Barsalou, L. W. (2009). Simulation, situated conceptualisation, and prediction. Philosophical Transcactions of the Royal Society B, 364, 1281–1289.
Billett, S. (1994). Situated learning—a workplace experience. Australian Journal of Adult and Community Education, 34(2), 112–130.
Billett, S. (2001). Knowing in practice: Re-conceptualising vocational expertise. Learning and Instruction, 11(6), 431–452.
Billett, S. (2006). Constituting the workplace curriculum. Journal of Curriculum Studies, 38(1), 31–48.
Billett, S. (2009). Developing agentic professionals through practice-based pedagogies. Sydney: Australian Learning and Teaching Council.
Billett, S. (2011a). Curriculum and pedagogic bases for effectively integrating practice-based experiences. Sydney: Australian Learning and Teaching Council.
Billett, S. (2011b). Vocational education: Purposes, traditions and prospects. Dordrecht: Springer.
Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: the classification of educational goals. New York: Longmans.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32–34.
Clarke, M. L. (1971). Higher education in the ancient world. London: Routledge & Kegan Paul.
Corradi, G., Gherardi, S., & Verzelloni, L. (2010). Through the practice lens: Where is the bandwagon of practice-based studies heading? Management Learning, 41(3), 265–283.
Department of Education Science and Training. (2002). Employability skills for the future. Canberra: Department of Education Science and Training, Commonwealth of Australia.
Department of Innovation Universities and Skills. (2008). Higher Education at Work: High Skills: High Value.
Epstein, S. R. (1998). Craft guilds, apprenticeship, and technological change in preindustrial Europe. The Journal of Economic History, 58(3), 684–713.
Gonon, P. (2009). The quest for modern vocational education: Georg Kerschensteiner between Dewey, Weber and Simmel (Vol. 9). New York: Peter Lang.
Greinhart, W.-D. (2002). European and vocational training systems: the theoretical context of historical development. Paper presented at the Towards a history of vocational education and training (VET) in Europe in a comparative perspective, Florence.
Grubb, W. N., & Badway, N. (1998). Linking school-based and work-based learning: the implications of laguardia’s co-op seminars for school-to-work programs. Berkeley: National Center for Research in Vocational Education.
Lave, J. (1988). Cognition in practice: Mind, mathematics and culture in everyday life. Cambridge: Cambridge University Press.
Lodge, R. C. (1947). Plato’s theory of education. London: Kegan Paul, Trench, Trubner.
Martin, L. M. W., & Scribner, S. (1991). Laboratory for cognitive studies of work: A case study of the intellectual implications of a new technology. Teachers College Record, 92(4), 582–602.
Organisation for Economic Co-operation and Development. (2010). Learning for jobs. Paris: OECD.
Raizen, S. A. (1991). Learning and work: The research base. Vocational education and training for youth: Towards coherent policy and practice. Paris: OECD.
Scribner, S. (1985). Knowledge at work. Anthropology and Education Quarterly, 16, 199–206.
Tyler, R. W. (1949). Basic principles of curriculum and instruction. Chicago: University of Chicago Press.
Universities Australia. (2008). A national internship scheme: Enhancing the skills and work-readiness of Australian university graduates. Canberra: Universities Australia.
Zuboff, S. (1988). In the age of the smart machine: The future of work and power. New York: Basic Books.