Publications

Here you will find my major publications, which I have grouped by theme and then by date, rather than by type of publication.

Pedagogical research and reflective practice

Norton, L. (2015) Developing criticality in learning and teaching through pedagogical action research. Chapter 14 in John, P & Fanghanel, J. (eds) (2015) Dimensions of marketization in Higher Education. London: Routledge.

Norton, L. (2014) The case for pedagogical action research in psychology learning and teaching, Psychology Teaching Review, 20, 2, 3-11.

Cormack, S., Bourne, V., Deuker, C., Norton, L., O’Siochru, C. & Watling, D. (2014) The future of pedagogical action research in psychology, Psychology Teaching Review, 20,2, 93-107.

Norton, L. (2014) Pedagogical Action Research: research and teaching intertwined. Chapter 4, pp23-27. In McEwen, L Mason O’Connor, K. (eds)  Developing pedagogic research in  higher education SEDA special 37 ISBN: 978-1-902435-59-6 London: SEDA

Norton, L. (2014) Legitimising pedagogical research in universities: raising the quality. Invited Guest Editorial. Journal of Academic Development and Education (JADE)1,1,5-14 In-house journal of Keele University http://www.keele.ac.uk/docs/3d/jade-january-2014/

Norton, L. & Owens, T. (2013) Pedagogical Action Research: Enhancing Learning and Teaching through a Community of Practice. In Diane J. Salter (Ed) Cases on Quality Teaching Practices in Higher Education. Hershey PA: IGI Global. Chapter 18, pp.291-303.

Norton, L.S, Norton, B. & Shannon, L. (2012) The impact of UK university teaching programs on lecturers’ assessment practice: a case for pedagogical action research. In Eszter Simon and Gabriela Pleschová (Eds)Teacher development in higher education. Existing programs, program impact, and future trends, Abingdon: Routledge. Chapter 11, pp 191-210.

Norton, L.S (2010) Book review of Optimizing Teaching and Learning Practising Pedagogical Research by Regan A.R. Gurung and Beth M. Schwartz, 2009 Chichester, Wiley-Blackwell £64.03 (hbk), 256p. ISBN 978-1-4051-6179-4. Teaching in Higher Education, 15, 3, 341-345

Norton, L.S. (2009) Action Research in Teaching and Learning. A Practical Guide to Conducting Pedagogical Research in Universities. Abingdon: Routledge.

Norton, L (2008) Pedagogical research in higher education. Ethical issues facing the practitioner-researcher, chapter 12, 162-171, in A. Campbell & S. Groundwater- Smith (2008) An ethical approach to practitioner research. Dealing with issues and dilemmas in action research. Abingdon: Routledge.

Norton, L. & Campbell, A. (2007) The development of reflective practice in higher education: a theoretical perspective, 140-148, in A. Campbell. & L. Norton, (Eds.) (2007) Learning, teaching and assessing in higher education: developing reflective practice. Exeter: Learning Matters Ltd.

Botha, J., Karseth, B., Norton, L., Oehler, D., Sayers, P., Sullivan, P. & Tizard, J. (2006) The use of evidence in decision-making in higher education Chapter 4, 63-75. In Elvidge, L (Ed.) (2006) Exploring good leadership and management in higher education: issues of engagement. Cambridge: Jill Rogers Associates Ltd.

Breslow, L., Drew, L., Healey, M, Matthew, B & Norton, L (2004) Intellectual Curiosity: A Catalyst for the Scholarships of Teaching and Learning and Educational Development. Chapter in Elvidge, E. M. (Ed.) (2004) Exploring academic development in higher education: Issues of engagement. Cambridge: Jill Rogers Associates.

Norton, L.S. (2002) Editorial Psychology Teaching Review, Special issue on action research in psychology 10, 1, 1-4.

Hartley, J. & Norton, L.S. (2002) Some preliminaries to action research with mature students. Psychology Teaching Review, 10, 1, 52-60.

Norton, L S (2001) Researching Your Teaching: The Case for Action Research Psychology Learning and Teaching, 1,1, 21-27.

Lecturers’ pedagogical beliefs and practices

Norton, L. (2011) Teachers’ thinking about learning and teaching: Current directions and empirical results. Making a case for critical professionalism. A discussant paper given at the symposium on teachers’ thinking about learning and teaching: EARLI, Exeter 30 August-3 September 2011.

Norton, L., Richardson, J.T.E., Hartley, J., Newstead, S. & Mayes, J. (2005) Teachers’ beliefs and intentions concerning teaching in higher education. Higher Education, 50,4, 537-571.

Norton, L. (2003) Academic development: compliant behaviours or conceptual change? Trigger paper for Cambridge Conference on Engaging with Academic Development, University of Cambridge,14-19 September.

Mazuro, C., Norton, L., Hartley, J., Newstead, S.. & Richardson, J.T.E. (2000)
Practising what you preach? Lecturers’ and students’ perceptions of teaching practices. Psychology Teaching Review, 9, 2, 91-102.

Tilley, A. & Norton, L.S. (1998) Psychology lecturers’ conceptions of the ideal student using the Ideal Self Inventory (ISI). Psychology Teaching Review, 7,1, 14-23.

Norton, L., Horn, R. & Thomas, S. (1997) Innovatory courses: matching lecturers’ objectives with students’ perceptions and academic performance. In C. Rust & G. Gibbs (Eds.), Improving student learning. Improving student learning through course design. Oxford: The Oxford Centre for Staff and Learning Development. Part X, chapter 30, 331-343.

Assessment, marking and feedback (lecturers’ perspective)

Norton, L (2014) book review of Feedback in Higher and Professional Education: understanding it and doing it well (David Boud & Elizabeth Molloy, Eds.) Abingdon: Routledge. Norton, L (2014) Psychology Learning and Teaching, 13 (1)  61-62

Norton, L., Norton, B. & Shannon, L (2013) Revitalising assessment design; what is holding new lecturers back?  Higher Education,  66:233–251 DOI 10.1007/s10734-012-9601-9 . Available as read only:  http://rdcu.be/mJxg

Norton, L. (2012) Assessment and feedback: is there anything more to be said? Perspectives on Pedagogy and Practice, Journal of the University of Ulster, Centre for Higher Education Practice, 3: 1-32. Paper available from the author.

Norton, L., Norton, B. & Sadler, I. (2012) Assessment, marking and feedback: understanding the lecturers’ perspective. Practitioner Research In Higher Education (PRHE), 6(2): 3-24, University of Cumbria, Available at http://194.81.189.19/ojs/index.php/prhe/issue/view/32/showToc

Norton, L.S. (2012) Learning criteria, learning outcomes and assessment criteria. In Seel, Norbert M. (Ed.) Encyclopedia of the Sciences of Learning, http://www.springer.com/psychology/book/978-1-4419-5503-6

Norton, L., Norton, B. & Shannon, L. (2011) The Assessment Design Inventory: A tool for research & staff development. In C. Rust (Ed.), Improving Student Learning: Improving Student Learning Global Theories and Local Practices: Institutional, Disciplinary and Cultural Variations.ISL 18. Proceedings of the 2010 ISSOTL/ISL conference. Oxford: Oxford Centre for Staff and Learning Development. Chapter 4 section 20, 199-214.

Norton, L., Aiyegbayo, O. , Harrington, K. , Elander, J. and Reddy, P. (2010) ‘New lecturers’ beliefs about learning, teaching and assessment in higher education: the role of the PGCLTHE programme’, Innovations in Education and Teaching International, 47: 4, 345-356.

Norton, L. (2009) Assessing student learning, in, H. Fry.,   S.Ketteridge. & S. Marshall (Eds.), A Handbook for Teaching and Learning in Higher Education. Enhancing Academic Practice. Chapter 10, 132-149. 3rd ed. Abingdon: Routledge.

Norton, L. (2007) Using assessment to promote quality learning in higher education, 92-101. In A. Campbell. & L. Norton, (Eds.) (2007) Learning, teaching and assessing in higher education: developing reflective practice. Exeter: Learning Matters Ltd.

Assessment, essays and meta-learning (helping students)

Pitt,E & Norton, L (2016) ‘Now that’s the feedback I want!’ Students’ reactions to feedback on graded work and what they do with it. Assessment & Evaluation in Higher Education. DOI: http://www.tandfonline.com/doi/full/10.1080/02602938.2016.1142500

Elander, J. & Norton, L. (2013) Crossing the boundaries of academic writing. In T. Bilham (ed) For the love of learning. Innovations from outstanding university teachers . Basingstoke: Palgrave Macmillan. Part 1. pp49-54.

Norton, L & Norton, B. (2013) From student to lecturer: 20 years of research on assessment as a timeline. In C.Rust (ed) Improving Student Learning: Improving student learning through research and scholarship:20 years of ISL. ISL 20. Proceedings of the 2012 International Symposium. Oxford: Oxford Centre for Staff and Learning Development. Chapter 2. Section 5.pp 83-95.

O’Siochru, C. & Norton, L. (2013) Epistemic match: A pedagogical concept for understanding how students fit in to the chosen subject. Innovations in Education and Teaching International, 51,2, 195-206. Online at DOI: 10.1080/14703297.2013.774138

Itua, I., Coffey, M., Merryweather, D. & Norton, L. (2012) Exploring barriers and solutions to academic writing: perspectives from students, Higher Education and Further Education tutors. Journal of Further & Higher Education, 38,3, 305-326.  

Elander, J., Westrup, R., Caldwell, T., Foxcroft, A.,  Norton, L.,  Crooks, S. &  Wardley, K (2011) Development and evaluation of student transition writing mentoring.  In C.Rust (Ed.), Improving Student Learning: Improving Student Learning Global Theories and Local Practices: Institutional, Disciplinary and Cultural Variations. ISL 18. Proceedings of the 2010 ISSOTL/ISL conference. Oxford: Oxford Centre for Staff and Learning Development. Chapter 2, section 9.

Elander, J., Foster, Ed., Norton, L. & Foxcroft, A. (2010). What changes in the transition to learning at university? In C. Rust (Ed.), Improving Student Learning for the 21st Century Learner: Proceedings of the 2009 17th International Symposium, 141-156, Oxford: Oxford Centre for Staff and Learning Development.

Norton, L., Keenan, P., Williams, K., Elander, J and McDonough, G. (2009) Helping students make the transition from A level to degree level writing: a staged action research approach. Paper presented at the British Educational Research Association Annual Conference, University of Manchester, 2-5 September 2009. Now published in EDUCATION-LINE.

Harrington, K., Elander, J., Norton, L., Reddy, P. & Pitt, E. (2006) A qualitative analysis of staff-student differences in understandings of assessment criteria. In C. Rust (Ed.), Improving Student Learning . Improving student learning through assessment. 13.Oxford, Oxford Centre for Staff and Learning Development. Part III, 18, 235-247.

Meyer, J.H.F., Shanahan, M., Norton, L., Walters, D., Ward, S & Hewertson, H. (2006) Developing students’ metalearning capacity: a grounded assessment framework. In C. Rust (Ed.), Improving Student Learning . Improving student learning through assessment. 13.Oxford, Oxford Centre for Staff and Learning Development. Part III, 19, 248-266.

Harrington, K., Elander,J., Lusher,J., Norton, L., Aiyegbayo, O., Pitt, E., Robinson, H. and Reddy, P. (2006) Using core assessment criteria to improve essay writing. Ch 9, 110-119 In C. Bryan & Clegg, K. (Eds.) (2006) Innovative Assessment in Higher Education. London: Routledge ISBN 0415356423.

Norton, L., Harrington, K., Elander, J., Sinfield, S., Lusher, J., Reddy, P., Aiyegbayo, O & Pitt, E. (2005) Supporting students to improve their essay writing through assessment criteria focused workshops . In C. Rust (Ed.), Improving Student Learning 12. Oxford, Oxford Centre for Staff and Learning Development.

Elander, J., Harrington, K., Norton, L., Robinson, H. & Reddy, P. (2006) Complex skills and academic writing: a review of evidence about the types of learning required to meet core assessment criteria. Assessment & Evaluation in Higher Education Vol. 31, No. 1, February 2006, 71–90.

Meyer, J. & Norton, L. (2004) Editorial. Metalearning in higher education. Innovations in Education and Teaching International, 41, 4, 387-390.

Elander, J., Harrington, K., Norton, L., Robinson, H., Reddy, P. & Stevens, D. (2004). Core assessment criteria for student writing and their implications for supporting student learning. In C. Rust (Ed.), Improving Student Learning 11. Theory, Research and Scholarship, 200-212. Oxford, Oxford Centre for Staff and Learning Development.

Norton, L., Owens, T. & Clark, L. (2004) Encouraging metalearning in first year undergraduates through reflective discussion and writing. Innovations in Education and Teaching International, 41, 4, 423-441.

Norton, L.S. (2004) Using assessment criteria as learning criteria. A case study using Psychology Applied Learning Scenarios (PALS). Assessment & Evaluation in Higher Education. Vol 29(6) 687-702.

Norton, B., Norton, L.S., Griffiths, T., Owen, T., Perrin, S., & Walters, D. (2003)
Increasing students’ library confidence. Academic Exchange Quarterly 7, (3), 157-161.

Garner, W., Norton, L.S., Beaumont, A. Caldecott,. S & Asquith, S (2002) The distance learning task as a pedagogical context for learning technologies in C.Rust (Ed.) (2002) Improving student learning. Improving student learning through the technologies. Oxford: The Oxford Centre for Staff and Learning Development.

Norton, L., Clifford, R., Hopkins, L., Toner, I.,. & Norton. J.C.W. (2002) Helping psychology students write better essays. Psychology Learning and Teaching, 2, 2, 116-126.

Norton, L., Kahn, P., Van Arendsen, J & Walters, D. (2001) Reflective thinking about the study of psychology, mathematics and music at degree level: Does it change over the first year? In C. Rust (Ed.) (2001) Improving student learning. Improving student learning strategically. Oxford: The Oxford Centre for Staff and Learning Development. Part 2, Ch 11, 120-131.

Norton, L.S., Tilley, A.J., Newstead, S.E. & Franklyn-Stokes, A.. (2001) The pressures of assessment in undergraduate courses and their effect on student behaviours. Assessment & Evaluation in Higher Education, 26,3, 269-284.

Norton, L.S. & Norton, B. (2000) Information skills: Do we help our students enough?
In C. Rust (Ed.), Improving Student learning. Improving Student Learning through the disciplines. Oxford: The Oxford Centre for Staff and Learning Development. Part III, Chapter 27, 283-293.

Norton, L.S., Dickins, T.E. and McLaughlin Cook, A.N. (1996a) ‘Rules of the Game in essay writing.’ Psychology Teaching Review, 5, 1, 1 -14.

Norton, L.S., Dickins, T.E. and McLaughlin Cook, N. (1996b) Coursework assessment: What are tutors really looking for? In G. Gibbs. (Ed.) (1996) Improving Student Learning. Using research to improve student learning. Oxford: The Oxford Centre for Staff development.

Norton, L., Brunas-Wagstaff, J. & Lockley, S. (1999) Learning outcomes in the traditional coursework essay: Do students and tutors agree? In C. Rust (Ed.), Improving Student Learning. Improving Student Learning Outcomes. Oxford: The Oxford Centre for Staff and Learning Development Part IV. Ch 21. 240-248.

Brunas-Wagstaff, J. & Norton, L. (1998) Perceptions of justice in assessment: a neglected factor in improving students as learners. In C. Rust (Ed.), Improving Student Learning. Improving Students as Learners. Oxford: The Oxford Centre for Staff and Learning Development.

Norton, L.S. & Dickins, T.E. (1995) Do Approaches to Learning courses improve students’ learning strategies? In G. Gibbs (Ed.), Improving Student Learning. Through Assessment and Evaluation. Oxford: Oxford Centre for Staff Development.

Norton, L.S. and Crowley, C.M. (1995) Can students be helped to learn how to learn? An evaluation of an Approaches to Learning programme for first year degree students, Higher Education, 29, 307-328.

Norton, L.S. (1990) Essay writing: What really counts? Higher Education, 20, 4, 411-442.

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