University Assistants' Conceptions of Knowledge,Learning and Instruction

Davis E. A. (1997), ‘Students' Epistemological Beliefs about Science and Learning’, paper presented at the annual meeting of the American Educational Research Association, Chicago, March.

Elen J. Lowyck J. (1999), ‘Metacognitive instructional knowledge: Cognitive mediation and instructional design’, Journal of Structural Learning and Intelligent Systems 13 (3–4), 145–69.

Elen J. Lowyck J. (2000), ‘Homogeneity in students' conceptions about the efficiency of instructional interventions: Origins and consequences for instructional design’, Journal of Structural Learning and Intelligent Systems 14 (3), 253–65.

Entwistle N. (1999), ‘Expanding awareness of learning, studying and teaching’, in Lacante M. De Boeck P. (eds), Meer kansen creëren in het hoger onderwijs [Creating more opportunities in higher education], pp. 129–51, Diegem: Kluwer.

Entwistle N. Skinner D. Entwistle D. Orr S. (2000), ‘Conceptions and beliefs about “good teaching”: An integration of contrasting research areas’, Higher Education Research and Development 19 (1), 1–26.

Feixas M. (2001), ‘What Changes as new University Teachers Develop? Models and issues’, paper presented at the ninth conference of the European Association for Research on Learning and Instruction, Fribourg, August.

Fox D. (1983), ‘Personal theories of teaching’, Studies in Higher Education 8 (2), 151–63.

Gibbs G. Coffey M. (2001), ‘The Impact of Training on University Teachers' Approaches to Teaching and on the Way their Students Learn’, paper presented at the ninth conference of the European Association for Research on Learning and Instruction, Fribourg, August.

Hativa N. (1997), ‘Teaching in a Research University: Professors' conceptions, practices, and disciplinary differences’, paper presented at the annual meeting of the American Educational Research Association, Chicago, March.

Hofer B. K. Pintrich P. R. (1997), ‘The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning’, Review of Educational Research 67 (1), 88–140.

Kember D. (1997), ‘A reconceptualisation of the research into university academics' conceptions of teaching’, Learning and Instruction 7 (3), 255–75.

Kugel P. (1993), ‘How professors develop as teachers’, Studies in Higher Education 18 (3), 315–28.

Magliaro S. (2001), ‘Making Sense of Teaching at a Research University: Concerns and reflections of graduate teaching assistants’, paper presented at the annual meeting of the American Educational Research Association, Seattle, April.

Morgan A. (1993), Improving your Students' Learning: Reflections on the experience of study, London: Kogan Page.

Perry W. G. (1970), Forms of Intellectual and Ethical Development in the College Years: A scheme, New York: Holt Rinehart & Winston.

Pratt D. D. (1992), ‘Conceptions of teaching’, Adult Education Quarterly 42 (4), 203–20.

Prosser M. Trigwell K. Taylor P. (1994), ‘A phenomenographic study of academics' conceptions of science learning and teaching’, Learning and Instruction 4 (3), 217–31.

Ramsden P. (1992), Learning to Teach in Higher Education, London: Routledge.

Tillema H. H. (1994), ‘Training and professional expertise: Bridging the gap between new information and pre-existing beliefs’, Teaching and Teacher Education 10 (6), 601–15.

Tillema H. H. (1995), ‘Changing the professional knowledge and beliefs of teachers: A training study’, Learning and Instruction 5 (4), 291–381.

Waeytens K. (2000), ‘Leren leren: Opvattingen van leerkrachten in secundaire scholen’ [Learning to learn: Teachers' conceptions in secondary schools], Studia Paedagogica 27.

Berry J. Sahlberg P. (1996), ‘Investigating pupils' ideas of learning’, Learning and Instruction 6 (1), 19–36.

Buehl M. M. Alexander P. A. (1999), ‘Beliefs about Schooled Knowledge: Domain-specific or domain-general?’, paper presented at the annual meeting of the American Educational Research Association, Montreal, April.

Centrum voor onderwijsbeleid- en vernieuwing (1991), ‘Vragenlijst onderwijsoriëntatie secundair onderwijs' [Questionnaire on the educational orientation in secondary education].

Clarke J. A. (1994), ‘Tertiary Students' Perceptions of Important Events that occur in their Learning Environments’, paper presented at the annual meeting of the American Educational Research Association, New Orleans, April.

Davis E. A. (1997) ‘Students' Epistemological Beliefs about Science and Learning’, paper presented at the annual meeting of the American Educational Research Association, Chicago, March.

Faculty self–description of teaching (1983), http://uga.berkeley.edu/sled/compendium/appendixb.html.

Fuller R. (1999), ‘Relationships between Conceptions of Learning, Approaches to Learning, and Use of Learning Strategies by University Students’, paper presented at the conference of the European Association of Research on Learning and Instruction, Göteborg, August.

Johnson S. D. , ‘Learning Preferences Questionnaire’, personal communication, 7 October 1999.

Meyer J. H. F. Boulton-Lewis G. M. (1997), ‘Variation in students' conceptions of learning: An exploration of cultural and discipline effects’, Research and Development in Higher Education 20, 481–7.

Nolen S. B. Haladyna T. M. (1990), ‘Personal and environmental influences on students' beliefs about effective study strategies’, Contemporary Educational Psychology 15, 116–30.

Schommer M. (1989), Epistemological Questionnaire, second revision, Urbana IL: Center for the Study of Reading, University of Illinois at Urbana – Champaign.

Schouwenburg H. C. (1996), ‘Een onderzoek naar leerstijlen’ [Research into learning styles], Tijdschrift voor Onderwijsresearch 21 (2), 151–61.

Schraw G. , ‘Epistemological Beliefs Inventory’, personal communication, 27 January 1998.

Vermetten Y. J. Vermunt J. D. Lodewijks H. G. (1999), ‘Powerful Learning Environments? How university students differ in their response to instructional measures’, paper presented at the biennial meeting of the European Association of Research on Learning and Instruction, Göteborg, August.

Vermunt J.D. (1992) ‘Leerstijlen en sturen van leerprocessen in het hoger onderwijs: Naar een procesgerichte instructie in zelfstandig denken’ [Learning styles and coaching learning processes in higher education: From process-directed instruction to independent reasoning], Amsterdam: Swets & Zeitlinger.

Vaste werkgroep kwaliteitszorg (1999), Handleiding voor de onderwijsevaluatie commissie Evaluatie van doceergedrag [Guidelines for the Educational Evaluation Commission], Leuven: DUO/CIP&T.

‘Vragenlijst intelligentieopvattingen’ [Conceptions about Intelligence questionnaire] (1998), in Waeytens K. , ‘Leren leren, doelgerichtheid en cognitieve verwerking bij leerlingen: Een empirisch onderzoek in het secundair onderwijs’, doctoral dissertation, KUL Faculteit psychologie en pedagogische wetenschappen, Departement psychologie, Afdeling experimentele- en kwantitatieve psychologie, Centrum voor motivatie en tijdsperspectief.