Скачать 303.29 Kb.
Ainscow, M. (1999) Understanding the development of inclusive schools. London: Routledge.
Apple, M. (2000) Official knowledge. 2 ed., London: Routledge.
Archer, L. (2007) Diversity, equality and higher education: a critical reflection on the ab/uses of equity discourse within widening participation. Teaching in Higher Education, 12(5-6), pp.635-653.
Alexander, P. M. (2006) Virtual teamwork in very large undergraduate classes. . Computers and Education, 47(2), pp.127–147.
Ball, S. (ed) (2004) The RoutledgeFalmer reader in sociology of education. London and New York: RoutledgeFalmer.
Bamber, J. (2005) Curriculum design: paying special attention to ontological shift. Widening Participation and Lifelong Learning, 7(2), pp.1-11.
Bamber, J. (2008) Foregrounding curriculum: ditching deficit models of non-traditional students European Society for Research on the Education of Adults (ESREA) Access, Learning Careers and Identities Network Conference, 10 -12 December University of Seville, Spain.
Bamber, J. and Tett, L. (2001) Ensuring integrative learning experiences for non-traditional students in higher education. Widening Participation and Lifelong Learning, 3(1).
Barajas, H. and Higbee, J. (2003) Where do we go from here? Universal Design as a model for multicultural education. in Higbee, J. (ed.) Curriculum transformation and disability: implementing Universal Design in higher education. Minnesota: Center for Research on Developmental Education and Urban Literacy, University of Minnesota.
Baron, S., Phillips, R. and Stalker, K. (1996) Barriers to training for disabled social work students. Disability and Society, 11(361-377).
Beaty, E. and Cousin, G. (2003) An action research approach to strategic development: a case study. in Eggins, H. and Macdonald, R. (eds.) The scholarship of academic development. Buckingham: Society for Research into Higher Education / Open University Press, pp.141-151.
Biggart, A. (2002) Attainment, age and minimum-aged school leavers' early routes in the labour market. Journal of Education and Work, 15, pp.145-161.
Biggs, J. (2003) Teaching for quality learning at university. 2 ed., Buckingham: SRHE & Open University Press.
Bloxham, S. (2007) A system that is wide of the mark. . Times Higher Education Supplement, 26th October. Available on line at http://www.timeshighereducation.co.uk/story.asp?storyCode=310924§ioncode=26 [accessed 8th April 2009].
Bloxham, S. (2009) Marking and moderation in the UK: false assumptions and wasted resources. Assessment and Evaluation in Higher Education, 34(2), pp.209-220.
Bostock, S. (1998) Constructivism in Mass Higher Education: a Case Study British Journal of Educational Technology 29(3), pp.225-240.
Boud, D. and Falchicov, N. (2006) Aligning assessment with long-term learning. Assessment and Evaluation in Higher Education, 31(4), pp.399-413.
Bowl, M. (2003) Non traditional entrants to higher education. 'They talk about people like me'. Stoke on Trent: Trentham.
Bowl, M. (2005) Valuing diversity in the social sciences curriculum. Learning and teaching in the social sciences, 2(2), pp.121-136.
Bowser, D., Danaher, A. and Somasundarum, J. (2007) Indigenous, pre-undergraduate and international students at Central Queensland University, Australia: three cases of the dynamic tension between diversity and commonality. Teaching in Higher Education, 12(5-6), pp.669-681.
Brennan, J. and Osborne, M. (2008) Higher education's many diversities: of students, institutions and experiences; and outcomes? Research Papers in Education, 23(2), p.179 — 190.
Bronfenbrenner, U. (1977) Towards an ecology of human development. American Psychologist, 32, pp.513–531.
Broecke, S. and Nicholls, T. (2007) Ethnicity and degree attainment. Research report RW92 Department for Education and Skills (DFES) Available on line at: www.dfes.gov.uk/research/.
Bruch, P. (2003) Interpreting and implementing Universal Instructional Design in basic writing. in Higbee, J. (ed.) Curriculum transformation and disability: implementing Universal Design in higher education. Minnesota: Center for Research on Developmental Education and Urban Literacy, University of Minnesota, pp.93-104.
Burke, P. and Jackson, S. (2007) Reconceptualising lifelong learning. Feminist interventions. London: Routledge.
Burns, C. and Myhill, D. (2004) Interactive or inactive? A consideration of the nature of interaction in whole class teaching. Cambridge Journal of Education, 34(1), pp.35–49.
Caruana, V. and Spurling, N. (2007) The internationalisation of UK higher education: a review of selected material. Project Report. York: Higher Education Academy.
Chan, H. P. and Mok, Y. F. (2006) Learning-through-assessment': assessment tasks that challenge more accomplished students in Carless, D., Joughin, G. and Liu, N. F. (eds.) How Assessment Supports Learning: Learning-Oriented Assessment in Action, . Hong Kong: Hong Kong University, pp.107-109.
Carr-Chellman, A. and Duchastel, P. (2000) The ideal online course. British Journal of Educational Technology, 31(3), pp.229-.
The Center for Universal Design (1997) The principles of Universal Design. (Version 2.0) Raleigh: North Carolina State University. Available at: http://www.design.ncsu.edu/cud/about_ud/udprincipleshtmlformat.html
Clegg, S., Tayhurn, D. and Johnson, A. (2000) Not just for men: A case study of the teaching and learning of information technology in higher education. Higher Education 40 pp 23–145.
Connor, H., Tyers, C., Modood, T. and Hillage, J. (2004) Why the difference? A closer look at higher education minority ethnic students and graduates, DfES Research Report RR552. Available at http://www.dcsf.gov.uk/research/programmeofresearch/projectinformation.cfm?projectid=13556&resultspage=1
Cooke-Sather, A. and Youens, B. (2007) Repositioning students in initial teacher preparation. A comparative descriptive analysis of learning to teach for social justice in the United States and in England. Journal of Teacher Education 58(1), pp.62-75.
Cottrell, S. (2003) Students with dyslexia and other learning difficulties. in Powell, S. (ed.) Special teaching in higher education: succesful strategies for access and inclusion. London: Kogan Page, pp.121-141.
Cousin, G. (2006) Threshold concepts, troublesome knowledge and emotional capital: an exploration into learning about others in Meyer, J. H. F. and Land, R. (eds.) Overcoming barriers to student understanding: Threshold concepts and troublesome knowledge Oxford: RoutledgeFalmer.
Crosling, G., Thomas, L. and Heagney, M. (2008) Improving student retention in higher education: the role of teaching and learning. London: Routledge.
Crozier, G., Reay, D., Clayton, J., Colliander, L. and Grinstead, J. (2008) Different strokes for different folks: diverse students in diverse institutions - experiences of higher education. Research Papers in Education, 23(2) pp.167-177.
Crozier, G., Reay, D. and Clayton, J. (2010) The socio-cultural and learning experiences of working-class students in higher education. in David, M. (ed.) Improving learning by widening participation. London: Routledge.
David, M. (ed) (2010) Improving learning by widening participation. London: Routledge.
David, M., Parry, G., Vignoles, A., Hayward, G., Williams, J., Crozier, G., Hockings, C. and Fuller, A. (2008) Widening participation in higher education. A Commentary by the Teaching and Learning Research Programme. London: TLRP.
DES (Department for Education and Science) (1978) Special educational needs: Report of the committee of enquiry into the education of handicapped children and young people. (The Warnock Report). London: HMSO.
De Vita, G. (2000) Inclusive approaches to effective communication and active participation in the multicultural classroom: An international business management context. Active Learning in Higher Education, 1(2), pp.168-180.
De Vita, G. and Case, P. (2003) Rethinking the internationalisation agenda in UK higher education Journal of Further and Higher Education, 27 (4 ), pp.383-398.
Dodgson, R. and Bolam, H. (2002) Student retention, support and widening participation in the North East of England. Available at:¸http://www.aimhigher.northeast.ac.uk/images/pubFiles/RetentionReport66.pdf Universities for the North East. Accessed July 2009.
Dogra, N. (2001) The development and evaluation of a programme to teach cultural diversity to medical undergraduate students. Medical education, 35(3), pp.232-241.
Drew, S. (2001) Perceptions of what helps learn and develop in education. Teaching in Higher Education 6(3), pp.309-331.
Dyke (1998) Monitoring the progress and achievement of ethnic minority students: a new methodology. in Modood, T. and Acland, T. (eds.) Race and higher education. London: Policy Studies Institute, pp.115-133.
Dyson, A. (2005) Special needs education as the way to equity: an alternative approach. in Rix, J., Simmons, K., Nind, M. and Sheehy, K. (eds.) Policy and power in inclusive education. Values into practice. London: RoutledgeFalmer,
Earle, S., Adams, M. and French, D. (1997) Disability and the culture of universities. Disability Studies Seminar , Edinburgh.
Ertl, H., Hayward, G. and Hoelscher, M. (2010) Learners’ transition from vocational education and training to higher education. in David, M. (ed.) Improving learning by widening participation. London: Routledge.
Fell, B. and Wray, J. (2006) Supporting disabled students on placement. in Towards inclusive learning and teaching in higher education: developing curricula for disabled students. Abingdon: Routledge.
Ferrier, F. and Heagney, M. (2001) Disadvantage is complex: targeting special groups is not enough! in Thomas, L., Cooper, M. and Quinn, J. (eds) Access to higher education: the unfinished business. Stoke-on-Trent, The Institute for Access Studies, Staffordshire University & European Access Network.
Forman, D., Nyatanga, L. and Rich, T. (2002) E-learning and educational diversity. Nurse Education Today, 22, pp.76-82.
Francis, B. (2006) Troubling trajectories. Gendered 'choices' and pathways from school to work. in Leathwood, C. and Francis, B. (eds.) Gender and lifelong learning. Critical feminist engagements. London: Routledge.
Francis, B. and Archer, L. (2005) British-Chinese pupils' constructions of gender and learning. Oxford Review of Education, 31(4), pp.497-515.
Francis, B., Robson, J. and Read, B. (2001) An analysis of undergraduate writing styles in the context of gender and achievement. Studies in Higher Education, 26, pp.313-326.
Freire, P. (1972) The pedagogy of the oppressed. Harmondsworth: Penguin.
Fuller, M., Bradley, A. and Healey, M. (2004) Incorporating disabled students within an inclusive higher education environment. Disability and Society, 19 (5), pp.455–468.
Fuller, M., Hurst, A. and Bradley, A. (2004) Disabled and non-disabled students’ experiences of teaching, learning and assessment: similarities and differences. 5th International Conference on Higher Education and Disability. Innsbruck.
Fuller, M. et al (2008). Enhancing the quality and outcomes of disabled students' learning in higher education: Full Research Report ESRC End of Award Report, RES-139-25-0135. Swindon: ESRC [available from]: http://www.esrcsocietytoday.ac.uk/ESRCInfoCentre/ViewOutputPage.aspx?ts=3&data=v9XrjLJ6xhElL%2FW%2BqQQpEAnGUvMsj%2Fy%2Fw5Bh8A78oRXkUdYy5OsWcxfIysPltFodN4360G0aSzIKs6VnIRaugmDILt3DMQQcEi%2FSaxio0%2Bs%3D
Fuller, M., Georgeson, J., Healey, M., Hurst, A., Kelly, K., Riddell, S., Roberts, H. and Weedon, E. (2009) Improving disabled students' learning. London and New York: Routledge.
Fuller, M. and Healey, M. (2009) Assessing disabled students:student and staff experinces of reasonable adjustments. in Fuller, M., Georgeson, J., Healey, M., Hurst, A., Kelly, K., Riddell, S., Roberts, H. and Weedon, E. (eds.) Improving disabled students' learning. London and New York: Routledge, pp.60-77.
Gardner, H. (1999) Assessment in context. in Murphy, P. (ed.) Learners, learning and assessment. London: Paul Chapman Publishing & Open University Press, pp.90-117.
Garner, P. W. (2008) The challenge of teaching for diversity in the college classroom when the professor is the ‘other’. Teaching in Higher Education, 13(1), pp.117-120.
Garrison, D., R. and Vaughan, N. D. (2008) Blended Learning in Higher Education: Framework, Principles and Guidelines San Francisco: Jossey-Bass.
Gorard, S., Smith, E., May, H., Thomas, L., Adnett, N. and Slack, K. (2006) Review of widening participation research: addressing the barriers to participation in higher education.: A report to HEFCE by the University of York, Higher Education Academy and Institute of Access Studies.
Government Equalities Office. (2010) A Fairer Future. The Equality Bill and other action to make equality a reality. http://www.equalities.gov.uk/pdf/GEO_A%20Fairer%20Future-%20The%20Equality%20Bill%20and%20other%20action%20to%20make%20equality%20a%20reality.pdf
Granfield, R. (1992) Making elite lawyers: visions of law at Harvard and beyond. New York: Routledge.
Gravestock, P. (2006a) Developing an inclusive curriculum: a guide for lecturers. Cheltenham: Geography Discipline Network. Available at: http://www2.glos.ac.uk/gdn/icp/dlecture.pdf
Gravestock, P. (2006b) DisabilityCPD: continuing professional development for staff involved in the learning and teaching of disabled students. Cheltenham: Centre for Learning & Teaching. Available at http://resources.glos.ac.uk/tli/lets/incled/dcpd/index.cfm
Guinier, L., Fine, M. and Balin, J. (1997) Becoming gentlewomen: women, law school, and institutional change. Boston: Beacon Press.
Haggis, T. and Pouget, M. (2002) Trying to be motivated: perspectives on learning from younger students accessing higher education. Teaching in Higher Education, 7(3), pp.323-336.
Haggis, T. (2006) Pedagogies for diversity: retaining critical challenge amidst fears of ‘dumbing down’. Studies in Higher Education, 31(5), pp.521–535.
Hall, T., Healey, M. and Harrison, M. (2004) Fieldwork and disabled students: discourses of exclusion and inclusion Journal of Geography in Higher Education, 28(2), pp.255 - 280.
Hall, T. and Stahl, S. (2006) Using Universal Design for Learning to expand access to higher education. in Adams, M. and Brown, S. (eds.) Towards inclusive learning and teaching in higher education: developing curricula for disabled students. Abingdon: Routledge.
Hartley, J., Betts, L. and Murray, W. (2007) Gender and assessment: differences, similarities and implications. Psychology Teaching Review, 13(1), pp.34 – 43.
Hatt, S. and Baxter, A. (2003) From FE to HE: Studies in transition. Widening Participation and Lifelong Learning, 5(2), pp.18-29.
Healey, M., Bradley, A., Fuller, M. and Hall, T. (2006) Listening to students: the experiences of disabled students of learning at university. in Adams, M. and Brown, S. (eds.) Towards Inclusive Learning in Higher Education: developing curricula for disabled students. Abingdon: Routledge.
Hegarty, J., Bostock, S. and Collins, D. (2000) Staff development in information technology for special needs: a new, distance-learning course at Keele University British Journal of Educational Technology, 31(3), pp.199-212.
Hernandez-Martinez, P., Black, L., Williams, J., Davis, P., Pampaka, M. and Wake, G. (2008) Mathematics students' aspirations for higher education: class, ethnicity, gender and interpretative repertoire styles. Research Papers in Education, 23(2), pp.153-165.
Higbee, J. (ed) (2003) Curriculum transformation and disability: implementing Universal Design in higher education. . Minnesota: Center for Research on Developmental Education and Urban Literacy, University of Minnesota.
Higher Education Academy & Equality Challenge Unit (2008) Ethnicity, Gender and Degree Attainment Project, Final Report January 2008. Commissioned by the Department for Innovation, Universities & Skills (DIUS), the Higher Education Funding Council for England (HEFCE) and the Higher Education Funding Council for Wales (HEFCW) http://www.heacademy.ac.uk/assets/York/documents/resources/publications/exchange/Ethnicity_Gender_Degree_Attainment_report_Jan08.pdf [Accessed 4th March 2009].
Higson, H., Sushmita, J. and Foster, C. (2004) Research and design of programmes that attract and fulfil the needs of Britain's ethnic groups. In the proceedings of the 12th Improving Student Learning symposium: Diversity and inclusivity. Oxford Centre for Staff and Learning Development. Oxford Brookes University. .
Hockings, C., Cooke, S. and Bowl, M. (2008a) Learning and teaching for social diversity and difference in higher education. Full Research Report ESRC End of Award Report, RES-139-25-0222.: ESRC/TLRP [available from http://www.tlrp.org/pub/documents/Hockings%20RB%2041%20FINAL.pdf]
Hockings, C., Cooke, S., Yamashita, H., McGinty, S. and Bowl, M. (2008b) Switched off? A study of disengagement among computing students at two universities Research Papers in Education, 23(2), pp.191-201.
Hockings, C., Cooke, S., Yamashita, H., McGinty, S. and Bowl, M. (2009) ‘I’m neither entertaining nor charismatic…’ Negotiating university teacher identity within diverse student groups. Teaching in Higher Education, 14(5), pp.483-494.
Hockings, C., Cooke, S., and Bowl, M. (2010) Learning and teaching in two universities within the context of increasing student diversity: complexity, contradictions and challenges. in David, M. (ed.) Improving learning by widening participation. London: Routledge.
Hoelscher, M., Hayward, G., Ertl, H. and Dunbar-Goddet, H. (2008) The transition from vocational education and training to higher education: a successful pathway? Research Papers in Education, 23(2), pp.139-151.
Holloway, S (2001) The experience of higher education from the perspective of disabled students. Disability and Society 16(4) pp. 597-615.
hooks, b. (1994) Teaching to transgress: education as the practice of freedom. New York: Routledge.
Hounsell, D. (2003) Student feedback, learning and development. in Slowey, M. and Watson, D. (eds.) Higher education and the life course. Buckingham: Society for Research into Higher Education & Open University Press.
Hounsell, D. (2007) Integrative assessment. Blending assignments and assessments for high-quality learning. Guide number 3. Mansfield: The Quality Assurance Agency for Higher Education.
Hounsell, D., Entwistle, N., Anderson, C., Bromage, A., Day, K., Hounsell, K., Land, R., Litjens, J., Mccune, V., Meyer, E., Reimann, N. and Xu, R. (2004) Enhancing teaching-learning environments in undergraduate courses (Project Report on L139251099). Economic and Social Research Council / TLRP
Hounsell, D. and Hounsell, J. (2007) Teaching-learning environments in contemporary mass higher education. British Journal of Educational Psychology, BJEP monograph series 11 (4), pp.91-111.
Housee, S. (2001) Insiders and outsiders: black female voices from the academy. in Anderson, P. and Williams, J. (eds.) Identity and differencees in higher education: outsiders within. Aldershot: Ashgate Ltd.
Hughes, G. (2007) Diversity, identity and belonging in e-learning communities: some theories and paradoxes. Teaching in Higher Education, 12(5-6), pp.709-720.
Hughes, G. (2010) Identity and belonging in social learning groups: the importance of distinguishing social, operational and knowledge-related identity congruence. British Educational Research Journal, 36(1), pp.47-64.
Hughes, J. and Purnell, E. (2008) Blogging for beginners? Using blogs and eportfolios in Teacher Education. Proceedings of the Sixth International Conference on Networked Learning, Networked Learning 2008: A research based conference on networked learning in higher education and lifelong learning, Halkidiki, Greece 5-6 May. Available from http://hdl.handle.net/2436/47418
Jacklin, A., Robinson, C., O'Meara, L. and Harris, A. (2007) Improving the experiences of disabled students in higher education. York: The Higher Education Academy.
Jacobs, S. (2006) Pedagogies of teaching race and ethnicity in higher education: British and European Experiences C-SAP monograph available from Sociology, Anthropology and Politics Subject Centre C-SAP. http://www.c-sap.bham.ac.uk/resources/publications/monographs/pedagogies_race/introduction.pdf
Jackson, C. (2006) Towards inclusive assessment. Educational Developments (SEDA), 7(1), pp.19-21.
Johnson-Bailey, J. and Cervero, R. M. (2004) Widening access for the education of adults in the United States in Osborne, M., Gallacher, J. and Crossan, B. (eds.) Researching Widening Access to Lifelong Learning. London: RoutledgeFalmer.
Johnson, D. and Fox, J. (2003) Creating curb cuts in the classroom: adapting Universal Design principles to education. in Higbee, J. (ed.) Curriculum transformation and disability: implementing Universal Design in higher education. Minnesota: Center for Research on Developmental Education and Urban Literacy, University of Minnesota.
Jones, R. (2008a) New to widening participation?: an overview of research. York: Higher Education Academy.
Jones, R. (2008b) Student retention and success: a synthesis of research. York: Higher Education Academy.
Jones, R. and Kop, R. (2004) The community university - learners, learning providers and communities. in Saunders, D., Brosnan, K., Walker, M. et al. (eds.) Learning transformations: changing learners, organisations and communities. London: Forum for the Advancement of Continuing Education, pp.167-175.
Knight, P. T. and Trowler, P. (2000) Departmental-level cultures and the improvement of learning and teaching. Studies in Higher Education, 25(1) pp. 69-83
Knight, P. T. and Yorke, M. (2003) Assessment, learning and employability. Buckingham: Society for Research into Higher Education & Open University Press.
Koro-Ljungberg, M. (2007) 'Democracy to come': a personal narrative of pedagogical practices and 'Othering' within a context of higher education and research training. Teaching in Higher Education, 12(5-6), pp.735-747.
Land, R., Cousin, G., Meyer, J. H. F. and Davies, P. (2005) Threshold concepts and troublesome knowledge (3): implications for course design and evaluation. in Rust, C. (ed.) Improving Student Learning 12 - Diversity and Inclusivity. Oxford Oxford Brookes University, pp.53-64.
Laurillard, D. (2001) Rethinking university teaching. A framework for the effective use of learning technologies. 2 ed., Oxon: RoutledgeFalmer.
Leathwood, C. and Hutchings, M. (2003) Entry routes to higher education. Pathways, qualifications and social class. in Archer, L., Hutchings, M. and Ross, A. (eds.) Higher education and social class. London: Routledge.
Leathwood, C. and O'Connell, P. (2003) 'It's a struggle': the construction of the 'new student' in higher education. Journal of Education Policy, 18(6), pp.597-615.
Leathwood, C. (2005) Assessment policy and practice in higher educatio: purpose, standards adn equity. Assessment and Evaluation in Higher Education, 30(3), pp.307-324.
Leslie, D., Abbot, A. and Blackaby, D. (2002) Why are ethnic minority applicants less likely to be accepted into higher education? Higher Education Quarterly, 56(1), pp.65-91.
Levy, Y. (2007) Comparing dropouts and persistence in e-learning courses. Computers and Education, 48, pp.185-204.
Lillis, T. (2001) Student Writing. Access, regulation and desire. London: Routledge.
Lizzio, A., Wilson, K. and Hadaway, V. (2007) University students’ perceptions of a fair learning environment: a social justice perspective. Assessment and Evaluation in Higher Education, 32(2), pp.195-213.
Madriaga, M., Goodley, D., Hodge, N. and Martin, N. (2007) Enabling transition into higher education for students with Aspeger's Syndrome. York: Higher Education Academy.
Maltby, A. and Mackie, S. (2009) Virtual learning environments – help or hindrance for the ‘disengaged’ student? ALT-J, Research in Learning Technology, 17(1), pp.49-62.
Malcolm, J. and Zukas, M. (2007) Poor relations. Exploring discipline, research and pedagogy in academic identity in Osborne, M., Houston, M. and Toman, N. (eds.) The pedagogy of lifelong learning: understanding effective teaching in diverse contexts. Abingdon: Routledge.
Mann, S. (2008) Study, power and the university. Maidenhead: Open University Press and the Society for Research in Higher Education.
Martin, E. (1999) Changing academic work. Developing the learning university. Maidenhead: Society for Research into Higher Education / Open University Press.
Martin, N. (2006) Strategies which increase the likelihood of success at university of students with asperger's syndrome. Good Autism Practice, 7(2), pp.51-60.
Marton, F., Hounsell, D. and Entwistle, N. J. (eds) (1997) The experience of learning. Implications for teaching and studying in Higher Education. 2 ed., Edinburgh: Scottish Academic Press.
Mathews, N. (2009) Teaching the 'invisible' disabled student in the classroom: disclosure, inclusion and the social model of disability. Teaching in Higher Education, 14(3), pp.229-239.
May, H. and Bridger, K. (2010) Developing and embedding inclusive policy and practice in higher education. York: Higher Education Academy.
McKinsey (1995–2009) 7S Framework, Mind Tools http://www.mindtools.com/pages/article/newSTR_91.htm
Mertz, E. (2007) The language of law school: learning to "think like a lawyer". New York: Oxford University Press.
Mirza, H. (1992) Young, female and black. London: Routledge.
Morgan-Klein, B. and Murphy, M. (2002) Access and recruitment: institutional policy in widening participation. in Trowler, P. (ed.) Higher education policy and institutional change: intentions and outcomes in turbulent environments. Buckingham: Society for Research into Higher Education / Open University Press, pp.64-78.
Murphy, P. and Elwood, J. (1998) Gendered experiences, choices and achievement - exploring the links. International Journal of Inclusive Education, 2(2), pp.85-118.
Newland, B., Boyd, V. and Pavey, J. (2006) Enhancing disabled students' learning through virtual learning environments. in Adams, M. and Brown, S. (eds.) Towards inclusive learning in higher education: developing curricula for disabled students. Abingdon: Routledge.
Northedge, A. (2003) Rethinking teaching in the context of diversity. Teaching in Higher Education, 8(1), pp.17-32.
O'Donovan, B., Price, M. and Rust, C. (2008) Developing student understanding of assessment standards: a nested hierarchy of approaches Teaching in Higher Education, 13(2), pp.205 - 217.
Orr, S. (2007) Assessment moderation: constructing the marks and constructing the students. Assessment and Evaluation in Higher Education, 32(6), pp.645-656.
Orsini Jones, M. (2008) Troublesome language knowledge: identifying threshold concepts in grammar learning in Land, R., Meyer, J. H. F. and Smith, J. (eds.) Threshold concepts within the disciplines. Rotterdam: Sense, pp.213-226.
Parker, S., Naylor, P. and Warmington, P. (2005) Widening participation in higher education: what can we learn from the ideologies and practices of committed practitioners? Journal of Access Policy and Practice, 2(2), pp.140-160.
Payne, J. (2003) Vocational pathways at age 16-19. Research report RR501. DfES.
Perkins, D. (1999) Troublesome Knowledge: the many faces of constructivism. Education Leadership, 57(3), pp.5-11.
Pickerden, A. (2002) Muslim women in higher education: new sites of lifelong learning. International Journal of Lifelong Education, 21(1), pp.37-43.
Powney, J. (2002) Successful student diversity: case studies of practice in learning and teacing and widening participation. 2002/48: Higher Education Funding Council for England (HEFCE).
Professional Standards Framework for Teaching and Learning Support in Higher Education. http://www.heacademy.ac.uk/assets/York/documents/ourwork/professional/ProfessionalStandardsFramework.pdf
Prosser, M. and Trigwell, K. (1999) Understanding learning and teaching: The experience in Higher Education. Buckingham: SRHE & Open University Press.
Quality Assurance Agency (QAA) (1999) Code of practice for the assurance of academic quality and standard in higher education: Section 3: Students with disabilities. London: QAA On line: Available at http://www.hull.ac.uk/pedds/documents/COP_disab.pdf
Quality Assurance Agency (QAA) (2000) Code of practice for the assurance of academic quality and standard in higher education: Section 6 Assessment of students. QAA On line: Available at http://www.qaa.ac.uk/academicinfrastructure/codeOfPractice/section6/default.asp. (accessed 3 June 2009)
Quinn, F. (2005) Assessing for learning in the crucial first year of university study in the sciences. in McLoughlin, C. and Taji, A. (eds.) Teaching in the sciences: learner-centred approaches. New York, London, Oxford: Food Products Press/ Haworth Press pp.177-197.
Quinn, J. (2006) Mass participation but no curriculum transformation: the hidden issue in the access to higher education debate. in Jary, D. and Jones, R. (eds.) Perspectives and practice in widening participation in the social sciences. Birmingham: C-SAP (Centre for Sociology, Antropology and Politcs)
Ramsden, P. (1998) Learning to lead in higher education. London: Routledge.
Read, B., Francis, B. and Robson, J. (2005) Gender 'bias', assessment and feedback: analyzing the written assessment of undergraduate history essays. Assessment and Evaluation in Higher Education, 30(3), pp.241-260.
Reay, D., Crozier, G. and Clayton, J. (2009) 'Fitting in' or 'standing out': working-class students in UK higher education. British Educational Research Journal, (iFirst Article 1-18).
Richardson, J., T. E. (2008) The attainment of ethnic minority students in UK higher education. Studies in Higher Education, 33(1), pp.33-48.
Rickinson, M. (forthcoming) Disability equality in higher education. York: Higher Education Academy.
Riddell, S. and Weedon, E. (2009a) The idea of fitness to practise: discourses of diability and the negotiation of identity in initial teacher training. in Fuller, M., Georgeson, J., Healey, M., Hurst, A., Kelly, K., Riddell, S., Roberts, H. and Weedon, E. (eds.) Improving disabled students' learning. London and New York: Routledge, pp 114-130.
Riddell, S. and Weedon, E. (2009b) Managerialism and equalities: tensions within wideing access policy and practice for disabled students in UK universities. in Fuller, M., Georgeson, J., Healey, M., Hurst, A., Kelly, K., Riddell, S., Roberts, H. and Weedon, E. (eds.) Improving disabled students' learning. London and New York: Routledge, pp. 21-37.
Sadler, D. (2009) Indeterminacy in the use of preset criteria for assessment and grading. Assessment and Evaluation in Higher Education, 34(2), pp.159-179.
Sambell, K. and Hubbard, A. (2004) The role of formative 'low stakes' assessment in supporting non-traditional students' retention and progression in higher education: student perspectives. Widening participation and lifelong learning, 6(2), pp.25-36.
Sambell, K., McDowell, L. and Brown, S. (1997) 'But is it fair?': an exploratory study of student perceptions of the consequential validity of assessment. Studies in Educational Evaluation, 23(4), pp.349-371.
Sambell, K., McDowell, L. and Sambell, A. (2006) Supporting diverse students: developing learner autonomy via assessment. in Bryan, C. and Clegg, K. (eds.) Innovative assessment in higher education. London, New York: Routledge, pp.158-168.
Sambell, K., Miller, S. and Hodgson, S. (2002) Let's get the assessment to drive the learning. in Schwartz, P. and Webb, G. (eds.) Assessment: Case studies, experience and practice from higher education. London: Kogan Page, pp.137-143.
San Diego, J. P., Laurillard, D., Boyle, T., Bradley, C., Ljubojevic, D., Neumann, T. and Pearce, D. (2008) Towards a user-oriented analytical approach to learning design. ALT-J, Research in Learning Technology, 16(1), pp.15-29.
Seale, J. (2006) E-learning and disability in higher education: accessibility research and practice. Abingdon: Routledge.
Senge, P. (1992) The fifth discpline: the art and practice of the learning organisation. New York: Doubleday.
Shaw, J., Brain, B., Bridger, K., Foreman, J. and Reid, I. (2007) Embedding widening participation and promoting student diversity. What can be learned from a business case approach? Higher Education Academy.
Sharpe, K. and Earle, S. (2000) Assessment, disability and the problem of compensation. Assessment and Evaluation in Higher Education, 25(2), pp.191-199.
Singh, G. (forthcoming) Black and minority ethnic students’ participation in higher education: improving retention and success. A synthesis of research. York: Higher Education Academy.
Solar, C. (1995) An inclusive pedagogy in mathematics. Educational Studies in Mathematics, 28, pp.311-333.
Surridge, P. (2007) The National Student Survey 2006 Report to HEFCE. . University of Bristol/ HEFCE.
Taylor, J. (2008) Does new educational technology enhance e-learning? The use of action research to investigate viability, attitudes and impact in a diverse student group. Widening Participation and Lifelong Learning, 10(1), pp.41-46.
Taylor, M. (2005) Teaching students with autistic spectrum disorders in HE. Education and Training, 47(7), pp.484-495.
Taylor, P. (2000) The engagement of minority ethnic groups in higher education: experiences from the UK. in Thomas, L. and Cooper, M. (eds.) Changing the culture of the campus: towards an inclusive higher education. Stoke-on-Trent: Trentham Books/Staffordshire University Press.
Thomas, L. (2002) Student retention in higher education: the role of habitus. Journal of Education Policy, 17(4), pp.423-442.
Thomas, L., May, H. with Harrop, H., Houston, M., Knox, H., Lee, M. F., Osborne, M., Pudner, H. and Trotman, C. (2005) From the margins to the mainstream: Embedding widening participation in higher education..Universities UK and Standing Conference of Principles.
Tomalin, E. (2007) Supporting cultural and religious diversity in higher education: pedagogy and beyond. Teaching in Higher Education, 12(5-6), pp.621-634.
Toynton, R. (2007) The de-representation of science and queer science students in higher education within the queer/gay discourse. Teaching in Higher Education, 12(5-6), pp.593-606.
Traxler, J. and Riordan, B. (2004) Using Personal Digital Assistants to support students in Gale, H. (ed.) CELT Learning and Teaching Projects 2003/04 Wolverhampton: University of Wolverhampton pp.51-55. Available from http://hdl.handle.net/2436/3678
Trowler, P., Saunders, M. and Knight, P. (2005) Change thinking, change practices. A guide to change for heads of department, programme leaders and other change agents in higher education. 2 ed., York: Higher Education Academy.
Wake, G. and Pampaka, M. (2008) The central role of the teacher – even in student centred pedagogies Proceedings of the Joint Meeting of the 32nd Conference of the International Group for the Psychology of Mathematics Education (PME), Michoacan, Mexico: Morelia.
Warren, D. (2002) Curriculum design in a context of widening particiaption in higher education. Arts and Humanities in Higher Education, 1, pp.85-99.
Warren, D. (2005) Approaches to the challenge of student cultural diversity: learning from scholarship and practice. International conference on the scholarship of teaching and learning: Proceedings 2003 and 2004., pp.237-253.
Waterfield, J. and West, B. (2006) Inclusive assessment in higher education: a resource for change. Report on the HEFCE funded SPACE (Staff-Student Partnership for Assessment Change and Evaluation) project. University of Plymouth & South West Academic Network for Disability Support (SWANDS). Available from http://www.plymouth.ac.uk/pages/view.asp?page=10494
Waterfield, J., West, B. and Parker, M. (2006) Supporting inclusive practice: developing an assessment toolkit. in Adams, M. and Brown, S. (eds.) Towards inclusive learning in higher education: developing curricula for disabled students. Abingdon: Routledge.
Weil, S. and McGill, I. (1989) Making sense of experiential learning: diversity in theory and practice. Milton Keynes: Society for Research in Higher Education.
Wenger, E. (1998) Communities of practice. Learning meaning and identity. Cambridge: Cambridge University Press.
Williams, J., Black, L., Davis, P., Hernandez-Martinez, P., Hutcheson, G., Nicholson, S., Pampaka, M. and Wake, G. (2010) Keeping open the door to mathematically demanding programmes in further and higher education: a cultural model of value. in David, M. (ed.) Improving learning by widening participation. London: Routledge.
Wolff, R., Severiens, S. and De Crom, R. (2008) Educational innovation: an unexpected diversity tool? in Crosling, G., Thomas, L. and Heagney, M. (eds.) Improving student retention in higher education. The role of teaching and learning. London: Routledge.
Yorke, M. (2001) Formative assessment and its relevance to retention, Higher Education Research and Development, 20(2), pp. 115–126.
Yorke, M. (2003) Formative assessment in higher education: moves towards theory and the enhancement of pedagogic practice. Higher Education, 45, pp.477-501.
Yorke, M., Barnett, G., Evanson, P., Haines, C., Jenkins, D., Knight, P. et al. (2004) Some effects of the award algorithm on honours degree classifications in UK higher education. Assessment and Evaluation in Higher Education, 29(4), pp.401–413.
Zepke, N. and Leach, L. (2007) Improving student outcomes in higher education: New Zealand teachers' views on teaching students from diverse backgrounds. Teaching in Higher Education, 12(5-6), pp.655-668.
|Research on Adventist Education: Curriculum, Teaching & Learning Studies||Handbook for Learning-centred Evaluation of Computer-facilitated Learning Projects in Higher Education|
|書名 Learning to argue in higher education||Cases, Issues and Themes in Higher Education Distance e-Learning|
|Where has the Theory Gone: Scholarship of Teaching & Learning in Counselor Education||How learning works: Seven research-based principles for smart teaching|
|Minster of Higher Education and State for Scientific Research, Egypt 12||International Journal of Historical Teaching, Learning and Research Volume 5 Number 2 July 2005|
|Aim of the course, teaching aims, teaching methods, teaching and learning materials||Creating and Sustaining International Connections: exploring the learning opportunities for Studying Creative Understandings about Teaching and Research for Equity and Access|