The 20 books that influenced educational developers’ thinking in the last 20 years: opinion piece

References: the twenty selected texts are marked with asterisk

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• *Biggs, J. (2003). Teaching for quality learning at university. Maidenhead: SRHE & Open University Press.
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• *Bloxham, S., & Boyd P. (2007). Developing assessment in higher education: A practical guide. Maidenhead: Open University Press.
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• *Boud, D. (1995). Enhancing learning through self assessment. Abingdon: Routledge Falmer.
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• Boud, D.Joughin, G.,Sadler, R.,Jouhin, G., James, R.,Freeman, M.,… Webb, G. (2009). Assessment 2020: Seven propositions for assessment reform in higher education. Australian Learning & Teaching Council. Retrieved from http://www.iml.uts.edu.au/assessment-futures/Assessment2020_propositions_final.pdf
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• Bourdieu, P. (2006). The forms of capital. In H. Lauder, P. Brown, J. Dillabough, & A. Halsey (Eds.), Education, globalisation and social change (pp. 105–118). Oxford: Oxford University Press.
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• *Bowl, M. (2003). Non-traditional entrants to higher education: They talk about people like me. Stoke on Trent: Trentham Books.
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• Bull, J., & McKenna C. (2004). Blueprint for computer-assisted assessment. London: Routledge Falmer.
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• Carroll, J. (2002). A handbook for deterring plagiarism in higher education. Oxford: Oxford Centre for Staff & Learning Development.
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• Carroll, J. (2007). Suggestions for teaching International students more effectively: Learning & teaching briefing paper. Oxford: Oxford Centre for Staff and Learning Development.
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• *Carroll, J., & Ryan J. (2005). Teaching international students: Improving learning for all. London: Routledge SEDA series.
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• Caruana, V., & Spurling N. (2007). The internationalisation of UK Higher education: A review of selected material, Project report for the Higher Education Academy. York: Higher Education Academy.
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• Computer Assisted Assessment Centre. (2002). Retrieved from http://www.caacentre.ac.uk/resources/
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• *Cousin, G. (2009). Researching learning in higher education: An introduction tocontemporary methods and approaches. London: Routledge.
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• Elton, L. (1995). Enterprise in higher education: Issues of evaluation. Higher Education Quarterly, 49, 146–161.
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• European Association for Research on Learning and Instruction. Retrieved from http://www.earli.org/
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• *Fry, H., Ketteridge, S., & Marshall, S. (1999). A handbook for teaching and learning in higher education: Enhancing academic practice. London: Routledge.
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• Gibbs, G. (2007). Analysing quantitative data. London: Sage.
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• Gibbs, G. (1992). Teaching more students. Workshop books for the PCFC funded project on ‘Teaching More Students’.
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• Gibbs, G., Habeshaw, S., & Habeshaw, T. (1986). 53 interesting ways to assess your students. Bristol: Technical and Educational Services.
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• Harvey, L. (2005). A history & critique of quality evaluation in the UK. Quality Assurance in Education, 13, 263–276.
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• Healey, M. (2000). Developing the scholarship of teaching in higher education: A discipline based approach. Higher Education Research and Development, 19, 169–187.
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• HEFCE. (2009). Centres for excellence in teaching & learning. Retrieved from http://www.hefce.ac.uk/learning/tinits/cetl/final/
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• *Kahn, P., & Baume D. (2003). A guide to staff and educational development. London: Kogan Page.
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• Kneale, P. E. (1997). The rise of the ‘strategic student’: How can we adapt to cope? In S. Armstrong, G. Thompson, & S. Brown (Eds.), Facing up to radical change in universities & colleges (pp. 119–131). London: Kogan Page.
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• *Knight, P. (1995). Assessment for learning in higher education. London: Kogan Page.
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• Knight, P., & Yorke M. (2003). Assessment, learning and employability. Maidenhead: SRHE/Open University Press.
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• *Laurillard, D. (2002). Rethinking university teaching: A conversational framework for the effective use of learning technologies. London: Routledge.
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• Mentkowski, M., & Associates. (2000). Learning that lasts: Integrating learning development and performance in college and beyond. San Francisco, CA: Jossey-Bass.
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• Meyer, J. H. F., & Land R. (2003). Threshold concepts and troublesome knowledge: Linkages to ways of thinking and practising. In C. Rust (Ed.), Improving student learning – Ten years on (pp. 412–424). Oxford: OCSLD.
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• *Moon, J. (1999). Reflection in learning and professional development: Theory and practice. London: Routledge.
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• National Committee of Inquiry into Higher Education. (1997). Higher education in the learning society (Known as ‘the Dearing Report, 1997). Leeds: Author.
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• Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31, 199–218.
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• *Northedge, A. (2005). The good study guide. Milton Keynes: Open University Press.
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• *Peelo, M., & Wareham, T. (Eds.). (2002). Failing students in higher education. Maidenhead: SRHE/Open University Press.
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• Price, M., O’Donovan, B., Rust, C., & Carroll, J. (2008). Assessment standards: A manifesto for change. Brookes eJournal of Learning and Teaching, 2.
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• Race, P. (1994). The open learning handbook (2nd ed.). London: Kogan Page.
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• Race, P. (1999). 2000 tips for lecturers. London: Kogan Page.
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• *Race, P. (2010). Making learning happen: A guide for post compulsory education (2nd ed.). London: Sage.
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• Race, P., & Pickford R. (2007). Making teaching work. London: Sage.
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• *Ramsden, P. (1992). Learning to teach in higher education. London: Routledge.
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• Riddell, S., Tinklin, T., & Wilson, A. (2005). Disabled students in higher education: Perspectives on widening access and changing policy. London: Routledge.
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• Rowland, S. (2000). The enquiring university teacher. Maidenhead: Open University Press/Society for Research into Higher Education.
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• Rust, C., O’Donovan, B., & Price, M. (2005). A social constructivist assessment process model: How the research literature shows us this could be best practice. Assessment and Evaluation in Higher Education, 30, 233–241.
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• Rust, C., Price, M., & O’Donovan, B. (2003). Improving students’ learning by developing their understanding of assessment criteria and processes. Assessment and Evaluation in Higher Education, 28, 147–164.
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• Sadler, D. R. (1998). Formative assessment: Revisiting the territory. Assessment in Education: Principles, Policy and Practice, 5, 77–84.
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• *Salmon, G. (2000). E-moderating: The key to online teaching and learning. London: Kogan Page.
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• Salmon, G. (2002). E-tivities: The key to active online learning. London: Kogan Page.
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• Sambell, K., McDowell, L., & Montgomery, C. (2013). Assessment for learning. Abingdon: Routledge.
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• *Stephenson, J., & Laycock M. (1993). Using learning contracts in higher education. London: Kogan Page.
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• Trigwell, K., Martin, E., Benjamin, J., & Prosser, K. (2000). Scholarship of teaching: A model. The Australian scholarship in teaching project. Retrieved from http://www.clt.uts.edu.au/Scholarship/A.Model.html
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• *Wenger, E., McDermott, R., & Snyder, W. (2002). Cultivating communities of practice: A guide to managing knowledge. Harvard: Harvard Business School Press.
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• Weston Manor Group Manifesto. (2007). Retrieved from http://www.brookes.ac.uk/aske/Manifesto/
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• *Wisker, G. (2001). The postgraduate research handbook: Succeed with your MA, MPhil, EdD and PhD. Basingstoke: Palgrave Research Skills.
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• *Yorke, M. (1999). Leaving early: Undergraduate non-completion in higher education. London: Routledge.
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