Week 11: References

Argyris, M., & Schon, D. (1974). Theory in practice: Increasing professional effectiveness, San Francisco, CA: Jossey-Bass. Retrieved from http://infed.org/mobi/chris-argyris-theories-of-action-double-loop-learning-and-organizational-learning/

Ashworth, F., Brennan, G., Egan, K., Hamilton, R., & Sáenz, O. (2004). Learning theories and higher education, 3(2). Conference paper published by Dublin Institute of Technology. Retrieved from http://arrow.dit.ie/cgi/viewcontent.cgi?article=1003&context=engscheleart [pdf, 1.26MB]

Biggs, J. (1996). Western misconceptions of the Confucian-heritage learning culture. In D. Watkins, & J. Biggs (Eds.), The Chinese learner: Cultural, psychological and contextual influences (pp. 45–67). Camberwell, Australia: Comparative Education Research Centre and The Australian Council for Educational Research Ltd.

Knowles, M. (1973). The adult learner: A neglected species. Madison, WI: American Society for Training and Development.

Marton, F., & Saljo, R. (1976a). On qualitative differences in learning - I: Outcome and process. British Journal of Educational Psychology, 46(1), 4-11.

Marton, F., & Saljo, R. (1976b). On qualitative differences in learning - II: Outcome as a function of the learner's conception of the task. British Journal of Educational Psychology, 46(2), 115-127.

Schönwetter, D. J., Sokal, L., Friesen M., & Taylor, K. L. (2002). Teaching philosophies reconsidered: A conceptual model for the development and evaluation of teaching philosophy statements, The International Journal for Academic Development, 7(1), 83-97.

Vygotsky, L.S. (1978). Mind and society: The development of higher psychological processes. Cambridge, MA: Harvard University Press_.