Constituting integration in work-integrated education and learning

References

• Beach, K. 1999. “Chapter 4: Consequential Transitions: A Sociocultural Expedition Beyond Transfer in Education.” Review of Research in Education 24 (1): 101–139. https://doi.org/10.3102/0091732×024001101.
   Web of Science ®Google Scholar
• Billett, S. 2001. “Learning Through Work: Workplace Affordances and Individual Engagement.” Journal of Workplace Learning 13 (5): 209–214.
   Google Scholar
• Billett, S. 2003. “Sociogeneses, Activity and Ontogeny.” Culture and Psychology 9 (2): 133–169.
   Web of Science ®Google Scholar
• Billett, S. 2009a. “Personal Epistemologies, Work and Learning.” Educational Research Review 4 (3): 210–219.
   Web of Science ®Google Scholar
• Billett, S. (2009b). Realising the Educational Worth of Integrating Work Experiences in Higher Education. Studies in Higher Education, 34(7), 827–843.
   Web of Science ®Google Scholar
• Billett, S. 2010. “The Perils of Confusing Lifelong Learning with Lifelong Education.” International Journal of Lifelong Education 29 (4): 401–413.
   Google Scholar
• Billett, S. 2015. Integrating Practice-Based Experiences Into Higher Education. Dordrecht: Springer.
   Google Scholar
• Billett, S. 2022. “Promoting Graduate Employability: Key Goals, and Curriculum and Pedagogic Practices for Higher Education.” In Graduate Employability and Workplace-Based Learning Development: Insights from Sociocultural Perspectives, edited by B. Ng, 11–29. Singapore: Springer Nature Singapore.
   Google Scholar
• Billett, S., J. M. Newton, G. D. Rogers, and C. Noble. 2019. Augmenting Health and Social Care Students’ Clinical Learning Experiences: Outcomes and Processes. Dordrecht: Springer.
   Google Scholar
• Billett, S., J. Orrell, D. Jackson, and F. Valencia-Forrester2020. Enriching Higher Education Students’ Learning Through Post-Work Placement Interventions. Dordrecht: Springer.
   Google Scholar
• Brown, A. L., and A. M. Palinscar. 1989. “Guided, Cooperative Learning and Individual Knowledge Acquisition.” In Knowing, Learning and Instruction, Essays in Honour of Robert Glaser, edited by L. B. Resnick, 393–451. Hillsdale, NJ: Erlbaum & Associates.
   Google Scholar
• Cardell, E., and A. Bialocerkowski. 2019. “Bouncing Forward: A Post-Practicum Workshop to Promote Professional Identity, Self-Efficacy, and Resilience in Master of Speech Pathology Students.” In Augmenting Health and Social Care Students’ Clinical Learning Experiences: Outcomes and Processes, edited by S. Billett, J. M. Newton, G. D. Rogers, and C. Noble, 211–234. Dordrecht: Springer.
   Google Scholar
• Cartmel, J. 2011. “A Considered Curriculum for Preparing Human Service Practitioners: Structuring Circles of Learning and Change.” In Developing Learning Professionals: Integrating Experiences in University and Practice Settings, edited by S. Billett, and A. Henderson, 101–118. Dordrecht: Springer.
   Google Scholar
• Collins, A., J. S. Brown, and S. E. Newman. 1989. “Cognitive Apprenticeship: Teaching the Crafts of Reading, Writing and Mathematics.” In Knowing, Learning and Instruction: Essays in Honour of Robert Glaser, edited by L. B. Resnick, 453–494. Hillsdale, NJ: Erlbaum & Associates.
   Google Scholar
• Cooper, L., J. Orrel, and M. Bowden. 2010. Work Integrated Learning: A Guide to Effective Practice. London: Routledge.
   Google Scholar
• Department of Innovation Universities and Skills. 2008. Higher Education at Work: High Skills: High Value. Sheffield: Department of Innovation, Universities and Skills.
   Google Scholar
• Ellström, P. E. 2001. “Integrating Learning and Work: Problems and Prospects.” Human Resource Development Quarterly 12 (4): 421–435.
   Google Scholar
• Fischer, F., J. Bruhn, C. Gräsel, and H. Mandl. 2002. “Fostering Collaborative Knowledge Construction with Visualization Tools.” Learning and Instruction 12: 213–232.
   Web of Science ®Google Scholar
• Forde, S., and M. Meadows. 2011. “Industry Placements in Journalism Education: Exploring Enhanced Learning and Professional Growth for Interns.” JRE Journal 4 (1): 1–26.
   Google Scholar
• Gergen, K. J. 1994. Realities and Relationships: Soundings in Social Construction. Cambridge: Mass: Harvard University Press.
   Google Scholar
• Glaser, R. 1984. “Education and Thinking – the Role of Knowledge.” American Psychologist 39 (2): 93–104.
   Web of Science ®Google Scholar
• Glenberg, A. M., J. L. Schroeder, and D. A. Robertson. 1998. “Averting the Gaze Disengages the Environment and Facilitates Remebering.” Memory and Cognition 26 (4): 651–658.
   PubMed Web of Science ®Google Scholar
• Grealish, L., L. Armit, J. Shaw, V. Frommolt, C. Mitchell, M. Mitchell, … S. Billett. 2019. “Learning Through Structured Peer Discussion: An Observational Study.” Nurse Education Today 82: 99–105.
   PubMed Web of Science ®Google Scholar
• Gribble, N., and J. Netto. 2020. “The Preferred Method of Reflection for Occupational Therapy Students: Video, Written or Artistic?” In Enriching Higher Education Students' Learning Through Post-Work Placement Interventions, edited by S. Billett, J. Orrell, D. Jackson, and F. Valencia-Forrester, 133–149. Dordrecht: Springer.
   Google Scholar
• Harrison, J., E. Molloy, M. Bearman, C. Y. Ting, and M. Leech. 2019. “Clinician Peer Exchange Groups (C-PEGs): Augmenting Medical Students’ Learning on Clinical Placement.” In Augmenting Health and Social Care Students’ Clinical Learning Experiences: Outcomes and Processes, edited by S. Billett, J. M. Newton, G. D. Rogers, and C. Noble, 95–120. Dordrecht: Springer.
   Google Scholar
• Knight, P., and M. Yorke. 2004. Learning, Curriculum and Employability in Higher Education. London: Psychology Press.
   Google Scholar
• Leontyev, A. N. 1981. Problems of the Development of the Mind. Moscow: Progress Publishers.
   Google Scholar
• Levett-Jones, T., H. Courtney-Pratt, and N. Govind. 2019. “Implementation and Evaluation of the Post-Practicum Clinical Reasoning Exam.” In Augmenting Health and Social Care Students’ Clinical Learning Experiences: Outcomes and Processes, edited by S. Billett, J. M. Newton, G. D. Rogers, and C. Noble, 57–72. Dordrecht: Springer.
   Google Scholar
• Lobato, J. 2012. “The Actor-Oriented Transfer Perspective and its Contributions to Educational Research and Practice.” Educational Psychologist 47 (3): 232–247.
   Web of Science ®Google Scholar
• Lobato, J., B. Rhodehamel, and C. Hohensee. 2012. ““Noticing” as an Alternative Transfer of Learning Process.” Journal of the Learning Sciences 21 (3): 1–50.
   Web of Science ®Google Scholar
• Malle, B. F., L. J. Moses, and D. A. Baldwin. 2001. “Introduction: The Significance of Intentionality.” In Intentions and Intentionality: Foundations of Social Cognition, edited by B. F. Malle, L. J. Moses, and D. A. Baldwin, 1–26. Cambridge, MA: The MIT Press.
   Google Scholar
• Marsh, C. J. 2004. Key Concepts for Understanding Curriculum. London: RoutledgeFalmer.
   Google Scholar
• Martin, L. M. W., and S. Scribner. 1991. “Laboratory for Cognitive Studies of Work: A Case Study of the Intellectual Implications of a New Technology.” Teachers College Record 92 (4): 582–602.
   Web of Science ®Google Scholar
• Mezirow, J. 1985. “A Critical Theory of Self-Directed Learning.” In Self-Directed Learning: From Theory to Practice, edited by S. Brookfield, 17–30. San Francisco, CA: Jossey Bass.
   Google Scholar
• Molloy, L., and J. Keating. 2011. “Targeted Preparation for Clinical Practice.” In Developing Learning Professionals: Integrating Experiences in University and Practice Settings, edited by S. Billett, and A. Henderson, 59–82. Dordrecht: Springer.
   Google Scholar
• Newman, D., P. Griffin, and M. Cole. 1989. The Construction Zone: Working for Cognitive Change in Schools. Cambridge: Cambridge University Press.
   Google Scholar
• Newton, J., S. Billett, B. Jolly, and C. Ockerby. 2011. “Preparing Nurses and Engaging Preceptors.” In Developing Learning Professionals: Integrating Experiences in University and Practice Settings, edited by S. Billett, and A. Henderson, 43–58. Dordrecht: Springer.
   Google Scholar
• Newton, J. M., and A. E. Butler. 2019. “Facilitating Students’ Reflections on Community Practice: A new Approach.” In Augmenting Health and Social Care Students’ Clinical Learning Experiences: Outcomes and Processes, edited by S. Billett, J. M. Newton, G. D. Rogers, and C. Noble, 235–258. Dordrecht: Springer.
   Google Scholar
• Palinscar, A. S. 1990. “Providing the Context for Intentional Learning.” Remedial and Special Education 11 (6): 36–39.
   Web of Science ®Google Scholar
• Palinscar, A. S., and A. L. Brown. 1984. “Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities.” Cognition and Instruction 1 (2): 117–175.
   Google Scholar
• Pea, R. D. 1987. “Socializing the Knowledge Transfer Problem.” International Journal of Educational Research 11 (6): 639–663.
   Google Scholar
• Perkins, D. N., & Salomon, G. (1988). Teaching for Transfer. Educational Leadership 46 (1), 22-32.
   Web of Science ®Google Scholar
• Piaget, J. 1976. Behaviour and Evolution (D. N. Smith, Trans.). New York: Pantheon Books.
   Google Scholar
• Posner, G. 1982. “A Cognitive Science Conception of Curriculum and Instruction.” Journal of Curriculum Studies 14 (4): 343–351.
   Web of Science ®Google Scholar
• Resnick, L. 1985. Education and Learning to Think: Subcommittee Report. Washington, DC: National Research Council Commission on Behavioral and Social Sciences and Education.
   Google Scholar
• Resnick, L. 1987. “Learning in School and out.” Educational Researcher 16 (9): 13–20.
   Google Scholar
• Royer, J. M., J. P. Mestre, and R. J. Dufresne. 2005. “Introduction: Framing the Transfer Problem.” In Transfer of Learning from a Modern Multi-Disciplinary Perspective, edited by J. P. Mestre, vii–xiv. Washington, DC: Information Age Publishing.
   Google Scholar
• Schuller, T., and D. Watson. 2009. Learning Through Life: Inquiry Into the Future of Lifelong Learning. Leicester: National Institute of Adult Continuing Education.
   Google Scholar
• Scribner, S. 1984. “Studying Working Intelligence.” In Everyday Cognition: Its Development in Social Context, edited by B. Rogoff and J. Lave, 9–40. Cambridge, MA: Harvard University Press.
   Google Scholar
• Scribner, S. 1985. “Vygostky’s use of History.” In Culture, Communication and Cognition: Vygotskian Perspectives, edited by J. V. Wertsch, 119–145. Cambridge: Cambridge University Press.
   Google Scholar
• Searle, J. R. 1995. The Construction of Social Reality. London: Penguin.
   Google Scholar
• Steketee, C., N. Keane, and K. Gardiner. 2019. “Consolidating Clinical Learning Through Post-Rotation Small Group Activities.” In Augmenting Health and Social Care Students’ Clinical Learning Experiences: Outcomes and Processes, edited by S. Billett, J. M. Newton, G. D. Rogers, and C. Noble, 185–207. Dordrecht: Springer.
   Google Scholar
• Sweet, L., K. Graham, and J. Bass. 2019. “The Continuity of Care Experience and Reflective Writing: Enhancing Post-Practicum Learning for Midwifery Students.” In Augmenting Health and Social Care Students’ Clinical Learning Experiences: Outcomes and Processes, edited by S. Billett, J. M. Newton, G. D. Rogers, and C. Noble, 141–162. Dordrecht: Springer.
   Google Scholar
• Sweller, J. 1990. “Cognitive Processes and Instructional Procedures.” Australian Journal of Education 34 (2): 125–130.
   Web of Science ®Google Scholar
• Tomasello, M. 2014. A Natural History of Human Thinking. Cambridge, MA: Harvard University Press.
   Google Scholar
• Valsiner, J. 2000. Culture and Human Development. London: Sage Publications.
   Google Scholar
• Van Lehn, V. 1989. “Toward a Theory of Impasse–Driven Learning.” In Learning Issues for Intelligent Tutoring Systems, edited by H. Mandl and A. Lesgold, 19–41. New York.: Springer.
   Google Scholar
• von Glasersfeld, E. 1987. “Learning as a Constructive Activity.” In Problems of Representation in the Teaching and Learning of Mathematics, edited by C. Janvier, 3–17. Hillsdale, NJ: Lawrence Erlbaum.
   Google Scholar
• Vygotsky, L. S. 1978. Mind in Society – the Development of Higher Psychological Processes. Cambridge: Mass: Harvard University Press.
   Google Scholar
• Wertsch, J. V. 1998. Mind as Action. New York: Oxford University Press.
   Google Scholar
• Wertsch, J. V., and R. Sohmer. 1995. “Vygotsky on Learning and Development.” Human Development 38 (6): 332–337.
   Web of Science ®Google Scholar
• Wertsch, J. V., and P. Tulviste. 1992. “L. S. Vygotsky and Contemporary Developmental Psychology.” Developmental Psychology 28 (4): 548–557.
   Web of Science ®Google Scholar
• Williams, L. M., L. Ross, L. Mitchell, and K. Markwell. 2019. “The Reflective Debrief: Using Students’ Placement Experiences to Enrich Understandings of Distinct Kinds of Nutrition and Dietetics Practice.” In Augmenting Health and Social Care Students’ Clinical Learning Experiences: Outcomes and Processes, edited by S. Billett, J. M. Newton, G. D. Rogers, and C. Noble, 259–281. Dordrecht: Springer.
   Google Scholar