References
- Barnett R. 2009. Knowing and becoming in higher education curriculum. Studies in Higher Education 34: 429–440. doi: 10.1080/03075070902771978
- Biggs J. 2001. The reflective institution: Assuring and enhancing the quality of teaching and learning. Higher Education 41: 221–238. doi: 10.1023/A:1004181331049
- Biggs J. 1996. Enhancing teaching through constructive alignment. Higher Education 32: 347–364. doi: 10.1007/BF00138871
- Billet S. 2009. Realising the worth of integrating work experiences in Higher Education. Studies in Higher Education 34: 827–843. doi: 10.1080/03075070802706561
- Bharuthram S, Clarence, S. 2015. Teaching academic reading as a disciplinary knowledge practice in higher education. South African Journal of Higher Education 29: 42–55.
- Breslin M, Buchanan R. 2008. On the case study method of research and teaching in design. Design Issues 24: 36–40. doi: 10.1162/desi.2008.24.1.36
- Clarence S. 2012. Making inter-disciplinary spaces for talk about and change in student writing and literacy development. Teaching in Higher Education 17: 127–137. doi: 10.1080/13562517.2011.611876
- CHE (Council on Higher Education). 2011. Work-integrated learning: Good practice guide. Higher Education Monitor No. 12. Pretoria: CHE.
- Devereux L, Wilson K. 2008. Scaffolding literacies across the Bachelor of Education program; an argument for a course-wide approach. Asia-Pacific Journal of Teacher Education 36: 121–134. doi: 10.1080/13598660801971633
- Grant T. 1999. Scenario learning: An outcomes based approach to enhance students’ communicative ability. South African Journal of Higher Education 13: 36–45.
- Granville S. 2001. Comprehension or comprehending? Using critical language awareness and interactive reading theory to teach learners to interact with text. Southern African Linguistics and Applied Language Studies 19: 13–21. doi: 10.2989/16073610109486272
- Golich VL. 2000. The ABC’s of case teaching. International Studies Perspectives 1: 11–29. doi: 10.1111/1528-3577.00002
- Jervis MJ, Jervis L. 2005. What is the constructivism in constructive alignment? Accessed 25 March 2014 at: http://www.bioscience.heacademy/journal/vol6/beej-6-5.pdf
- Hyland K. 2013. Writing in the university: Education, knowledge and reputation. Language Teaching 46: 53–70. doi: 10.1017/S0261444811000036
- Klapwijk NM. 2015. EMC2 = comprehension: A reading strategy instruction framework for all teachers. South African Journal of Education 35: 1–10. doi: 10.15700/201503062348
- Kreber C. 2001. Learning experientially through case studies? A conceptual analysis. Teaching in Higher Education 6: 217–228. doi: 10.1080/13562510120045203
- Kunselman J, Johnson K. 2004. The case study method to facilitate learning. College Teaching 52: 7–92. doi: 10.3200/CTCH.52.3.87-92
- Lombardi M. 2007. Authentic learning for the 21st century: An overview. Educause Learning Initiative 27: 2–12.
- Northedge A, McArthur J. 2009. Guiding students into a discipline: The significance of the teacher. In Kreber C (ed.), The university and its disciplines: Teaching and learning within and beyond disciplinary boundaries. New York: Routledge. pp 107–118.
- Oyetunji C. 2013. Does reading strategy instruction improve students’ comprehension? Per Linguam 29: 33–55. doi: 10.5785/29-2-114
- Sudzina M. 1997. Case studies as constructivist pedagogy for teaching educational psychology. Educational Psychology Review 9: 199–218. doi: 10.1023/A:1024744613867
- Walker C. 2009. Teaching policy theory and its application to practice using long structured case studies: An approach that deeply engages undergraduate students. International Journal of Teaching and Learning in Higher Education 20: 214–225.
- Wingate U, Tribble C. 2012. The best of both worlds? Towards an English for academic purposes/ academic literacies writing pedagogy. Studies in Higher Education 37: 481–495. doi: 10.1080/03075079.2010.525630
- Zamel V. 1992. Writing one’s way into reading. Tesol Quarterly 26: 463–485. doi: 10.2307/3587174