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Original Articles

The impact of academics' learning and teaching preferences on their teaching practices: A pilot study

Pages 59-70 | Published online: 05 Aug 2006

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Christine Hockings, Sandra Cooke, Hiromi Yamashita, Samantha McGinty & Marion Bowl. (2009) ‘I'm neither entertaining nor charismatic …’ negotiating university teacher identity within diverse student groups. Teaching in Higher Education 14:5, pages 483-494.
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AllisonJ. Gonsalves, dik Harris & Lynn McAlpine. (2009) The zones framework for both teaching and learning: application to graduate student teaching assistants. Journal of Further and Higher Education 33:3, pages 205-218.
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Ian Miles Kinchin, Stylianos Hatzipanagos & Nancy Turner. (2009) Epistemological separation of research and teaching among graduate teaching assistants. Journal of Further and Higher Education 33:1, pages 45-55.
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Rachel Pain. (2009) Commentary: Working Across Distant Spaces: Connecting Participatory Action Research and Teaching. Journal of Geography in Higher Education 33:1, pages 81-87.
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Cheryl Amundsen, Cynthia Weston & Lynn McAlpine. (2008) Concept mapping to support university academics’ analysis of course content. Studies in Higher Education 33:6, pages 633-652.
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Sue Burkill, Sue Rodway Dyer & Mark Stone. (2008) Lecturing in higher education in further education settings. Journal of Further and Higher Education 32:4, pages 321-331.
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M.R. Martínez-Torres, S.L. Toral Marín, F. Barrero García, S. Gallardo Vázquez, M. Arias Oliva & T. Torres. (2008) A technological acceptance of e-learning tools used in practical and laboratory teaching, according to the European higher education area 1 . Behaviour & Information Technology 27:6, pages 495-505.
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Nigel Brown . (2004) What makes a good educator? The relevance of meta programmes. Assessment & Evaluation in Higher Education 29:5, pages 515-533.
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A Mji. (2003) A three-year perspective on conceptions of and orientations to learning mathematics of prospective teachers and first year university students. International Journal of Mathematical Education in Science and Technology 34:5, pages 687-698.
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Allan Doring. (2002) Challenges to the Academic Role of Change Agent. Journal of Further and Higher Education 26:2, pages 139-148.
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Paul Sander, Keith Stevenson, Malcolm King & David Coates. (2000) University Students' Expectations of Teaching. Studies in Higher Education 25:3, pages 309-323.
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VictoriaA. Gunn. (2000) Transgressing the Traditional? Teaching and Learning Methods in a Medieval History Access Course. Teaching in Higher Education 5:3, pages 311-321.
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Glenda Anthony. (2000) Factors influencing first-year students' success in mathematics. International Journal of Mathematical Education in Science and Technology 31:1, pages 3-14.
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LiesbetA van Dijk, GerardC van den Berg & Hanno van Keulen. (1999) Using Active Instructional Methods in Lectures: A Matter of Skills and Preferences. Innovations in Education and Training International 36:4, pages 260-272.
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Katherine Fogelberg. (2016) Creation and Application of a Replicable Analytic Method to Determine Attitudes and Beliefs of Undergraduate Science Professors Toward the Discipline of Education. International Journal of Qualitative Methods 15:1, pages 160940691665929.
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Adrián Villalta-Cerdas & Santiago Sandi-Urena. (2013) Self-explaining and its Use in College Chemistry Instruction. Educación Química 24:4, pages 431-438.
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Cathy Peterson, Jace Hargis & Casey Nesbit. (2013) Malawi’s Physiotherapists: Implications for Clinical Faculty Development in Resource-Limited Regions of the World. Journal of Physical Therapy Education 27:2, pages 74-81.
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Ann Stes, Sven De Maeyer, David Gijbels & Peter Van Petegem. (2011) Instructional development for teachers in higher education: Effects on students’ perceptions of the teaching–learning environment. British Journal of Educational Psychology 82:3, pages 398-419.
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Roediger Voss, Thorsten Gruber & Alexander Reppel. (2010) Which classroom service encounters make students happy or unhappy?. International Journal of Educational Management 24:7, pages 615-636.
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Ann Stes, Liesje Coertjens & Peter Van Petegem. (2009) Instructional development for teachers in higher education: impact on teaching approach. Higher Education 60:2, pages 187-204.
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Prospera Tedam. (2010) The MANDELA model of practice learning. The Journal of Practice Teaching and Learning 11:2, pages 60-76.
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Katrien Struyven, Filip Dochy & Steven Janssens. (2008) The Effects of Hands-On Experience On Students' Preferences for Assessment Methods. Journal of Teacher Education 59:1, pages 69-88.
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Vicky GunnLeah Shopkow. (2016) Doing SoTL in Medieval History A cross-Atlantic dialogue. Arts and Humanities in Higher Education 6:3, pages 255-271.
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Roediger Voss, Thorsten Gruber & Isabelle Szmigin. (2007) Service quality in higher education: The role of student expectations. Journal of Business Research 60:9, pages 949-959.
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Dominic Upton & Sally Adams. (2016) Individual Differences in Online Learning. Psychology Learning & Teaching 5:2, pages 141-145.
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Dominic Upton. (2006) Online learning in speech and language therapy: Student performance and attitudes. Education for Health: Change in Learning & Practice 19:1, pages 22-31.
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Debra Ough Sellheim. (2006) Influence of Physical Therapist Faculty Beliefs and Conceptions of Teaching and Learning on Instructional Methodologies. Journal of Physical Therapy Education 20:2, pages 48-60.
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Lin Norton, T. E. Richardson, James Hartley, Stephen Newstead & Jenny Mayes. (2005) Teachers’ beliefs and intentions concerning teaching in higher education. Higher Education 50:4, pages 537-571.
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Victoria Aitken & Slavik Tabakov. (2005) Evaluation of the e-Learning material developed by EMERALD and EMIT for diagnostic imaging and radiotherapy. Medical Engineering & Physics 27:7, pages 633-639.
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Mark A. Kretovics, Alicia R. Crowe & Eunsook Hyun. (2005) A Study of Faculty Perceptions of Summer Compressed Course Teaching. Innovative Higher Education 30:1, pages 37-51.
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Dominic Upton & Carol D. Cooper. (2016) Online Health Psychology: Do Students Need it, Use it, like it and Want it?. Psychology Learning & Teaching 3:1, pages 27-35.
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Anson Yang & Lucus Lau. (2003) Student attitudes to the learning of English at secondary and tertiary levels. System 31:1, pages 107-123.
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Ruth Kane, Susan Sandretto & Chris Heath. (2016) Telling Half the Story: A Critical Review of Research on the Teaching Beliefs and Practices of University Academics. Review of Educational Research 72:2, pages 177-228.
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Lindsay Miller. (2002) Towards a model for lecturing in a second language. Journal of English for Academic Purposes 1:2, pages 145-162.
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M. Spratt. (1999) How good are we at knowing what learners like?. System 27:2, pages 141-155.
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