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Vaktydskrifartikels

• Mbembe, A.J. 2016. Decolonizing the university: New directions. Arts & Humanities in Higher Education, 15(1): 29-45.
• Case, J. 2015. Emergent interactions: Rethinking the relationship between teaching and learning. Teaching in Higher Education, 20(6): 625-635.
• Biggs, J. 2014. Constructive alignment in university teaching. HERDSA Review of Higher Education, 1:1-22. Available at www.herdsa.org.au.
• Van den Bos, P. & Brouwer, J. 2014. Learning to teach in higher education: How to link theory and practice. Teaching in Higher Education, 19(7): 772-786.
• Morrison, C.D. 2013. From 'Sage on the Stage' to 'Guide on the Side': A Good Start. International Journal for the Scholarship of Teaching and Learning, 8(1). Available at http://digitalcommons.georgiasouthern.edu/ij-sotl/vol8/iss1/4.
• Birch, P.D.J., Batten, J., Manley, A.J. & Smith, M.J. 2012. An exploratory investigation examining the cues that students use to form initial impressions and expectancies of lecturers. Teaching in Higher Education, 17(6): 660-672.
• Christopher, D.A. 2011. Interactive large classes: The dynamics of teacher/student interaction. Journal of Business & Economics Research, 1(8): 81-98.
• Cilliers, F.J. & Herman, N. 2010. Impact of an educational development programme on teaching practice of academics at a research-intensive university. International Journal for Academic Development, 15(3): 253-267.
• Young, S.F. 2008. Theoretical frameworks and models of learning: Tools for developing conceptions of teaching and learning. International Journal for Academic Development, 13(1): 41-49.
• Toews, M.L. & Yazedjian, A. 2007. The three-ring circus of academia: How to become the ringmaster. Innovative Higher Education, 32:113-122.
• Tigelaar, D.E.H., Dolmans, D.H.J.M., De Grave, W.S., Wolfhagen, I.H.A.P. & Van der Vleuten, C.P.M. 2006. Portfolio as a tool to stimulate teachers' reflections. Medical Teacher, 28(3): 277-282.
• Felder, R.M. & Brent, R. 2005. Understanding student differences. Journal of Engineering Education, 94(1): 57-72.
• Smith, K.A., Sheppard, S.S., Johnson, D.W. & Johnson, R.T. 2005. Pedagogies of engagement: Classroom-based practice. Journal of Engineering Education, 94(1): 87-101.
• Kane, R., Sandretto, S. & Heath, C. 2004. An investigation into excellent tertiary teaching: Emphasising reflective practice. Higher Education, 47: 283-310.
• Trigwell, K. & Shale, S. 2004. Student learning and the scholarship of university teaching. Studies in Higher Education, 29(4): 523-536.
• Richlin, L. 2001. Scholarly teaching and the scholarship of teaching. New Directions for Teaching and Learning, 86: 57-68.
• Kreber, C. & Cranton, P.A. 2000. Exploring the scholarship of teaching. The Journal of Higher Education, 71(4): 476-495.
• Elton, L. 1998. Dimensions of excellence in university teaching. International Journal of Academic Development, 3(1): 3-11.
• Chickering, A.W. & Gamson, Z.F. 1987. Seven principles for good practice in undergraduate education. AAHE Bulletin: 3-7.                     .

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• Badat, S. 2012. Redressing the colonial/apartheid legacy: Social equity, redress, and higher education admissions in democratic South Africa. In Hasan, Z. & Nussbaum, M. (Eds.), Equalizing access: Affirmative action in higher education in India, United States, and South Africa. New Delhi: Oxford 万博体育官网 Press. Pp. 121-150.
• Seldin, P., Miller, J.E. & Seldin, C.A. 2010. The teaching portfolio: A practical guide to improved performance and promotion/tenure decisions. San Francisco, CA: Jossey-Bass.
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• Leibowitz, B., Van Schalkwyk, S., Van der Merwe, A., Herman, N. & Young, G. 2009. What makes a good first year lecturer? In Leibowitz, B., Van der Merwe, A. & Van Schalkwyk, S. (Eds.), Focus on first year success: Perspectives emerging from South Africa and beyond. Pp. 255-270. Stellenbosch: Sun Press.
• Brookfield, S.D. 2006. The skilful teacher: On technique, trust, and responsiveness in the classroom. San Francisco, CA: Jossey-Bass.
• Butcher, C., Davies, C. & Highton, M. 2006. Designing learning. From module outline to effective teaching. London, New York: Routledge.
• Biggs. J. 2003. Teaching for Quality Learning at 万博体育官网. Buckingham. Milton Keynes: The Society for Research into Higher Education/Open 万博体育官网 Press.
• Meyer, J.H.F. & Land, R. 2003. Threshold concepts and troublesome knowledge – linkages to ways of thinking and practising. In Improving Student Learning – Ten Years On. C. Rust (Ed.), OCSLD, Oxford.
• Ramsden, P. 2002. Learning to Teach in Higher Education. London, New York: Routledge.
• Wenger, E. 1998. Communities of practice: Learning, meaning and identity. New York, NY: Cambridge 万博体育官网 Press.
• Angelo, T.A. & Cross, K.P. 1993. (1988). Classroom Assessment Techniques: A Handbook for College Teachers. 2nd Edition. San Francisco, CA: Jossey-Bass.
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• Freire, P. 1985. The politics of education: Culture, power and liberation. New York: Macmillan.