Teaching and Learning in their Disciplinary Contexts: A conceptual analysis

By R. Neumann, S. Parry, Tony Becher. 2002

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Citations in the corpus

Different values, different skills? A comparison of essay writing by students from arts and science backgrounds (2005, background): “There is further evidence of disciplinary variation in aspects such as students’ approaches to studying (Entwistle & Tait, 1995), beliefs about the nature of knowledge and learning (Newton & Newton, 1998a, b; Paulsen & Wells, 1998), skills required of students (Neumann et al., 2002), teaching prefer”
Generic Attributes in Accounting: The Significance of the Disciplinary Context (2010, background): “…change in the authority of disciplinary epistemology, the present paper considers that disciplines remain a powerful influence on academic staff identity (Henkel, 2000) and on teaching practice (Neumann et al., 2002), and hence an important starting point for any investigation of generic skills.”
Disciplinary and gender differences among higher education students in self‐regulated learning strategies (2010, background): “According to Neumann et al. (2002), pure soft teaching methods include both face-to-face class meetings and tutorial teaching consisting of discussions and debates. What are emphasised in student learning are creativity in thinking and fluency of expression. Here continuous assessment is preferred a”
Where learning starts? A framework for thinking about lectures in university mathematics (2010, background): “It may also be worth noting that, in standardized questionnaires, students in ‘hard’ disciplines generally rate their experience less positively than those in ‘soft’ disciplines [6].”
The Effects of Discipline on Deep Approaches to Student Learning and College Outcomes (2008, background): “…faculty use of practices that encourage deep-like approaches to learning (e.g., analysis, synthesis, and active learning) (Braxton and Hargens 1996; Braxton and Nordvall 1985; Braxton et al. 1998; Gaff and Wilson 1971; Lattuca and Stark 1994; Neumann et al. 2002; Smart and Ethington 1995).”
‘Surely they can't do as well’: a comparison of business students’ academic performance in English-medium and Spanish-as-first-language-medium programmes (2014, background): “following Neumann (2001) and Neumann et al.”
Researching and developing interdisciplinary teaching: towards a conceptual framework for classroom communication (2007, methodology): “A taxonomy outlined in Becher (1989) and subsequently in Becher and Trowler (2001), is often employed by researchers whose work involves disciplinary comparisons (e.g., Entwistle, 2005; Frost & Jean, 2003; Lattuca & Stark, 1994; Neumann, Parry & Becher, 2002 ).”
How approaches to teaching are affected by discipline and teaching context (2006, background): “This quantitatively derived result is consistent with the qualitative studies of Neumann et al. (2002), who describe teaching in ‘hard’ disciplines as involving mainly mass lectures and problem-based seminars, or as focused on simulations and case studies in relation to professional settings, while…”
Enhancing the early student experience (2006, unknown): “There was a variety of discipline type within each group, thus reducing to some extent the influence on results of factors which may be regarded as distinctive features of different knowledge domains and their social milieux (Neumann et al., 2002).”
Disciplinary Variation in the Use of Theme in Undergraduate Essays (2005, background): “…to vary in line with the disciplinary differentiation already identified in many aspects of undergraduate teaching and learning (see, for example, Neumann et al. 2002), and it seems reasonable to anticipate that over time, as students engage with the practices of a particular discipline, their…”
The professional learning of teachers in higher education (2006, background): “Neumann and colleagues ( 2004 ) illustrate the degree to which teaching, learning and assessment in a ‘hard’ applied subject tends to be sharply different from practice in a ‘soft’ pure one.”