GOLDING, C. (2018) Discerning student thinking: A practical theoretical framework for recognising or informally assessing different ways of thinking, Teaching in Higher Education.
GOLDING, C. (2018) Thinking together with Phil Cam: Practitioner theories and assessing thinking, Journal of Philosophy in Schools.
GOLDING, C., Wilkinson, T., & Gamble Blakey, A. (2018). Cultivating Critical thinkers. In Delany, C., & Molloy, E. (Eds). Learning and Teaching in Clinical Contexts.
Gamble Blakey, A. & GOLDING, C. (2018) ‘Of course they’re bloody scared!’ Managing Medical Student Fear to Better Cultivate thinking, Medical Science Educator.
GOLDING, C. (2017) Advice for writing a thesis (based on what examiners do), Open Review of educational Research.
GOLDING, C. (2017) For example? A philosophical case study of some problems when abstract educational theory ignores concrete practice, Journal of Philosophy of Education.
GOLDING, C. (2017) Getting better ideas: A framework for understanding epistemic philosophical progress in Philosophy for Children. In The Routledge International Handbook of Philosophy for Children.
GOLDING, C. (2017) Reasonableness instead of rationality. In History, theory and practice of Philosophy for Children: International perspectives.
Loke, S-K. & GOLDING, C. (2016) How to do things with mouse clicks: Applying Austin’s speech-act theory to explain learning in virtual worlds, Educational Philosophy and Theory.
GOLDING, C. & Adam, L. (2016) Evaluate to improve: useful approaches to student evaluations, Assessment and Evaluation in Higher Education.
Moskal, A., Stein, S. & GOLDING, C. (2016) Can you increase teacher engagement with evaluation simply by improving the evaluation system? Assessment and Evaluation in Higher Education.
GOLDING, C., Adam, L., Scott, C. et al. (2015) Fix, build, diagnose and guide? Evaluating the metaphors for Learning Advisors, The Association of Tertiary Learning Advisors Aotearoa/New Zealand.
GOLDING, C. (2015) The Community of Inquiry: Blending philosophical and empirical research, Studies in Philosophy and Education.
Sharmini, S., Spronken-Smith, R, GOLDING, C. & Harland, T. (2015) Assessing the doctoral thesis when it includes published work, Assessment and Evaluation in Higher Education.
GOLDING, C. (2014) A handy account of Philosophy in Schools, Journal of Philosophy in Schools.
Wass, R. & GOLDING, C. (2014) Sharpening a Tool for Teaching: the zone of proximal development, Teaching in Higher Education.
GOLDING, C. (2014) The educational design of textbooks: A text for being interdisciplinary, Higher Education Research and Development.
Delany, C. & GOLDING, C. (2014) Teaching clinical reasoning by making thinking visible: an action research project with allied health educators, BMC Medical Education.
GOLDING, C. (2014) Blinkered Conceptions of Academic Development, The International Journal of Academic Development.
GOLDING, C., Sharmini, S. & Lazarovitch, A. (2014) What examiners do: What thesis students should know, Assessment and Evaluation in Higher Education.
GOLDING, C. (2013) The teacher as guide: A conception of the inquiry teacher, Educational Philosophy and Theory.
GOLDING, C. (2013) We made progress: Collective epistemic progress in dialogue without consensus, Journal of Philosophy of Education.
GOLDING, C. (2013) Must we gather data? A place for the philosophical study of higher education, Higher Education Research and Development.
Delany, C., GOLDING, C., & Bialocerkowski, A. (2013) Teaching for thinking in clinical education: Making explicit the thinking involved in allied health clinical reasoning. Focus on Health Professional Education: A Multidisciplinary Journal.
GOLDING, C. (2012) Epistemic progress: A construct for understanding and evaluating inquiry, Educational Theory.
GOLDING, C., Gurr, D., & Hinton, L. (2012) Leadership for creating a thinking school at Buranda State School 2012, Leading and Managing, 18(1), 91-106.
GOLDING, C., & Baik, C. (2012) Interdisciplinary Assessment. In Clouder, L.,
Brougham, C., Jewell, S. & Steventon, G. (Eds) Improving Student engagement and Development through Assessment: Theory and Practice in Higher Education, London: Routledge, pp.138-151.
GOLDING, C. (2012) An Interdisciplinary Approach. In Bender, H. (Ed) Reshaping Environments: An Interdisciplinary Approach to Sustainability in a Complex World, Cambridge: Cambridge University Press, pp.256-274.
GOLDING, C. (2012) Using student survey evaluation data to improve teaching, Akoranga, 8, 8-10.
GOLDING, C. (2011) A conception of Philosophical Progress, Essays in Philosophy.
GOLDING, C. (2011) The Many Faces of Constructivist Discussion, Educational Philosophy and Theory.
GOLDING, C. (2011) Educating for Critical Thinking: Thought-encouraging questions in a community of inquiry, Higher Education Research and Development.
GOLDING, C. (2011) Educating Philosophically: The Educational Theory of Philosophy for Children, Editorial, Educational Philosophy & Theory.
GOLDING, C. (2011) Thinking at the heart of the curriculum, Teach International, 2(6), 26-27.
GOLDING, C. (2011) A national curriculum: New Zealand compared with Australia, Teach International, 2(6), 26.
GOLDING, C. (2011) Assessment of Thinking, Akoranga, 7, p.14.
GOLDING, C. (2010) Positioning interdisciplinary graduate research (or, how to avoid painful misunderstandings with your supervisors and examiners), Traffic, special issue “The Big Picture”, 12 (Winner of the Traffic prize 2010).
GOLDING, C. (2010) Thinking with Rich Concepts: About thinking, Creative Teaching and Learning, 1(2), pp.10-12. (Republished: GOLDING, C. (2011) Thinking about thinking, Teachers Matter, 12, pp.36-37).
GOLDING, C. (2010) What Philosophical Practices are Conducive for Philosophy Education for Democracy? In D. Macer and S. Saad-Zoy (Eds.) Asian-Arab Philosophical Dialogues on Globalisation, Democracy and Human Rights, Bangkok. UNESCO, pp.93-106.
GOLDING, C. (2009) “That’s a better idea!” Philosophical progress and Philosophy for Children, Childhood and Philosophy (winner of the International Council for Philosophical Inquiry with Children Competition for the best paper in Philosophy for/with children).
GOLDING, C. (2009) Epistemic Positions and Philosophy for Children, Farhang: Quarterly Journal of Humanities and Cultural Studies, 22(69), pp.83-116.
GOLDING, C. (2009) Ross Phillips’ Logic Game, Critical and Creative Thinking: The Australasian Journal of Philosophy in Education, 17(1), pp.15-24.
GOLDING, C. (2009) Making Sense, Educational Philosophy and Theory.
GOLDING, C. (2008) Philosophical Questions: Their Nature and Function. In C. Tan (Ed.), Philosophical Reflections for Educators, Singapore: Cengage Learning, pp.193-204.
GOLDING, C. (2008) Dissemination of Knowledge and Autonomous Student Inquiry: The Case of the Philosophical Community of Inquiry. In 37th Philosophy of Education Society of Australasia (PESA) Conference: The Ownership and Dissemination of Knowledge, December 4-7. Brisbane.
GOLDING, C. (2007) Leadership as Inquiry. In P. Duigan & D. Gurr (Eds.) Leading Australia’s Schools, Winmalee, NSW: Australian Council for Educational Leaders, pp.5-12.
GOLDING, C. (2007) Types of Philosophical Questions, Critical and Creative Thinking: The Australasian Journal of Philosophy in Education, 15(1), pp.36-48.
GOLDING, C. (2007) Pragmatism, Constructivism & Socratic Objectivity: The Pragmatist Epistemic aim of Philosophy for Children. In 36th Annual PESA Conference: Creativity, Enterprise and Policy, Dec. 6-9. Wellington.
GOLDING, C. (2007) Progress by Thinking, Tall Poppies: Magazine of the New Zealand Association for Gifted Children, 32(1), pp.4-8.
GOLDING, C. (2006) The nature of philosophical questions. In 35th Annual PESA Conference.
GOLDING, C. (2006) From a Thinking Curriculum to Thinking Schools, Teacher Learning Network, Lines of Thought – from Thinking Skills to Thinking Schools, 13(2), pp.3-5.
GOLDING, C. (2006) What is Philosophy in Schools? Critical and Creative Thinking, 14(1), pp.1-21. (see a Handy account of Philosophy in Schools (2014) for an updated version)
GOLDING, C. (2006) Creating a Thinking School. In S. Wilks (Ed.), Designing a Thinking Curriculum, Revised edition, Melbourne: ACER, pp.29-41.
GOLDING, C. (2005) A Philosophy for Children Approach to Social Studies. In P. Benson & R. Openshaw (Eds.), Towards Effective Social Studies, Palmerston North: Kanuka Grove, pp.113-129.
GOLDING, C. (2005) Truth or Making Sense – What is More Important in Education? In M. Mason (Ed.), 34th PESA Conference: Critical Thinking and Learning. Nov. 24-27. Hong Kong: Hong Kong Institute of Education. pp.143-151.
GOLDING, C. (2004) Philosophy for Children and multiple intelligences, Critical and Creative Thinking, 12(1), pp.16-31.
GOLDING, C & O’Brien, A.J. (2003) Coercion in Mental Health Care: The Principle of Least Coercive Care, Journal of Psychiatric and Mental Health Nursing, 10(2), pp. 167-173.
GOLDING, C. (2001) Concept Games: A Method of Philosophical Exploration, Critical and Creative Thinking, 9(1) pp.53-57.
GOLDING, C. (2000) Philosophy for Children & Gifted Education, Tall Poppies, 24(3/4), pp.15-18.
GOLDING, C. (2000) Thinking that Makes a Difference: the Community of Inquiry, Museum Education Association of New Zealand Journal, 1(7), pp.8-9.
GOLDING, C. (2000) Should you accept that judgement? Critical thinking for strategists, New Zealand Strategic Management, 4(3), pp.43-49.
GOLDING, C. (1999) Caring Thinking & Philosophy for Children, Miharo, 1(2) pp.10-15.