Ambrose, S. A. and Ambrose, S. A. (2010) How learning works: seven research-based principles for smart teaching. 1st ed. San Francisco: Jossey-Bass. Available at: http://eu.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3563748590002418&institutionId=2418&customerId=2415.
Argyris, C. (2004) Reasons and rationalizations: the limits to organizational knowledge. Oxford: Oxford University Press. Available at: http://eu.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3564904380002418&institutionId=2418&customerId=2415.
Argyris, C. (no date) ‘Double Loop Learning in Organizations’, Harvard Business Review. Available at: https://hbr.org/1977/09/double-loop-learning-in-organizations.
Armstrong, P. (no date) Bloom’s Taxonomy | Center for Teaching | Vanderbilt University. Available at: https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/.
Ashwin, P. (2015) Reflective teaching in higher education. London: Bloomsbury.
Biggs, J. (1996) ‘Enhancing teaching through constructive alignment’, Higher EducationHigher Education, 32(3), pp. 347–364. Available at: http://whel-primo.hosted.exlibrisgroup.com/primo_library/libweb/action/display.do?tabs=detailsTab&ct=display&fn=search&doc=TN_wosA1996VQ40200006&indx=5&recIds=TN_wosA1996VQ40200006&recIdxs=4&elementId=4&renderMode=poppedOut&displayMode=full&frbrVersion=&frbrSourceidDisplay=springer_jour&frbrIssnDisplay=0018-1560&dscnt=0&frbrRecordsSource=Primo+Central&mode=Basic&vid=44WHELF_ABW_VU1&lastPag=&rfnGrp=frbr&frbrJtitleDisplay=Higher+Education&tab=central&dstmp=1512664118648&frbg=3124097518900676955&lastPagIndx=&origsort=Sorted+by%3ARelevanceOr+hit+Enter+to+replace+sort+method&frbrEissnDisplay=1573-174X&fctV=3124097518900676955&cs=frb&srt=date&fctN=facet_frbrgroupid&vl(freeText0)=john%20biggs%20constructive%20alignment.
Blake, R. J. (2008) Brave New Digital Classroom: Technology and Foreign Language Learning. Washington, D.C.: Georgetown University Press. Available at: http://eu.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3933716520002418&institutionId=2418&customerId=2415.
Bloom, B. S. (1956) Taxonomy of educational objectives: the classification of educational goals, Handbook 1: Cognitive domain. New York: David McKay Co.
Brown, P. C., Roediger, H. L. and McDaniel, M. A. (2014) Make it stick: the science of successful learning. Cambridge, Massachusetts: The Belknap Press of Harvard University Press.
Bruff, D. (2019) Intentional tech: principles to guide the use of educational technology in college teaching. First edition. Morgantown: West Virginia University Press.
Burns, L. and Mahoney, C. (2013) Student engagement: identity, motivation and community. Edited by C. Nygaard et al. Faringdon, Oxfordshire, U.K.: Libri Publishing.
Butler, Andrew CKarpicke, Jeffrey DRoediger, Henry L., III (no date) ‘Correcting a metacognitive error: Feedback increases retention of low-confidence correct responses’, Journal of Experimental Psychology: Learning, Memory, and Cognition, 34, pp. 918–928. Available at: https://search.proquest.com/docview/614487223?rfr_id=info%3Axri%2Fsid%3Aprimo.
Chamberlain, J. M., Artrey, M. D’ and Rowe, D.-A. (2011) ‘Peer observation of teaching: A decoupled process’, Active Learning in Higher Education, 12(3), pp. 189–201. doi: 10.1177/1469787411415083.
Charles C. Bonwell and Eison, J. A. (1991) ‘Active Learning: Creating Excitement in the Classroom.’ Washington, DC: School of Education and Human Development, George Washington University. Available at: https://eric.ed.gov/?id=ED336049.
Chickering, A. W. and Gamson, Z. F. (1987) ‘Seven Principles for Good Practice in Undergraduate Education’, American Association of Higher Education Bulletin. Available at: https://files.eric.ed.gov/fulltext/ED282491.pdf.
‘Classroom Assessment Techniques. A Handbook for Faculty.’ (1988). Available at: https://eric.ed.gov/?id=ED317097.
Cook-Sather, A. et al. (2014) Engaging students as partners in learning and teaching: a guide for faculty. First edition. San Francisco, California: Jossey-Bass. Available at: http://eu.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3564904280002418&institutionId=2418&customerId=2415.
Costello, P. J. M. and Costello, J. (2011) Effective action research: developing reflective thinking and practice. 2nd ed. London: Continuum. Available at: https://www.dawsonera.com/guard/protected/dawson.jsp?name=https://shibboleth.aber.ac.uk/shibboleth&dest=http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9781441174833.
Creswell, J. W. (2014) Educational research: planning, conducting, and evaluating quantitative and qualitative research. Fourth edition. Harlow, Essex: Pearson. Available at: http://eu.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3564849910002418&institutionId=2418&customerId=2415.
Dunlosky, J. et al. (2013) ‘Improving Students’ Learning With Effective Learning Techniques’, Psychological Science in the Public Interest, 14(1), pp. 4–58. doi: 10.1177/1529100612453266.
Dweck, C. S. (2017) Mindset. Updated edition. London: Robinson.
‘Educational Action Research’ (no date). Available at: http://www.tandfonline.com/toc/reac20/current.
‘Educational psychology review’ (no date). New York, N.Y.: Plenum Publishing Corp.
Fry, H., Ketteridge, S. and Marshall, S. (2015) A handbook for teaching and learning in higher education: enhancing academic practice. Fourth edition. Milton Park, Abingdon, Oxon: Routledge.
Ghaye, T. (2011) Teaching and learning through reflective practice: a practical guide for positive action. 2nd ed. London: Routledge.
Hattie, J. (2012) Visible learning for teachers: maximizing impact on learning. London: Routledge. Available at: http://eu.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3564849860002418&institutionId=2418&customerId=2415.
Hattie, J. and Zierer, K. (2018) 10 mindframes for visible learning: teaching for success. London: Routledge.
Horvath, J. C. (2019) Stop talking, start influencing: 12 insights from brain science to make your message stick. Chatswood, N.S.W.: EXISLE PUB.
‘International Journal for Students as Partners’ (no date). Available at: https://mulpress.mcmaster.ca/ijsap/index.
International Society for the Scholarship of Teaching and Learning (2013) ‘Teaching & learning inquiry.’ Bloomington, IN: Indiana University Press.
Kahn, P. and Anderson, L. (2019) Developing your teaching: towards excellence. Second edition. London: Routledge. Available at: https://www.dawsonera.com/guard/protected/dawson.jsp?name=https://shibboleth.aber.ac.uk/shibboleth&dest=http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9780429490583.
Karpicke, J. D. and Blunt, J. R. (2011) ‘Retrieval practice produces more learning than elaborative studying with concept mapping.’, Science, 331(6018). Available at: https://whel-primo.hosted.exlibrisgroup.com/primo-explore/fulldisplay?docid=TN_gale_ofa250885319&context=PC&vid=44WHELF_ABW_VU1&lang=en_US&search_scope=Blended&adaptor=primo_central_multiple_fe&tab=blended&query=any,contains,Retrieval%20practice%20produces%20more%20learning%20than%20elaborative%20studying%20with%20concept%20mapping&sortby=rank&offset=0.
Kornell, N. (2009) ‘Optimising learning using flashcards: Spacing is more effective than cramming’, Applied Cognitive Psychology, 23(9), pp. 1297–1317. doi: 10.1002/acp.1537.
Krathwohl, D. R. (2002) ‘A Revision of Bloom’s Taxonomy: An Overview’, Theory Into Practice. Taylor & Francis, Ltd., 41(4). Available at: https://www.jstor.org/stable/1477405?seq=1#metadata_info_tab_contents.
Luckin, R. (ed.) (2018) Enhancing learning and teaching with technology: what the research says. London: UCL Institute of Education Press. Available at: https://www.dawsonera.com/guard/protected/dawson.jsp?name=https://shibboleth.aber.ac.uk/shibboleth&dest=http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9781782772279.
McNiff, J. (2013) Action research: principles and practice. 3rd edition. London: Routledge.
McTighe, J. and Wiggins, G. P. (2013) Essential questions: opening doors to student understanding. Alexandria, Va: ASCD. Available at: http://eu.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3563783090002418&institutionId=2418&customerId=2415.
McTighe, J. and Willis, J. (2019) Upgrade your teaching: understanding by design meets neuroscience. Alexandria, Virginia: ASCD.
Middendorf, J. K., Shopkow, L. and Bernstein, D. (2018) Overcoming student learning bottlenecks: decode the critical thinking of your discipline. Sterling, Virginia: Stylus Publishing. Available at: http://eu.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3934759720002418&institutionId=2418&customerId=2415.
Moon, J. A. (2006) Learning journals: a handbook for reflective practice and professional development. 2nd ed. Abingdon, Oxon: Routledge.
Moon, J. A. (2008) Reflection in learning & professional development: theory & practice. London: RoutledgeFalmer.
Mortiboys, A. (2010) How to be an effective teacher in higher education: answers to lecturers’ questions. Berkshire, England: McGraw-Hill. Available at: http://eu.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3564860390002418&institutionId=2418&customerId=2415.
Nelson, L. L. and Rose, D. H. (2014) Design and deliver: planning and teaching using universal design for learning. Baltimore, Maryland: Paul H. Brookes Publishing Co. Available at: http://eu.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3564849700002418&institutionId=2418&customerId=2415.
Pokorny, H. and Warren, D. (eds) (2016) Enhancing teaching practice in higher education. Los Angeles: SAGE.
‘Practitioner Research in Higher Education’ (no date). Available at: http://ojs.cumbria.ac.uk/index.php/prhe/index.
Race, P. (2007) The lecturer’s toolkit: a practical guide to assessment, learning and teaching. 3rd ed. London: Kogan Page. Available at: http://eu.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3564870440002418&institutionId=2418&customerId=2415.
Rawson, K. A. and Dunlosky, J. (2007) ‘Improving students’ self-evaluation of learning for key concepts in textbook materials’, European Journal of Cognitive Psychology, 19(4-5), pp. 559–579. doi: 10.1080/09541440701326022.
Rawson, K. A., Dunlosky, J. and Sciartelli, S. M. (2013) ‘The Power of Successive Relearning: Improving Performance on Course Exams and Long-Term Retention’, Educational Psychology Review, 25(4), pp. 523–548. doi: 10.1007/s10648-013-9240-4.
Schön, D. A. (1987) Educating the reflective practitioner: toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass.
Schön, D. A. (1991) The reflective practitioner: how professionals think in action. Aldershot: Arena, Ashgate.
Simonson, S. R. (ed.) (2019) POGIL: an introduction to process oriented guided inquiry learning for those who wish to empower learners. First edition. Sterling, Virginia: Stylus Publishing LLC.
Tong, V. C. H., Standen, A. and Sotiriou, M. (eds) (2018) Shaping higher education with students: ways to connect research and teaching. London: UCL Press.
UC Davis, C. for E. E. (2020) Just-In-Time Teaching Guide. Available at: https://cee.ucdavis.edu/jitt.
Universal Design for Learning: The UDL Guidelines (no date) CAST. Available at: http://udlguidelines.cast.org/?utm_medium=web&utm_campaign=none&utm_source=cast-about-udl.
Wiggins, G. P. and McTighe, J. (2011) The understanding by design guide to creating high-quality units. Alexandria, Va: ASCD. Available at: http://eu.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3564870460002418&institutionId=2418&customerId=2415.
Wiliam, D. (2011) ‘What is assessment for learning?’, Studies in Educational Evaluation, 37(1), pp. 3–14. doi: 10.1016/j.stueduc.2011.03.001.
Winstone, N. and Carless, D. (2019) Designing Effective Feedback Processes in Higher Education: A Learning-Focused Approach. Bosa Roca: Taylor & Francis Inc.
Wissman, K. T., Rawson, K. A. and Pyc, M. A. (2011) ‘The interim test effect: Testing prior material can facilitate the learning of new material’, Psychonomic Bulletin & Review, 18(6), pp. 1140–1147. doi: 10.3758/s13423-011-0140-7.