University to school: challenging assumptions in subject knowledge development

References

• Ballinger , G. J. 2003 . Bridging the gap between A level and degree: some observations on managing the transitional stage in the study of English Literature . Arts and Humanities in Higher Education , 2 (1) : 99 – 109 .
   Google Scholar
• Banks , F. , Leach , J. and Moon , B. 1999 . “ New understandings of teachers' pedagogic knowledge ” . In Learners and pedagogy , Edited by: Leach , J and Moon , B . 89 – 110 . London : Paul Chapman Publishing .
   Google Scholar
• Barnes , D. 2000 . Becoming an English teacher , Sheffield : NATE .
   Google Scholar
• Bluett , J. Cockcroft , S. 2004 . Text: message: the future of A level English , Oxford : NATE, Alden Group .
   Google Scholar
• Booth , A. 1997 . Listening to students: experiences and expectations in the transition to a history degree . Studies in Higher Education , 22 (2) : 205 – 220 .
   Web of Science ®Google Scholar
• Burley , S. 2005 . The impact of a language education programme on the development of PGCE English student teachers' perceptions of subject identity . Changing English , 12 (1) : 137 – 146 .
   Google Scholar
• Calderhead , J. and Miller , E. 1985 . The integration of subject matter knowledge in student teachers' classroom practice. Paper presented to the annual meeting of the British Educational Research Association, Sheffield
   Google Scholar
• Clerehan , R. 2003 . Transition to tertiary education in the arts and humanities: some academic initiatives from Australia . Arts and Humanities in Higher Education , 2 (1) : 72 – 89 .
   Google Scholar
• Cook , A. and Leckey , J. 1999 . Do expectations meet reality: a survey of changes in first‐year student opinion . Journal of Further and Higher Education , 23 (2) : 157 – 171 .
   Google Scholar
• Daly , C. 2004 . Trainee English teachers and the struggle for knowledge . Changing English , 11 (2) : 189 – 204 .
   Google Scholar
• Dewey , J. 1903 . “ The child and the curriculum ” . In John Dewey: the middle works, 1899–1924, volume 2: 1902–1903 , 285 – 286 . Carbondale , IL : Southern Illinois University Press .
   Google Scholar
• Drew , S. 2001 . Student perceptions of what helps them learn and develop in higher education . Teaching in Higher Education , 6 (3) : 309 – 331 .
   Google Scholar
• Durkin , K. and Main , A. 2002 . Discipline‐based study skills support for first year undergraduate students . Active Learning in Higher Education , 3 (1) : 24 – 39 .
   Google Scholar
• Eaglestone , R. 2000 . Doing English , London : Routledge .
   Google Scholar
• Feiman‐Nemser , S. and Buchman , M. 1985 . The first year of teacher preparation: transition to pedagogical thinking? Research Series No.156. (East Lansing: Michigan State University, Institute for Research on Teaching)
   Google Scholar
• Green , A. 2005a . Four perspectives on transition: English literature from sixth form to university , London : Higher Education Academy English Subject Centre, Royal Holloway, University of London .
   Google Scholar
• Green , A. forthcoming . “ English Literature: from sixth form to university ” . forthcoming in International Journal of Adolescence and Youth
   Google Scholar
• Gregory , G. 2003 . They shall not parse! Or shall they? . Changing English , 10 (1) : 13 – 33 .
   Google Scholar
• Grossman , P. L. , Wilson , S. M. and Shulman , L. S. 1989 . “ Teachers of substance: subject matter knowledge for teaching ” . In Knowledge base for the beginning teacher , Edited by: Reynolds , M. C . Oxford : Pergamon Press .
   Google Scholar
• Hodgson , A. and Spours , K. 2003 . Beyond A levels: curriculum 2000 and the reform of 14–19 qualifications , London : Kogan Page .
   Google Scholar
• Holmes Group . Tomorrow's teachers; a report of the Holmes Group , East Lansing, Michigan
   Google Scholar
• Knights , B. 2004 . “ Building bridges: traversing the secondary/tertiary divide ” . In English Subject Centre Newsletter Issue 6
   Google Scholar
• Knights , B. 2005 . Intelligence and interrogation: the identity of the English student . Arts and Humanities in Higher Education , 4 (1) : 33 – 52 .
   Google Scholar
• Lowe , H. and Cook , A. 2003 . Mind the gap: are students prepared for higher education . Journal of Further and Higher Education , 27 (1) : 53 – 76 .
   Google Scholar
• Marland , M. 2003 . The transition from school to university: who prepares whom, when and how? . Arts and Humanities in Higher Education , 2 (2) : 201 – 211 .
   Google Scholar
• McInnis , C. and James , R. 1995 . First year on campus: diversity in the initial experience of Australian undergraduates . Journal of the Freshman Year Experience , 9 (2) : 33 – 51 .
   Google Scholar
• Moore A. 2004. Examiners examining: history and ideology The English language list. Available online at: [email protected]
   Google Scholar
• Ozga , J. and Sukhnandan , L. 1998 . Undergraduate non‐completion: developing an explanatory model . Higher Education Quarterly , 52 (4) : 316 – 333 .
   Google Scholar
• Shulman , L. S. 1986 . Those who understand: knowledge growth in teaching . Educational Research Review , 57 (1) : 4 – 14 .
   Google Scholar
• Smith , K. 2003 . School to university: sunlit steps, or stumbling in the dark? . Arts and Humanities in Higher Education , 2 (1) : 90 – 98 .
   Google Scholar
• Smith , K. 2004 . School to university: an investigation into the experience of first‐year students of English at British universities . Arts and Humanities in Higher Education , 3 (1) : 81 – 93 .
   Google Scholar
• Stewart , J. and McCormack , C. 1997 . Experiencing and supporting change: from lecture to interactive groupwork . Teaching in Higher Education , 2 (2) : 99 – 109 .
   Google Scholar
• Turvey , A. 2005 . Who'd be an English teacher? . Changing English , 12 (1) : 3 – 18 .
   Google Scholar