Enhancing teaching through constructive alignment

[1]  Sandra C. Jones.  Higher Education Research and Development Society of Australasia , 1998 .

[2]  Thomas L. Good,et al.  International handbook of teachers and teaching , 1997 .

[3]  G. Nuthall,et al.  Understanding Student Thinking and Learning in the Classroom , 1997 .

[4]  Richard Fuller,et al.  Teaching for Learning at University , 1996 .

[5]  J. Biggs.  Assessing Learning Quality: reconciling institutional, staff and educational demands , 1996 .

[6]  D. Olson,et al.  The Handbook of education and human development : new models of learning, teaching, and schooling , 1996 .

[7]  J. Biggs.  Assessing for Learning: Some Dimensions Underlying New Approaches to Educational Assessment. , 1995 .

[8]  P. Cobb.  Where Is the Mind? Constructivist and Sociocultural Perspectives on Mathematical Development , 1994 .

[9]  P. Scott,et al.  Constructing Scientific Knowledge in the Classroom , 1994 .

[10]  Catherine S. Taylor.  Assessment for Measurement or Standards: The Peril and Promise of Large-Scale Assessment Reform , 1994 .

[11]  John Biggs,et al.  Who Benefits from Mastery Learning , 1994 .

[12]  K. McGilly,et al.  Classroom lessons: Integrating cognitive theory and classroom practice. , 1994 .

[13]  D. Lohman.  Teaching and Testing to Develop Fluid Abilities , 1993 .

[14]  Phil Race,et al.  500 Tips for Tutors , 1993 .

[15]  J. Biggs.  What do inventories of students' learning processes really measure? A theoretical review and clarification. , 1993, The British journal of educational psychology.

[16]  J. Biggs,et al.  From Theory to Practice: A Cognitive Systems Approach , 1993 .

[17]  Kenny C. W. Tang,et al.  Spontaneous Collaborative Learning: A New Dimension in Student Learning Experience? , 1993 .

[18]  Howard Gardner.  Educating for Understanding. , 1993 .

[19]  P. Moss.  Shifting Conceptions of Validity in Educational Measurement: Implications for Performance Assessment , 1992 .

[20]  Noel Entwistle,et al.  Experiences of understanding in revising for degree examinations , 1992 .

[21]  Ronald N. Marso,et al.  An analysis of teacher-made tests: Item types, cognitive demands, and item construction errors , 1991 .

[22]  John R. Kirby,et al.  Students' Approaches to Summarisation. , 1991 .

[23]  David H. Jonassen,et al.  New implications for instructional technology , 1991 .

[24]  D. Kember,et al.  Does higher education promote independent learning? , 1990 .

[25]  Robert E. Slavin,et al.  Mastery Learning Re-Reconsidered , 1990 .

[26]  N. Cole.  Conceptions of Educational Achievement , 1990 .

[27]  J. Frederiksen,et al.  A Systems Approach to Educational Testing , 1989 .

[28]  A. Collins,et al.  Situated Cognition and the Culture of Learning , 1989 .

[29]  Y. I. Kim.  [General systems theory]. , 1989, Taehan kanho. The Korean nurse.

[30]  PREFERRED CLASSROOM ENVIRONMENT AND APPROACH TO LEARNING , 1988 .

[31]  Ann McAloon,et al.  Assessing for Learning. , 1988 .

[32]  Fred M. Newmann,et al.  Beyond Standardized Testing : Assessing Authentic Academic Achievement in the Secondary School / , 1988 .

[33]  S. A. Cohen,et al.  Instructional Alignment: Searching for a Magic Bullet , 1987 .

[34]  J. Biggs.  Student Approaches to Learning and Studying , 1987 .

[35]  M. Scardamalia,et al.  The psychology of written composition , 1987 .

[36]  Valerie Anderson,et al.  Producing Written Summaries: Task Demands, Cognitive Operations, and Implications for Instruction , 1986 .

[37]  T. Shuell.  Cognitive Conceptions of Learning , 1986 .

[38]  R. Driver,et al.  A Constructivist Approach to Curriculum Development in Science , 1986 .

[39]  David Boud,et al.  Problem-based learning in education for the professions. , 1987 .

[40]  L. West,et al.  Cognitive Structure and Conceptual Change , 1985 .

[41]  K. G. Collier.  Teaching Methods in Higher Education: The Changing Scene, with Special Reference to Small‐group Work , 1985 .

[42]  F. Marton,et al.  The Experience of Learning , 1984 .

[43]  N. Entwistle,et al.  Understanding Student Learning , 1983 .

[44]  D. Schoen,et al.  The Reflective Practitioner: How Professionals Think in Action , 1985 .

[45]  F. Marton.  Phenomenography — Describing conceptions of the world around us , 1981 .

[46]  J. Biggs,et al.  The Process of Learning , 1981 .

[47]  J. Biggs.  Individual differences in study processes and the Quality of Learning Outcomes , 1979 .

[48]  Kevin F. Collis,et al.  Evaluating the Quality of Learning: The SOLO Taxonomy , 1977 .

[49]  C. Argyris.  Theories of Action that Inhibit Individual Learning. , 1976 .

[50]  John Biggs,et al.  Educology: The theory of educational practice☆ , 1976 .

[51]  F. Marton,et al.  ON QUALITATIVE DIFFERENCES IN LEARNING—II OUTCOME AS A FUNCTION OF THE LEARNER'S CONCEPTION OF THE TASK , 1976 .

[52]  F. Marton,et al.  ON QUALITATIVE DIFFERENCES IN LEARNING: I—OUTCOME AND PROCESS* , 1976 .

[53]  David W. Johnson,et al.  Learning together and alone: Cooperation, competition, and individualization , 1975 .

[54]  Mildred S. Friedman.  Context for Learning , 1974 .

[55]  M. Macdonald-Ross.  Behavioural objectives — A critical review , 1973 .

[56]  P. London.  The end of ideology in behavior modification. , 1972, International journal of psychiatry.

[57]  Richard C. Anderson.  How to Construct Achievement Tests to Assess Comprehension , 1972 .

[58]  H. Smalley.  The systems approach. , 1972, Hospitals.

[59]  G. Bateson,et al.  A systems approach. , 1970, International journal of psychiatry.

[60]  Robert Frank Mager,et al.  Preparing Instructional Objectives , 1962 .

[61]  G. Ryle,et al.  心的概念 = The concept of mind , 1962 .