The DOI matches its Crossref record; 31 of the 31 references it cites were found in a registry or an index.
Teaching and Learning in their Disciplinary Contexts: A conceptual analysis
Abstract
The growing literature on undergraduate teaching and learning currently lacks an organising framework. This article sets out to provide one, distinguishing between hard pure, soft pure, hard applied and soft applied fields of study, and hence making it possible to highlight generally unremarked similarities and differences between the various research findings. In doing so, it draws extensively on the relevant literature, offering separate analyses of knowledge-related and socially related studies. The former embody curriculum, assessment and cognitive purpose, while the latter encompass group characteristics of teachers, types of teaching method and student learning requirements. The concluding section draws out the main implications for policy and practice related to staff development, computer-based learning, assessment of student learning and quality measures.
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Cites
(1966) · Medical Entomology and Zoology · Cited by 4,505
Academic tribes and territories
Becher, T., & Trowler, P. (1989) · Cited by 1,932
Self-citationThe characteristics of subject matter in different academic areas.
Biglan, A. (1973) · Journal of Applied Psychology · doi:10.1037/h0034701 · Cited by 1,766
What the Student Does: teaching for enhanced learning
Biggs, J. (1999) · Higher Education Research & Development · doi:10.1080/0729436990180105 · Cited by 1,332
Biglan, A. (1973) · Journal of Applied Psychology · doi:10.1037/h0034699 · Cited by 873
Teaching at Its Best: A Research-Based Resource for College Instructors
Nilson, L. B. (1997) · Journal of International Crisis and Risk Communication Research · Cited by 791
Towards a theory of instruction
Demetriou, A., & Spanoudis, G. (2018) · Growing Minds · doi:10.4324/9781315537375-17 · Cited by 664
Classroom assessment techniques
Cross, K. P. (1993) · Cited by 635
Disciplinary Differences and University Teaching
Neumann, R. (2001) · Studies in Higher Education · doi:10.1080/03075070120052071 · Cited by 475
Self-citationThe Academic Life: Small Worlds, Different Worlds
Schuster, J. H., & Clark, B. R. (1988) · Academe · doi:10.2307/40249922 · Cited by 396
Cited by
Academic identities under threat?
Clegg, S. (2008) · British Educational Research Journal · doi:10.1080/01411920701532269 · Cited by 571
Linking Research and Teaching to Benefit Student Learning
Healey, M. (2005) · Journal of Geography in Higher Education · doi:10.1080/03098260500130387 · Cited by 517
The Limits of Service-Learning in Higher Education
Butin, D. W. (. W. (2006) · The Review of Higher Education · doi:10.1353/rhe.2006.0025 · Cited by 462
The Effects of Discipline on Deep Approaches to Student Learning and College Outcomes
Nelson Laird, T. F., Shoup, R., Kuh, G. D., & Schwarz, M. J. (2008) · Research in Higher Education · doi:10.1007/s11162-008-9088-5 · Cited by 386
Arbaugh, J. B., Godfrey, M. R., Johnson, M., Pollack, B. L., Niendorf, B., & Wresch, W. (2009) · The Internet and Higher Education · doi:10.1016/j.iheduc.2009.06.006 · Cited by 334
Metadata
- Authors
- Neumann, R., Parry, S., & Becher, T.
- Venue
- Studies in Higher Education
- Publisher
- Informa UK Limited
- Published
- 2002-10
- Volume
- 27
- Issue
- 4
- Pages
- 405-417
- ISSN
- 0307-5079 (ISSN-L)
- 1470-174X
- OpenAlex
- W2072793965
- Cited by
- 586
- References
- 31
- FWCI
- 46.70
- Type
- journal article
- Language
- en
- Open access
- closed
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Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
