Epistemological orientations of ideal pedagogical practices in higher education: Perspectives of lecturers

References

• Afful, J. B. A. (2007). Academic literacy and communicative skills in the Ghanaian university: A proposal. Nebula, 4(3), 141–15. https://www.researchgate.net/publication/26469976
   Google Scholar
• Amua-Sekyi, E. K. (2011). Developing criticality in the context of mass higher education: Investigating literacy practices on undergraduate courses in Ghanaian universities. Unpublished doctoral thesis, University of Sussex. http://sro.sussex.ac.uk/
   Google Scholar
• Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behaviour and Human Decision Processes, 50(2), 248–287. https://doi.org/10.1016/0749-5978(91)90022-L
   Web of Science ®Google Scholar
• Barton, D., & Hamilton, M. (1998). Local literacies. Routledge.
   Google Scholar
• Boughey, C., & McKenna, S. (2017). Analysing an audit cycle: A critical realist account. Studies in Higher Education, 42(2), 963–975. https://doi.org/10.1080/03075079.2015.1072148
   Google Scholar
• Burke, A., & Hardware, S. (2015). Honouring ESL students’ lived experiences in school learning with multiliteracies pedagogy. Language, Culture & Curriculum, 28(2), 143–157. https://doi.org/10.1080/07908318.2015.1027214
   Web of Science ®Google Scholar
• Canagarajah, S., & Canagarajah, S. (2017). The Taylor and Francis handbook of migration and language. Routledge. https://doi.org/10.4324/9781315754512
   Google Scholar
• Coffin, C., & Donohue, J. P. (2012). Academic literacies and systemic functional linguistics: How do they relate? Journal of English for Academic Purposes, 11(1), 64–75. https://doi.org/10.1016/j.jeap.2011.11.004
   Web of Science ®Google Scholar
• Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge Falmer. https://doi.org/10.4324/9781315456539
   Google Scholar
• Conradie, T. (2009). Scaffolding an intervention for essay writing. Journal for Language Teaching, 43(2), 37–49. https://doi.org/10.4314/jlt.v43i2.56970
   Google Scholar
• Davison, D., Beach, R., Bowen, M., Daar, K., Sampat, M., & Wely, M. (2017). The course outline of record: A curriculum reference guide revisited. Retrieved from courseoutlineofrecordrevisited20171.pdf.
   Google Scholar
• Etsey, K., & Ocran, J. S. (2020). English methodology. University of Cape Coast Press.
   Google Scholar
• Freire, P. (2010). Pedagogy of the oppressed. The Continuum International Publishing Group Inc.
   Google Scholar
• Gimenez, J., & Thomas, P. (2015). A framework for usable pedagogy: Case studies towards accessibility, criticality and visibility. In T. Lillis, K. Harrington, M. Lea, & S. Mitchell, Eds. Working with academic literacies: Case studies towards transformative practice, perspectives on writing (pp. 25–44). Retrieved fromhttp://wac.colostate.edu/books/lillis/https://doi.org/10.37514/PER-B.2015.0674.2.01
   Google Scholar
• Gorska, F. W. K. 2018 Ways with writing: An ethnographically oriented study of student writing support in higher education in the UK. Unpublished doctoral thesis. King’s College London
   Google Scholar
• Greco, D. C. (2015). Multimodality into Schools. Unpublished master’s thesis, State University of New York.
   Google Scholar
• Greenfield, J. S. (2015). Beyond information: College choice as a literacy practice. Unpublished doctoral thesis, City University of New York.
   Google Scholar
• Guerriero, S. (2014). Teachers’ pedagogical knowledge and the teaching profession. Teaching & Teacher Education, 2(1), 7. http://www.oecd.org/edu/ceri/Background/document
   Google Scholar
• Hassel, S., & Ridout, N. (2018). An investigation of first-year students’ and lecturers’ expectations of university education. Frontier in Psychology, 8, 2218. https://doi.org/10.3389/fpsyg.2017.02218
   PubMed Web of Science ®Google Scholar
• Hooks, B. (2010). Teaching critical thinking: Practical wisdom. Routledge.
   Google Scholar
• Hyland, K. (2002). Specificity revisited: How far should we go now? English for Specific Purposes, 21(4), 385–395. https://doi.org/10.1016/S0889-4906(01)00028-X
   Web of Science ®Google Scholar
• Ivanič, R. (2004). Discourses of writing and learning to write. Language and Education, 18(3), 220–245. https://doi.org/10.1080/09500780408666877
   Google Scholar
• Janks, H. (2010). Literacy and power. Routledge. https://doi.org/10.4324/9780203869956
   Google Scholar
• Janks, H. (2012). The importance of critical literacy. English Teaching: Practice & Critique, 11(1), 150–163. http://education.waikato.ac.nz/research/files/etpc/files/2012v11n1dial1.pdf
   Web of Science ®Google Scholar
• John, A. M. (2019). ESL teachers’ experiences and perceptions of developing multilingual learners’ academic literacies. Unpublished doctoral thesis, Indiana University of Pennsylvania.
   Google Scholar
• Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy (2nd ed.). Cambridge Books.
   Google Scholar
• Lancaster, Z. (2016). Expressing stance in undergraduate writing: Discipline specific and general qualities. Journal of English for Specific Purposes, 23, 16–30. https://doi.org/10.1016/j.jeap.2016.05.006
   Web of Science ®Google Scholar
• Lea, M., & Street, B. (2006). The academic literacies model: Theory and applications. Theory into Practice, 45(4), 368–377. https://doi.org/10.1207/s15430421tip4504_11
   Web of Science ®Google Scholar
• Lea, R., & Street, V. B. (1998). Student writing in higher education: An academic literacies approach. Studies in Higher Education, 23(2), 157–166. https://doi.org/10.1080/03075079812331380364
   Web of Science ®Google Scholar
• Lillis, T. (2003). Student writing as academic literacies: Drawing on bakhtin to move from critique to design. Language and Education, 17(3), 192–207. https://doi.org/10.1080/09500780308666848
   Google Scholar
• Lu, J. (2012). Autonomous learning in tertiary university EFL teaching and learning of the people’s republic of China. International Journal of Information and Education Technology, 2(6), 608–610. https://doi.org/10.7763/IJIET.2012.V2.215
   Google Scholar
• Merriam, S. B. (2001). Andragogy and self-directed learning: Pillars of adult learning theory. New Directions for Adult & Continuing Education, 89(89), 3–14. https://doi.org/10.1002/ace.3
   Google Scholar
• Olivier, L. (2016). The effect of an academic literacy course on first-year student writing: A case study. Unpublished doctoral thesis, North-West University,
   Google Scholar
• Olsson, E. M., Gelot, L., Karlsson Schaffer, J., & Litsegård, A. (2021). Teaching academic literacies in international relations: Towards a pedagogy of practice. Teaching in Higher Education, 1–18. https://doi.org/10.1080/13562517.2021.1992753
   Web of Science ®Google Scholar
• Patton, M. Q. (2014). Qualitative research & evaluation methods: Integrating theory and practice (4th ed.). Sage.
   Google Scholar
• Russell, D., Lea, M., Parker, J., Street, B., & Donahue, T. (2009). Exploring notions of genre in academic literacies and writing across the curriculum: Approaches across countries and contexts. In C. Bazerman, A. Bonini, & D. Figueiredo, Eds. Genre in a changing world: Perspectives on writing. WAC Clearinghouse/Parlor Press (pp. 397–350). https://doi.org/10.37514/PER-B.2009.2324.2.20
   Google Scholar
• Scholtz, D. (2016). Improving writing practices of students’ academic literacy development. Journal for Language Teaching, 50(2), 37–55. https://doi.org/10.4314/jlt.v50i2.2
   Google Scholar
• Scott, M., Bloommaert, J., Street, B., & Turner, J. (2007). Academic literacies: What have we achieved and where to from here? Journal of Applied Linguistics, 4(1), 137–148. https://doi.org/10.1558/japl.v4i1.137
   Google Scholar
• Simpson, J. (2018). Participatory pedagogy in practice: Using effective participatory pedagogy in classroom practice to enhance pupil voice and educational engagement. Global Learning Programme (GLPS).
   Google Scholar
• Stordy, P. Taxonomy of literacies. (2015). Journal of Documentation, 71(3), 456–476. Retrieved from. https://doi.org/10.1108/JD-10-2013-0128
   Web of Science ®Google Scholar
• Tsegay, M. S., Zegergish, M. Z., & Ashraf, M. A. (2020). Pedagogical practices and students’ experiences in Eritrean higher education institutions. Higher Education for the Future, 5(1), 90–103. https://doi.org/10.1177/2347631117738653
   Google Scholar
• Tuck, J. (2013). An exploration of practice surrounding student writing in the disciplines in UK higher education from the perspectives of academic teachers. Unpublished doctoral thesis, The Open University,
   Google Scholar
• Twagilimana, I. (2013). Conceptualisation and teaching of academic writing in an ESL context: A case study with first year university students. Unpublished doctoral thesis, University of the Witwatersrand,
   Google Scholar
• Twagilimana, I. (2017). Teaching academic writing to first year university students: A case study of feedback practices at the former National University of Rwanda. Rwanda Journal, Series A: Arts and Humanities, 2(1), 75–100. https://doi.org/10.4314/rj.v2i1.6A
   Google Scholar
• Wong, B., & Chiu, T. Y. (2018). University lecturers’ construction of the ‘ideal’ undergraduate student. Journal of Further and Higher Education, 44(1), 54–68. https://doi.org/10.1080/0309877X.2018.1504010
   Web of Science ®Google Scholar
• Zepke, N. (2013). Student engagement: A complex business supporting the first year experience in tertiary education. The International Journal of the First Year in Higher Education, 4(2), 1–14. https://doi.org/10.5204/intjfyhe.v4i2.183
   Google Scholar