Tamsin Haggis

TL;DR: This paper explored problems with the assumed relationships between 'conceptions of learning', 'perceptions of the learning environment', 'approaches to learning' and 'learning outcomes', and suggested that whilst the model may be successful in creating a generalised description of the 'elite' goals and values of academic culture, it says surprisingly little about the majority of students in a mass system.

TL;DR: In this paper, a middle path between conventional and radical approaches to pedagogy is proposed to identify examples of "older" values in higher education pedagogical cultures, which make it difficult or even impossible for some students to learn.

TL;DR: A survey of article titles reporting on research into student learning was carried out in three key higher education journals, and the results of this were then considered in the context of other, related research perspectives as discussed by the authors.

TL;DR: This article explored some of the assumptions of the ontologies that underpin such apparent differences, arguing that approaches which declare themselves to be distinct theoretically are often surprisingly similar methodologically, and argued that dominant ontologies and epistemologies struggle with the conceptualisation and representation of particularity, difference, process, interactions through time, multiple and decentred forms of causation, and dynamic structure.

TL;DR: In this paper, an experimental analytical approach based on an interpretation of one aspect of complexity theory is used to examine data from a set of inte cient classes in higher education.