Meera Atkinson
  • Home
  • About
  • Books
  • News
  • Word
  • Fiction
    • Necropolis Drive
    • Up-skirt
    • Invisible moon
    • Désincarné / disembodied
  • Non-fiction
    • Friday essay: reclaiming artist-musician Anita Lane from the ‘despised’ label of muse
    • Guardian op-ed
    • Relatively sheltered
    • Read, listen, understand: why non-Indigenous Australians should read First Nations writing
    • The exiled child
  • Poetry
    • Precarious
    • Ant familias
    • Black-eared cuckoo
    • Dust storm
    • Writing a Dear John letter
    • Projection
    • Target
  • Contact
  • Home
  • About
  • Books
  • News
  • Word
  • Fiction
    • Necropolis Drive
    • Up-skirt
    • Invisible moon
    • Désincarné / disembodied
  • Non-fiction
    • Friday essay: reclaiming artist-musician Anita Lane from the ‘despised’ label of muse
    • Guardian op-ed
    • Relatively sheltered
    • Read, listen, understand: why non-Indigenous Australians should read First Nations writing
    • The exiled child
  • Poetry
    • Precarious
    • Ant familias
    • Black-eared cuckoo
    • Dust storm
    • Writing a Dear John letter
    • Projection
    • Target
  • Contact
Picture
Home

Teaching philosophy statement

Teaching context

Australian university teaching & criteria & standards statement

Statement evidence

References

Education & professional development

Teaching testimonials
​REFERENCES ​​

Reference list for citations on ​“Teaching Philosophy Statement”, ​“Teaching Context”, and ​“Australian University Teaching & Criteria & Standards Statement” pages.

Australian Government Office for Learning & Teaching. (n.d.). Australian University Teaching & Criteria & Standards. Retrieved from http://uniteachingcriteria.edu.au/contact-us/
 
Biggs, J. (2014). Constructive alignment in university teaching. HERDSA Review of Higher Education, 1(5), 5-22.

Boud, D. (1995). Enhancing learning through self-assessment. New York: RoutledgeFalmer.

Bloxham, S., Hughes, C., & Adie, L. (2016). What’s the point of moderation? A discussion of the purposes achieved through contemporary moderation practices. Assessment & Evaluation in Higher Education, 41(4), 638-653.

​Carless, D. (2015). Promoting student engagement with quality. In Excellence in university assessment:
Learning from award-winning practice (pp. 131-149). New York: Routledge.

Chickering, A. W. (1969). Education and identity (1st ed.). San Francisco: Jossey-Bass.

Foucault, M. (1977). Discipline and punish: The birth of the prison. Pantheon Books. 

Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text- based environment: Computer conferencing in higher education. Internet and Higher Education, 2(2-3), 87-105. Retrieved from http://anitacrawley.net/Resources/Articles/GarrisonAndersonArcher2000.pdf

Knowles, M. S., Elwood F. Holton Iii, & Swanson, R. A. (2014). The adult learner: The 
definitive classic in adult education and human resource development (8th ed.). Florence: Routledge Ltd - M.U.A. doi:10.4324/9781315816951. Retrieved from https://goo.gl/2VDWrj

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development (Vol. 1). Englewood Cliffs, NJ: Prentice-Hall.

Lage, M., Platt, J. and Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education, 31(1), 30–43. Retrieved from https://www-jstor-org.ipacez.nd.edu.au/stable/1183338?pqorigsite=summon&seq=1#metadata_info_tab_contents

Morris, S.M., Stommel, J. (2017). Open education as resistance: MOOCs and critical digital pedagogy. In MOOCs and their afterlives: experiments in scale and access in higher education. Chicago: University of Chicago Press. 

Mrozek, J. (2014). Miller’s Pyramid. Clinical competence [Video file}. Retrieved from 
http://www.youtube.com/watch?v=luQ7DJqBRmA

Nicotra, J. (2009). ​“Folksonomy” and the restructuring of writing Space. College Composition and Communication. 61(2). September. W259- W276. 

Nulty, D.D. (n.d.). A guide to peer and self assessment: Approaches and practice strategies for academics. Griffith Institute for Higher Education.

Sellars, M. (2017). Reflective practice for teachers. California, US: Sage Publications.

Smith, C. (2012). Why should we bother with assessment moderation? Nurse education today, 32(6), e45-e48.

Stommel, J. (2017). Why I don’t grade. Jesse Stommel (blog). Retrieved from https://www.jessestommel.com/why-i-dont-grade/

TeachThought Staff. (2017). Bloom’s digital taxonomy for evaluating digital tasks. TeachThought. 18 September. Retrieved from https://www.teachthought.com/critical-thinking/ablooms-digital-taxonomy-for- evaluating-digital-tasks/

TEQSA. 2017. Guidance Note: Technology-Enhanced Learning, 11 October. Tertiary Education Quality and Standards Agency. Retrieved from https://www.teqsa.gov.au/sites/g/files/net2046/f/guidance-note-technology-enhanced-learning-beta-v1-1.pdf?v=1508129781

Universities Australia, Western Sydney University, 17 April. Retrieved from: https://www.universitiesaustralia.edu.au/australias-universities/university-profiles/Western-Sydney-University#.XNjMoNMzZhE

Webb, J. (2012). The logic of practice? Art, the academy, and fish out of water. Text Journal, Beyond Practice-Led Research Special Issue, 14, pp. 1-16.
Home
About
Books
News
​Word
Fiction
Non-fiction
Poetry
Contact

Meera Atkinson © Copyright  2019.  All Rights Reserved.