into the classroom: POS302-L the race and ethnicity seminar discussion list, Political Science and Society, 28, 723-725.
Knight, P. (Ed.). (1995) Assessment for learning in higher education (1st ed.).
Buckingham: Kogan Page - in association with SEDA.
Lamberth, J. & Knight, J. (1985). An embarrassment of riches: Effectively teaching and motivating large introductory psychology sections. In L. Benjamin,
Laming, D. R. (1990). The reliability of a certain university examination compared with the precision of absolute judgements, Quarterly Journal of Experimental Psychology: Human Experimental Psychology, 42, 239-254.
Lee, J. (1997). Facing the music: How smoke helps nurses learn. In R.
Ballantyne, J. Bain, & J. Packer (Eds.) Reflecting on University Teaching Stories. Canberra: Committee for University Teaching and Staff Development (CUTSD).
Leith, G. (1974). Individual differences in learning: Interactions of personality
and teaching methods. Personality and academic progress. London:
Association of Educational Psychologists.
Lewis, D. & Dahl, T. (1972). Critical thinking in the principles course: An experiment. In A. Welsh (Ed.) Research Papers in Economic Education, pp. 51New York: Joint Council on Economic Education.