1,272
Views
12
CrossRef citations to date
0
Altmetric
Articles

Critical perspectives on methodology in pedagogic research

Pages 442-454 | Received 28 Nov 2014, Accepted 23 Feb 2015, Published online: 16 Apr 2015

References

  • Archer, M. S. 1995. Realist Social Theory: The Morphogenetic Approach. Cambridge: Cambridge University Press.
  • Archer, M. S. 1996. Culture and Agency: The Place of Culture in Social Theory. Cambridge: Cambridge University Press.
  • Archer, M. S. 2003. Structure, Agency and the Internal Conversation. Cambridge: Cambridge University Press.
  • Archer, M. S. 2007. Making Our Way through the World: Human Reflexivity and Social Mobility. Cambridge: Cambridge University Press.
  • Archer, M. S. 2012. The Reflexive Imperative in Late Modernity. Cambridge: Cambridge University Press.
  • Barnett, R. 1990. The Idea of Higher Education. Buckingham: Society for Research into Higher Education & Open University Press.
  • Bernstein, B. B. 2000. Pedagogy, Symbolic Control, and Identity: Theory, Research, Critique. Lanham, MD: Rowman & Littlefield.
  • Bhaskar, R. 1986. Scientific Realism and Human Emancipation. London: Verso.
  • Bhaskar, R. 1993. Dialectic: The Pulse of Freedom. London: Verso.
  • Bhaskar, R. 1997. A Realist Theory of Science. London: Verso.
  • Bhaskar, R. 2010. “Contexts of Interdisciplinarity.” In Interdisciplinarity and Climate Change: Transforming Knowledge and Practice for Our Global Future, edited by R. Bhaskar, C. Frank, K. G. Høyer, P. Naess, and J. Parker, 1–24. London: Routledge.
  • Biggs, J. 1979. “Individual Differences in Study Processes and the Quality of Learning Outcomes.” Higher Education 8 (4): 381–394. doi:10.1007/BF01680526.
  • Biggs, J. 1980. “The Relationship between Developmental Level and the Quality of School Learning.” In Toward a Theory of Psychological Development within the Piagetian Framework, edited by S. Modgil and C. Modgil, 591–633. Slough: National Foundation for Educational Research.
  • Biggs, J. 1996. “Enhancing Teaching through Constructive Alignment.” Higher Education 32 (3): 347–364. doi:10.1007/BF00138871.
  • Bok, D. 2009. Universities in the Marketplace: The Commercialization of Higher Education. Princeton: Princeton University Press.
  • Clegg, S., and J. Stevenson. 2013. “The Interview Reconsidered: Context, Genre, Reflexivity and Interpretation in Sociological Approaches to Interviews in Higher Education Research.” Higher Education Research & Development 32 (1): 5–16. doi:10.1080/07294360.2012.750277.
  • Collis, K. F., and J. B. Biggs. 1979. Classroom Examples of Cognitive Development Phenomena: The SOLO Taxonomy. Launceston: University of Tasmania.
  • Delaney, A. M. 2009. “Institutional Researchers' Expanding Roles: Policy, Planning, Program Evaluation, Assessment, and New Research Methodologies.” New Directions for Institutional Research 2009 (143): 29–41. doi:10.1002/ir.303.
  • Donati, P. 2011. Relational Sociology: A New Paradigm for the Social Sciences. London: Routledge.
  • Douglas, M. 1986. How Institutions Think. Syracuse: Syracuse University Press.
  • Elliott, J. 2005. “Becoming Critical: The Failure to Connect.” Educational Action Research 13 (3): 359–374. doi:10.1080/09650790500200317.
  • European Association for Quality Assurance in Higher Education. 2005. Standards and Guidelines for Quality Assurance in the European Higher Education Area. Helsinki: European Association for Quality Assurance in Higher Education.
  • Gadamer, H. G. 1989. Truth and Method. New York: Crossroad.
  • Haggis, T. 2009. “What Have We Been Thinking of? A Critical Overview of 40 Years of Student Learning Research in Higher Education.” Studies in Higher Education 34 (4): 377–390. doi:10.1080/03075070902771903.
  • Harland, T. 2002. “Zoology Students' Experiences of Collaborative Enquiry in Problem-based Learning.” Teaching in Higher Education 7 (1): 3–15. doi:10.1080/13562510120100355.
  • Harrison, N. 2015. “Practice, Problems and Power in ‘Internationalisation at Home’: Critical Reflections on Recent Research Evidence.” Teaching in Higher Education 20 (4): 412–430.
  • Healy, M., A. Flint, and K. Harrington. 2014. Engagement through Partnership: Students as Partners in Learning and Teaching in Higher Education. York: Higher Education Academy.
  • Hussey, T., and P. Smith. 2008. “Learning Outcomes: A Conceptual Analysis.” Teaching in Higher Education 13 (1): 107–115. doi:10.1080/13562510701794159.
  • Jackson, N. 2000. “Programme Specification and Its Role in Promoting an Outcomes Model of Learning.” Active Learning in Higher Education 1 (2): 132–151. doi:10.1177/1469787400001002004.
  • Jervis, L. M., and L. Jervis. 2005. “What Is the Constructivism in Constructive Alignment?” Bioscience Education 6 (5). http://www.bioscience.heacademy/journal/vol6/beej-6-5.pdf.
  • Kahn, P. E., P. Goodhew, M. Murphy, and L. Walsh. 2013. “The Scholarship of Teaching and Learning as Collaborative Working: A Case Study in Shared Practice and Collective Purpose.” Higher Education Research and Development 32 (6): 901–14.
  • Kandlbinder, P., and T. Peseta. 2009. “Key Concepts in Postgraduate Certificates in Higher Education Teaching and Learning in Australasia and the United Kingdom.” International Journal for Academic Development 14 (1): 19–31. doi:10.1080/13601440802659247.
  • Kelly, F., and I. Brailsford. 2013. “The Role of the Disciplines: Alternative Methodologies in Higher Education.” Higher Education Research & Development 32 (1): 1–4. doi:10.1080/07294360.2012.751864.
  • Kohlberg, L. 1981. The Philosophy of Moral Development: Moral Stages and the Idea of Justice. San Francisco, CA: Harper & Row.
  • Kotzee, B. 2010. “Seven Posers in the Constructivist Classroom.” London Review of Education 8 (2): 177–187. doi:10.1080/14748460.2010.487340.
  • Law, J. 2004. After Method: Mess in Social Science Research. Hove: Psychology Press.
  • Lea, M. R., and B. V. Street. 1998. “Student Writing in Higher Education: An Academic Literacies Approach.” Studies in Higher Education 23 (2): 157–172. doi:10.1080/03075079812331380364.
  • Lynch, K. 2006. “Neo-liberalism and Marketisation: The Implications for Higher Education.” European Educational Research Journal 5 (1): 1. doi:10.2304/eerj.2006.5.1.1.
  • Martin, J. 2007. “The Selves of Educational Psychology: Conceptions, Contexts, and Critical Considerations.” Educational Psychologist 42 (2): 79–89. doi:10.1080/00461520701263244.
  • Maton, K. 2009. “Cumulative and Segmented Learning: Exploring the Role of Curriculum Structures in Knowledge-building.” British Journal of Sociology of Education 30 (1): 43–57. doi:10.1080/01425690802514342.
  • Maton, K. 2013. “Making Semantic Waves: A Key to Cumulative Knowledge-building.” Linguistics and Education 24 (1): 8–22. doi:10.1016/j.linged.2012.11.005.
  • McLean, M. 2006. Pedagogy and the University: Critical Theory and Practice. London: Continuum.
  • Mezirow, J. 1991. Transformative Dimensions of Adult Learning. San Francisco, CA: Jossey-Bass.
  • Molesworth, M., E. Nixon, and R. Scullion. 2009. “Having, Being and Higher Education: The Marketisation of the University and the Transformation of the Student into Consumer.” Teaching in Higher Education 14 (3): 277–287. doi:10.1080/13562510902898841.
  • Pabian, P. 2014. “Ethnographies of Higher Education: Introduction to the Special Issue.” European Journal of Higher Education 4 (1): 6–17. doi:10.1080/21568235.2013.864569.
  • Perry, W. G. 1999. Forms of Intellectual and Ethical Development in the College Years: A Scheme. San Francisco, CA: Jossey-Bass.
  • Pole, C., and M. Morrison. 2003. Ethnography for Education. New York: McGraw-Hill.
  • Pratt, J., and J. Swann. 1999. “The Crisis of Method.” In Improving Education: Realist Approaches to Method and Research, edited by J. Swann and J. Pratt, 3–11. London: Cassell.
  • The Quality Assurance Agency for Higher Education. 2014. The UK Quality Code for Higher Education: A Brief Guide. Gloucester: Quality Assurance Agency for Higher Education.
  • Ryan, S., J. Burgess, J. Connell, and E. Groen. 2013. “Casual Academic Staff in an Australian University: Marginalised and Excluded.” Tertiary Education and Management 19 (2): 161–175. doi:10.1080/13583883.2013.783617.
  • Sayer, R. A. 1992. Method in Social Science: A Realist Approach. London: Routledge.
  • Swann, J. 1999. “Making Better Plans.” In Improving Education: Realist Approaches to Method and Research, edited by J. Swann and J. Pratt, 53–66. London: Cassell.
  • Sword, H. 2008. “The Longitudinal Archive.” International Journal for Academic Development 13 (2): 87–96. doi:10.1080/13601440802076475.
  • Tight, M. 2013. “Discipline and Methodology in Higher Education Research.” Higher Education Research & Development 32 (1): 136–151. doi:10.1080/07294360.2012.750275.
  • Trahar, S. 2013. “Introduction. Contemporary Methodological Diversity in European Higher Education Research.” European Educational Research Journal 12 (3): 301–309. doi:10.2304/eerj.2013.12.3.301.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.