Systems models in educational research: a review and realignment in the context of curriculum

References

• Ahmad, F. 2008. “Presage, Context, Process and Product: Influencing Variables in Literature Instruction in an ESL Context.” Online Journal of Language Studies 8 (1): 1–21.
   PubMedGoogle Scholar
• Baker, A. 2006. “What Else Do Students Need? A Psychodynamic Reflection on Students’ Need for Support From Staff at University.” Active Learning in Higher Education 7 (2): 171–83. doi: 10.1177/1469787406064751
   Google Scholar
• Ball, A., and B. Garton. 2002. “Agricultural Youth Organizations and University Learning Communities: The Impact on Agriculture Students’ Academic Performance and Degree Completion.” Paper presented at the National Agricultural Education Research Conference, Las Vegas, NV, December 11.
   Google Scholar
• Ballantine, J. 2001. “Sociology of Education: Open Systems Approach.” In Education and Sociology: An Encyclopedia, 599–604. New York: RoutledgeFalmer.
   Google Scholar
• Beaumont, C., A. Sackville, and C. Cheng. 2003. “Identifying Good Practice in the use of PBL to Teach Computing.” Italics E-journal 3 (1) . http://www.ics.heacademy.ac.uk/italics/issue1/tjenkins/Vol3-1/PBLGoodPracticePaperV9.htm
   Google Scholar
• Biggs, J. 1978. “Individual and Group Differences in Study Processes.” British Journal of Educational Psychology 48 (3): 266–79. doi: 10.1111/j.2044-8279.1978.tb03013.x
   Web of Science ®Google Scholar
• Biggs, J. 1987. Student Approaches to Learning and Studying. Melbourne: Australian Council for Educational Research.
   Google Scholar
• Biggs, J. 1989. “Does Learning about Learning Help Teachers with Teaching? Psychology and the Tertiary Teacher.” University of Hong Kong Supplement to the Gazette 36 (1): 21–34.
   Google Scholar
• Biggs, J. 1993. “From Theory to Practice: A Cognitive Systems Approach.” Higher Education Research and Development 12 (1): 73–85. doi: 10.1080/0729436930120107
   Google Scholar
• Biggs, J. 1999. Teaching for Quality Learning at University: What the Student Does. Philadelphia: SRHE / Open University Press.
   Google Scholar
• Biggs, J., and P. Moore. 1993. “Teaching for Better Learning.” In The Process of Learning, edited by J. Biggs, R. Telfer and P. Moore, 445–82. Sydney: Prentice Hall.
   Google Scholar
• Bloom, B. 1981. All Our Children: A Primer for Parents, Teachers, and other Educators. New York: McGraw Hill.
   Google Scholar
• Boud, D., and N. Falchikov. 2006. “Aligning Assessment with Long-term Learning.” Assessment and Evaluation in Higher Education 31 (4): 399–413. doi: 10.1080/02602930600679050
   Google Scholar
• Burris, S. 2005. “Effect of Problem-based Learning on Critical Thinking Ability and Content Knowledge of Secondary Agriculture Students.” PhD diss., Univ. of Missouri.
   Google Scholar
• Chen, D., and W. Stroup. 1993. “General System Theory: Toward a Conceptual Framework for Science and Technology Education for All.” Journal of Science Education and Technology 2 (3): 447–59. doi: 10.1007/BF00694427
   Google Scholar
• Dart, B., P. Burnett, N. Purdie, G. Boulton-Lewis, J. Campbell, and D. Smith. 2000. “Students’ Conceptions of Learning, the Classroom Environment, and Approaches to Learning.” Journal of Educational Research 93 (4): 262–70. doi: 10.1080/00220670009598715
   Web of Science ®Google Scholar
• Doll, W. 2008. “Complexity and the Culture of Curriculum.” Educational Philosophy and Theory 40 (1): 190–212. doi: 10.1111/j.1469-5812.2007.00404.x
   Google Scholar
• Drew, P., and B. Watkins. 1998. “Affective Variables, Learning Approaches and Academic Achievement: A Causal Modelling Investigation with Hong Kong Tertiary Students.” British Journal of Educational Psychology 68 (2): 173–88. doi: 10.1111/j.2044-8279.1998.tb01282.x
   Google Scholar
• Dunkin, M., and B. Biddle. 1974. The Study of Teaching. New York: Rinehart and Winston.
   Google Scholar
• Frederiksen, J. 1989. “A Systems Approach to Educational Testing.” Educational Researcher 18 (9): 27–32. doi: 10.3102/0013189X018009027
   Google Scholar
• Garton, B., T. Kitchel, and A. Ball. 2005. “A Two Year Snapshot of Agricultural Youth Organizations and Learning Communities’ Influence on Academic Achievement and Degree Completion.” In Proceedings of the National Agricultural Education Research Conference, 402–13. San Antonio, TX: AAAE.
   Google Scholar
• Garton, B., J. Spain, W. Lamberson, and D. Spiers. 1999. “Learning Styles, Teaching Performance, and Student Achievement: A Relational Study.” Journal of Agricultural Education 40 (3): 11–20. doi: 10.5032/jae.1999.03011
   Google Scholar
• Hall, C., L. Bolen, and R. Gupton. 1995. “Predictive Validity of the Study Process Questionnaire for Undergraduate Students.” College Student Journal 29 (2): 234–39.
   Google Scholar
• Hawthorne, E. 1996. “Institutional Contexts.” In Handbook of the Undergraduate Curriculum: A Comprehensive Guide to Purposes, Structures, Practices, and Change, edited by J. Gaff and J. Ratcliff, 30–52. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Hicks, O. 2007. “Curriculum in Higher Education in Australia – Hello?” In Enhancing Higher Education, Theory and Scholarship: Proceedings of the 30th HERDSA Annual Conference, Adelaide. Milperra: HERDSA.
   Google Scholar
• Iannone, R. 1995. “Chaos Theory and its Implications for Curriculum and Teaching.” Education 115 (4): 541–47.
   Google Scholar
• Jarvis, P., J. Holford, and C. Griffin. 2003. The Theory and Practice of Learning. London: RoutledgeFalmer.
   Google Scholar
• Jones, C. 2003. “Biggs's 3P Model of Learning: The Role of Personal Characteristics and Environmental Influences on Approaches to Learning.” PhD diss., Griffith University.
   Google Scholar
• Kimpston, R., and K. Rogers. 1986. “A Framework for Curriculum Research.” Curriculum Inquiry 16 (4): 463–74. doi: 10.2307/1179432
   Web of Science ®Google Scholar
• Kitchel, T. 2006. “Perceived Differences, by Gender, in Student Teacher/cooperating Teacher Interactions.” Journal of Southern Agricultural Education Research 56 (1): 62–75.
   Google Scholar
• Kitchel, T., and R. Torres. 2006. “The Influence of Personality Type on the Extent Cooperating Teachers Provide Psychosocial Assistance to Student Teachers.” Journal of Agricultural Education 47 (4): 134–44. doi: 10.5032/jae.2006.04134
   Google Scholar
• Mailloux, C., 2006. “The Extent to Which Students’ Perceptions of Faculties’ Teaching Strategies, Students’ Context, and Perceptions of Learner Empowerment Predict Perceptions of Autonomy in BSN studies.” Nurse Education Today 26 (7): 578–85. doi: 10.1016/j.nedt.2006.01.013
   PubMed Web of Science ®Google Scholar
• Mandinach, E., and H. Cline. 1996. “Classroom Dynamics: The Impact of a Technology-based Curriculum Innovation on Teaching and Learning.” Journal of Educational Computing Research 14 (1): 83–102.
   Google Scholar
• Mitzel, H. 1960. “Teacher Effectiveness.” In Encyclopedia of Educational Research, 1481–86. New York: Macmillan.
   Google Scholar
• Print, M. 1987. Curriculum Development and Design. Sydney: Allen and Unwin.
   Google Scholar
• Ratcliff, J. 1996. “What is Curriculum and What Should it Be?” In Handbook of the Undergraduate Curriculum: A Comprehensive Guide to Purposes, Structures, Practices, and Change, edited by J. Gaff and J. Ratcliff, 5–29. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Roberts, T., and J. Dyer. 2005. “The Influence of Learning Styles on Student Attitudes and Achievement When an Illustrated Web Lecture is Used in an Online Learning Environment.” Journal of Agricultural Education 46 (2): 1–11. doi: 10.5032/jae.2005.02001
   Google Scholar
• Rowntree, D. 1987. Assessing Students: How Shall We Know Them? London: Kogan Page.
   Google Scholar
• Semetsky, I. 2008. “On the Creative Logic of Education, or: Re-reading Dewey Through the Lens of Complexity Science.” Educational Philosophy and Theory 40 (1): 83–95. doi: 10.1111/j.1469-5812.2007.00409.x
   Google Scholar
• Shuell, T. 1993. “Toward an Integrated Theory of Teaching and Learning.” Educational Psychologist 28 (4): 291–311. doi: 10.1207/s15326985ep2804_1
   Web of Science ®Google Scholar
• Simons, P. 1993. “Constructive Learning: The Role of the Learner.” In Designing Environments for Constructive Learning, edited by T. Duffy, J. Lowyck and D. Jonassen, 291–314. New York: Springer Verlag.
   Google Scholar
• Vermunt, J., and N. Verloop. 1999. “Congruence and Friction Between Learning and Teaching.” Learning and Instruction 9 (3): 257–80. doi: 10.1016/S0959-4752(98)00028-0
   Web of Science ®Google Scholar
• Webb, G. 2007. “Foreword.” In Improving Student Retention in Higher Education: The Role of Teaching and Learning, edited by G. Crosling, G.M. Crosling and M. Heagney, xiii–iv. Abingdon, UK: Routledge.
   Google Scholar
• Winne, P. 2006. “Meeting Challenges to Researching Learning from Instruction by Increasing the Complexity of Research.” In Handling Complexity in Learning Environments: Theory and Research, edited by K. Littleton, C. Constantinou, L. Mason, W-M. Roth and R. Wegerif, 221–36. Oxford: Elsevier.
   Google Scholar
• Wong, N-Y., and D. Watkins. 1998. “A Longitudinal Study of the Psychosocial Environmental and Learning Approaches in the Hong Kong Classroom.” Journal of Educational Research 91 (4): 247–54. doi: 10.1080/00220679809597550
   Web of Science ®Google Scholar
• Young, R., M. Edwards, and J. Leising. 2008. “Effects of a Math-enhanced Curriculum and Instructional Approach on Students’ Achievement in Mathematics: A Year-Long Experimental Study in Agricultural Power and Technology.” Journal of Southern Agricultural Education Research 58 (1): 4–17.
   Google Scholar
• Zhang, L-F. 2000. “University Students’ Learning Approaches in Three Cultures: An Investigation of Biggs’ 3P Model.” Journal of Psychology 134 (1): 37–55. doi: 10.1080/00223980009600847
   PubMed Web of Science ®Google Scholar