A Handbook for Teaching and Learning in Higher Education Enhancing academic and Practice

484 ❘
Enhancing personal practice
REFERENCES
Biggs, J (1988) ‘Approaches to learning and to essay writing’, in R Schmeck (ed.), Learning
Strategies and Learning Styles (pp. 185–228), London: Plenum Press.
Boud, D, Keogh, R and Walker, D (eds) (1985) Reflection: Turning Experience into Learning,
London: Kogan Page.
Fry, H and Ketteridge, S W (2003) ‘Teaching portfolios’, in H Fry, S W Ketteridge, and S
Marshall (eds), A Handbook for Teaching and Learning in Higher Education: Enhancing Academic
Practice (pp. 242–252), London: Routledge.
Fullerton, H (2003) ‘Observation of teaching’, in H Fry, S W Ketteridge and S Marshall (eds),
A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice
(pp. 226–241), London: Routledge.
Gibbs, G and Coffey, M (2004) ‘The impact of training of university teachers on their teaching
skills, their approach to teaching and the approach to learning of their students’, Active
Learning in Higher Education, 5(1), 73–86.
Gosling, D (2005) Peer Observation of Teaching, SEDA Paper 118, Staff and Educational
Development Association, London.
Higher Education Academy (HEA) (2006) The UK Professional Standards Framework.
Available online at http://www.heacademy.ac.uk/ourwork/policy/framework
(accessed 5 November 2007).
Kemmis, S and McTaggart, R (eds) (1988) The Action Research Planner (3rd edn), Geelong,
Victoria: Deakin University Press.
McKernan, J (1991) Curriculum Action Research: A Handbook of Methods and Resources for the
Reflective Practitioner (2nd edn), London: Kogan Page.
Rowland, S (2000) The Enquiring University Teacher, Buckingham: SRHE and the Open
University Press.
Stringer, E T (1996) Action Research: A Handbook for Practitioners, Thousand Oaks, CA: Sage.
FURTHER READING
Brookfield, S (1995) Becoming a Critically Reflective Teacher, San Francisco, CA: Jossey-Bass.
Written specially for teachers in higher education. Guides readers through many processes
for becoming critically reflective about teaching.
Eraut, M (1994) Developing Professional Knowledge and Competence, London: Falmer. Still the
single best place to read Michael Eraut’s influential ideas about the nature of professional
knowledge and professional expertise, but it is also worth following up his more recent
work.
Schon, D (1987) Educating the Reflective Practitioner, San Francisco, CA: Jossey-Bass. The key
text on reflection.
The Higher Education Academy website (http://www.heacademy.ac.uk) and its subject
centres provide many useful resources for staff following accredited programmes. Some
centres, such as maths, stats and OR network, offer dedicated induction courses for lecturers
new to teaching in these disciplines.