Secondary Reading
Abeysekera, Lakmal, and Dawson, Phillip. (2015). ‘Motivation and the Cognitive Load in the Flipped Classroom: Definition, Rationale, and a Call for Research’. Higher Education Research and Development 34(1), 1–14.
Abrahamson, Dor, and Sánchez-García, Raul. (2016). ‘Learning is Moving in New Ways: The Ecological Dynamics of Mathematics Education’. Journal of the Learning Sciences 25(2), 203–39.
Aebischer, Pascale, and Prince, Kathryn, eds. (2012). Performing Early Modern Drama Today, Cambridge: Cambridge University Press.
Angelo, Thomas A., and Cross, K. Patricia. (2013). Classroom Assessment Techniques, 2nd ed., New York: Jossey Bass.
Archer, Jayne Elisabeth, Goldring, Elizabeth, and Knight, Sarah, eds. (2007). The Progresses, Pageants, and Entertainments of Queen Elizabeth I, Oxford: Oxford University Press.
Arshad, Yasmin. (2019). Imagining Cleopatra: Performing Gender and Power in Early Modern England, London: Arden Shakespeare.
Arshad, Yasmin, Hackett, Helen, and Whipday, Emma. (2014). ‘Daniel’s Cleopatra and Lady Anne Clifford: From a Jacobean Portrait to Modern Performance’. Early Theatre 17(2), 167–86.
Awan, Omer A. (2021). ‘Peer to Peer Learning: Its Importance and Benefits’. Academic Radiology 28(5), 747–8.
Bamford, Karen, and Leggatt, Alexander, eds. (2002). Approaches to Teaching English Renaissance Drama, New York: Modern Language Association of America.
Banks, Fiona. (2013). Creative Shakespeare: The Globe Education Guide to Practical Shakespeare, London: Arden Shakespeare.
Bargh, John A., and Schul, Yaacov. (1980). ‘On the Cognitive Benefits of Teaching’. Journal of Educational Psychology 72(5), 593–604.
Barnett, Ronald, ed. (2005). Reshaping the University: New Relationships between Research, Scholarship and Teaching, Maidenhead: Open University Press.
Bendall, Sarah A. (2019). ‘“Take Measure of Your Wide and Flaunting Garments”: The Farthingale, Gender and the Consumption of Space in Elizabethan and Jacobean England’. Renaissance Studies 33(5), 712–37.
Bertolet, Anna Riehl and Levin, Carole. (2018). Creating the Premodern in the Postmodern Classroom: Creativity in Early English Literature and History Courses, Arizona Center for Medieval and Renaissance Studies, Chicago: University of Chicago Press.
Bevington, David. (2016). ‘The Classroom’. In Callaghan, Dympna and Gossett, Suzanne, eds., Shakespeare in Our Time: A Shakespeare Association of America Collection, London: Arden Shakespeare, pp. 41–8.
Biet, Christian. (2011). ‘Presence, Performance and Critical Pleasure: Play and Prerequisites in Research and Teaching’. In Conroy, Derval and Clarke, Danielle, eds., Teaching the Early Modern Period, Basingstoke: Palgrave Macmillan, pp. 263–9.
Biggs, John, and Tang, Catherine. (2007). Teaching for Quality Learning at University: What the Student Does, 3rd ed., Maidenhead: Open University Press.
Blackstone, Mary A. (2006). ‘It’s as if I’m Really Doing Research!’. In Tiner, Elza C., ed., Teaching with the Records of Early English Drama, Toronto: University of Toronto Press, pp. 27–47.
Blake, Felice. (2019). ‘Why Black Lives Matter in the Humanities’. In Crenshaw, Kimberlé Williams, Harris, Luke Charles, Daniel HoSang, Martinez, and Lipsitz, George, eds., Seeing Race Again: Countering Colorblindness across the Disciplines, Oakland: University of California Press, pp. 307–26.
Bloom, Gina. (2012). ‘“My Feet See Better Than My Eyes”: Spatial Mastery and the Game of Masculinity in Arden of Faversham’s Amphitheatre’. Theatre Survey 53(1), 5–28.
Bonwell, Charles C., and Eison, James A. (1991). Active Learning: Creating Excitement in the Classroom, Washington, DC: Jossey-Bass.
Brannen, Anne. (2006). ‘Using Historical Documents in the Literature Classroom: Elizabethan and Jacobean Court Cases’. In Tiner, Elza C., ed., Teaching with the Records of Early English Drama, Toronto: University of Toronto Press, pp. 87–96.
Bransford, John D., Brown, Ann L., and Cocking, Rodney R. (2000). How People Learn: Brain, Mind, Experience, and School, Washington, DC: National Academy Press.
Brook, Peter. (1968). The Empty Space, Penguin Modern Classics (2008), London: Penguin.
Brookfield, Stephen D. (1995). Becoming a Critically Reflective Teacher, San Francisco: Jossey-Bass.
Brookhart, Susan M. (2008). How to Give Effective Feedback to Your Students, Alexandria: Association for Supervision and Curriculum Development.
Brown, David Sterling. (2016). ‘(Early) Modern Literature: Crossing the Color-Line’. Radical Teacher (105), 69–77.
Burrows, Ian. (2020). Shakespeare for Snowflakes: On Slapstick and Sympathy, Winchester: Zero Books.
Callaghan, Dympna, and Gossett, Suzanne, eds. (2016). Shakespeare in Our Time: A Shakespeare Association of America Collection, London: Arden Shakespeare.
Callery, Dymphna. (2001). Through the Body: A Practical Guide to Physical Theatre, London: Nick Hern Books.
Carrington, Victoria, and Robinson, Muriel, eds. (2009). Digital Literacies: Social Learning and Classroom Practices, London: Sage.
Carson, Christie, and Kirwan, Peter, eds. (2014). Shakespeare and the Digital World: Redefining Scholarship and Practice, Cambridge: Cambridge University Press.
Cave, Richard. (2003). ‘The Value of Practical Work and of Theatregoing in the Study of Seventeenth-Century Drama (1600–1640)’. Literature Compass 1, 1–12.
Chanock, Kate. (2000). ‘Comments on Essays: Do Students Understand What Tutors Write?’. Teaching in Higher Education 5(1), 95–106.
Cohen, Ralph A. (1999). ‘Original Staging and the Shakespeare Classroom’. In Riggio, Milla Cozart, ed., Teaching Shakespeare through Performance, New York: Modern Language Association of America, pp. 78–101.
Cohen, Ralph A. (2018). ShakesFear and How to Cure It: The Complete Handbook for Teaching Shakespeare, London: Arden Shakespeare.
Conkie, Rob, and Maisano, Scott, eds. (2019). Shakespeare and Creative Criticism, New York: Berghahn.
Conroy, Derval, and Clarke, Danielle, eds. (2011). Teaching the Early Modern Period, Basingstoke: Palgrave Macmillan.
Corbett, Poppy, Compton, Kisby, Anna, , and Pooley, , William, G. (2022). Creative Histories of Witchcraft: France, 1790–1940, Cambridge: Cambridge University Press.
Jensen, Cox, Freyja, and Whipday, Emma. (2017). ‘“Original Practices and Historical Imagination”: Staging a Tragedie Called Merrie’. Shakespeare Bulletin 35(2), 289–307.
Cramp, Andy. (2012). ‘Empowering “Non-traditional” Students in the UK: Feedback and the Hidden Curriculum’. In Basit, Tehmina N. and Tomlinson, Sally, eds., Social Inclusion and Higher Education, Bristol: Bristol University Press, pp. 237–254. www.jstor.org/stable/j.ctt1t891n1.16. Crenshaw, Kimberlé Williams, Harris, Luke Charles, HoSang, Daniel Martinez, and Lipsitz, George, eds. (2019). Seeing Race Again: Countering Colorblindness across the Disciplines, Oakland: University of California Press.
Dadabhoy, Ambereen, and Mehdizadeh, Nedda. (2023). Anti-Racist Shakespeare, Cambridge Elements: Shakespeare and Pedagogy,Cambridge: Cambridge University Press.
Davidson, Peter, and Stevenson, Jane. (2007). ‘Elizabeth I’s Reception at Bisham (1592): Elite Women as Writers and Devisers’. In Archer, Jayne Elisabeth, Goldring, Elizabeth, and Knight, Sarah, eds., The Progresses, Pageants, and Entertainments of Queen Elizabeth I, Oxford: Oxford University Press, pp. 207–26.
Dessen, Alan C. (1999). ‘Shakespeare’s Theatrical Vocabulary and Today’s Classroom’. In Riggio, Milla Cozart, ed., Teaching Shakespeare through Performance, New York: Modern Language Association of America, pp. 63–77.
Donaweth, Jane. (1996). ‘Teaching Shakespeare in the Context of Renaissance Women’s Culture’. Shakespeare Quarterly 47(4), 476–89.
Dustagheer, Sarah, Jones, Oliver, and Rycroft, Eleanor. (2017). ‘(Re)constructed Spaces for Early Modern Drama: Research in Practice’. Shakespeare Bulletin 35(2), 173–85.
Dustagheer, Sarah, and Newman, Harry. (2018). ‘Metatheatre and Early Modern Drama’. Shakespeare Bulletin 36(1), 3–18.
Dustagheer, Sarah, and Woods, Gillian, eds. (2017). Stage Directions and Shakespearean Theatre, London: Arden Shakespeare.
Edwards, Jennifer. (2020). ‘“Amorous Pinches”: Keeping (In)tact in Antony and Cleopatra’. In Smith, Simon, ed., Shakespeare/Sense: Contemporary Readings in Sensory Culture, London: Arden Shakespeare, pp. 157–77.
Eklund, Hillary, and Hyman, Wendy Beth, eds. (2019). Teaching Social Justice through Shakespeare: Why Renaissance Literature Matters Now, Edinburgh: Edinburgh University Press.
Erickson, Peter, and Hunt, Maurice, eds. (2005). Approaches to Teaching Shakespeare’s Othello, New York: Modern Language Association of America.
Findlay, Alison. (2006). Playing Spaces in Early Women’s Drama, Cambridge: Cambridge University Press.
Findlay, Alison. (2014). ‘Reproducing Iphigenia at Aulis’. Early Theatre 17(2), 133–48.
Flaherty, Kate, Gay, Penny, and Semler, Liam E., eds. (2013). Teaching Shakespeare Beyond the Centre, Basingstoke: Palgrave Macmillan.
Forward, Tony. (2005). Shakespeare’s Globe: An Interactive Pop-Up Theatre, illustrated by Wijngaard, Juan, London: Walker Books.
Frank, Arthur W. (2019). ‘“Who’s There?”: A Vulnerable Reading of Hamlet’. Literature and Medicine 37(2), 396–419.
Gibson, Marion. (2022). The Witches of St Osyth, Cambridge: Cambridge University Press.
Gibson, Rex. (1998). Teaching Shakespeare: A Handbook for Teachers, Cambridge School Shakespeare, Cambridge: Cambridge University Press.
Gikandi, Joyce W., and Morrow, Donna. (2016). ‘Designing and Implementing Peer Formative Feedback within Online Learning Environments’. Technology, Pedagogy and Education 25(2), 153–70.
Jonathan., Gil Harris (2007). ‘The Smell of Macbeth’. Shakespeare Quarterly 58(4), 465–86.
Gilligan, Carol. (1991). ‘Teaching Shakespeare’s Sister: Notes from the Underground of Female Adolescence’. Women’s Studies Quarterly 19(1), 31–51.
Gowing, Laura. (1996). Domestic Dangers: Women, Words, and Sex in Early Modern London, Oxford: Clarendon Press.
Gurr, Andrew. (2004). Playgoing in Shakespeare’s London, 3rd ed., Cambridge: Cambridge University Press.
Gurr, Andrew, and Karim-Cooper, Farah, eds. (2014). Moving Shakespeare Indoors: Performance and Repertoire in the Jacobean Playhouse, Cambridge: Cambridge University Press.
Gutierrez, Nancy. (1996). ‘Why William and Judith Both Need Their Own Rooms’. Shakespeare Quarterly 47(4), 424–32.
Hall, Kim F. (1996). ‘Beauty and the Beast of Whiteness: Teaching Race and Gender’. Shakespeare Quarterly 47(4), 461–75.
Hara, Noriko. (2009). Communities of Practice: Fostering Peer-to-Peer Learning and Informal Knowledge Sharing in the Work Place, Bloomington: Springer.
Harwood, William S. (2000). ‘The One-Minute Paper’. Journal of Chemical Education 73(3), 229–30.
Healey, Mick. (2005). ‘Linking Research and Teaching Exploring Disciplinary Spaces and the Role of Inquiry-Based Learning’. In Ronald Barnett, ed., Reshaping the University: New Relationships between Research, Scholarship and Teaching, Maidenhead: Open University Press, pp. 67–78.
Hegland, Anna. (2021). ‘Digital Innovation and Embodied Practice’. Teaching Shakespeare 21, 15–16.
Heron, Jonathan, Monk, Nicholas, and Prescott, Paul. (2012). ‘Letting the Dead Come Out to Dance: An Embodied and Spatial Approach to Teaching Early Modern Drama’. In Aebischer, Pascale and Prince, Kathryn, eds., Performing Early Modern Drama Today, Cambridge: Cambridge University Press, pp. 162–77.
Hibbert, Paul. (2020). ‘Reflective Frameworks for the Delivery of Teaching in Multiple Modes’. MKE Paper Series (BAM Management Knowledge and Education) 1, 1–16.
Hiscock, Andrew, and Hopkins, Lisa, eds. (2007). Teaching Shakespeare and Early Modern Dramatists, Basingstoke: Palgrave Macmillan.
Homan, Sidney, ed. (2019). How and Why We Teach Shakespeare: College Teachers and Directors Share How They Explore the Playwright’s Works with Their Students, London: Routledge.
hooks, bell. (1994). Teaching to Transgress: Education as the Practice of Freedom, New York: Routledge.
Hurley, Ann. (2000). ‘Archival Studies: Retrieving the “Nonexistent” Women Writers of the English Renaissance’. In Woods, Susanne and Hannay, Margaret P., eds., Teaching Tudor and Stuart Women Writers, New York: Modern Language Association of America, pp. 252–7.
Iyengar, Sujata. (2005). Shades of Difference: Mythologies of Skin Colour in Early Modern England, Philadelphia: University of Pennsylvania Press.
Iyengar, Sujata. (2014). Disability, Health, and Happiness in the Shakespearean Body, New York: Routledge.
Jackson, Norman, Oliver, Martin, Shaw, Malcolm, and Wisdom, James, eds. (2006). Developing Creativity in Higher Education: An Imaginative Curriculum, London: Routledge.
Jackson, Philip W. (1968). Life in Classrooms, revised ed. (1990), New York: Teachers College Press.
Jacques, David. (1984). Learning in Groups, 3rd ed. (2000), London: Kogan Page.
Jowett, John. (2007). Shakespeare and Text, revised ed. (2019), Oxford: Oxford University Press.
Kamaralli, Anna. (2013). ‘Teaching with Cue-scripts’. In Flaherty, Kate, Gay, Penny, and Semler, Liam E., eds., Teaching Shakespeare Beyond the Centre, Basingstoke: Palgrave Macmillan, pp. 169–79.
Karim-Cooper, Farah, and Stern, Tiffany, eds. (2015). Shakespeare’s Theatres and the Effects of Performance, London: Arden Shakespeare.
Kember, David, and Ginns, Paul. (2012). Evaluating Teaching and Learning: A Practical Handbook for Colleges, Universities and the Scholarship of Teaching, London: Routledge.
Kember, David, and Kelly, Martin. (1993). Improving Teaching through Action Research, Campbelltown: Higher Education Research and Development Society of Australasia.
Kirwan, Peter. (2014a). ‘“From the Table of My Memory”: Blogging Shakespeare In/Out of the Classroom’. In Carson, Christie and Kirwan, Peter, eds., Shakespeare and the Digital World: Redefining Scholarship and Practice, Cambridge: Cambridge University Press, pp. 100–12.
Kirwan, Peter. (2014b). ‘Introduction to Part II: Defining Current Digital Scholarship and Practice: Shakespeare Pedagogy and the Digital Age’. In Carson, Christie and Kirwan, Peter, eds., Shakespeare and the Digital World: Redefining Scholarship and Practice, Cambridge: Cambridge University Press, pp. 58–62.
Knutson, Roslyn L., McInnis, David, and Steggle, Matthew, eds. (2020). Loss and the Literary Culture of Shakespeare’s Time, Basingstoke: Palgrave Macmillan.
Korda, Natasha. (2011). Labors Lost: Women’s Work and the Early Modern Stage, Philadelphia: University of Pennsylvania Press.
Kumpulainen, Kristiina, and Wray, David. (2002). Classroom Interaction and Social Learning: From Theory to Practice, New York: Routledge.
Lave, Jean, and Wenger, Etiene. (1991). Situated Learning: Legitimate Peripheral Participation, Cambridge: Cambridge University Press.
Leathwood, Carole, and O’Connell, Paul. (2003). ‘“It’s a Struggle”: The Construction of the “New Student” in Higher Education’. Journal of Education Policy 18, 597–615.
Leggatt, Alexander, and Bamford, Karen, eds. (2002). Approaches to Teaching Renaissance Drama, New York: Modern Language Association of America.
Lengel, Traci, and Kuczala, Mike. (2010). The Kinesthetic Classroom: Teaching and Learning through Movement, Thousand Oaks: Sage.
Lewis, Sarah, and Whipday, Emma. (2019). ‘Sounding Offstage Worlds: Experiencing Liminal Space and Time in Macbeth and Othello’. Shakespeare 15(3), 272–82.
Loftis, Sonya Freeman. (2021). Shakespeare and Disability Studies, Oxford: Oxford University Press.
Maguire, Laurie. (2002). ‘Teaching Cary’s The Tragedy of Mariam through Performance’. In Leggatt, Alexander and Bamford, Karen, eds., Approaches to Teaching Renaissance Drama, New York: Modern Language Association of America, pp. 95–8.
Maguire, Laurie, ed. (2008). How to Do Things with Shakespeare: New Approaches, New Essays, Oxford: Blackwell.
May, Steven W. (2021). ‘The Renaissance Women’s Canon, Past, Present, and Future’. Criticism 63(1–2), 131–40.
McDonald, Russ. (2009). ‘Planned Obsolescence or Working at the Words’. In Shand, G. B., ed., Teaching Shakespeare: Passing It On, Oxford: Blackwell, pp. 27–42.
McManus, Clare. (2002). Women on the Renaissance Stage: Anna of Denmark and Female Masquing at the Stuart Court (1590–1619), Manchester: Manchester University Press.
McManus, Clare. (2008). ‘When Is a Woman Not a Woman? Or, Jacobean Fantasies of Female Performance (1606–1611)’. Modern Philology 105(3), 437–74.
Monk, Nicholas, Carol, Chillington Rutter, Neelands, Jonothan, and Heron, Jonathan. (2011). Open-Space Learning: A Study in Transdisciplinary Pedagogy, London: Bloomsbury Academic.
Morss, Kate, and Murray, Rowena. (2005). Teaching at University: A Guide for Postgraduates and Researchers, London: Sage.
Munro, Lucy, and Whipday, Emma. (2020). ‘Making Early Modern “Verbatim Theater,” or, “Keep the Widow Waking”’. In Knutson, Roslyn L., McInnis, David, and Steggle, Matthew, eds., Loss and the Literary Culture of Shakespeare’s Time, Basingstoke: Palgrave Macmillan, pp. 233–349.
Ostovich, Helen. (2007). ‘Early Modern Theatre History’. In Hiscock, Andrew and Hopkins, Lisa, eds., Teaching Shakespeare and Early Modern Dramatists, Basingstoke: Palgrave Macmillan, pp. 14–45.
Palfrey, Simon. (2011). Doing Shakespeare, London: Arden Shakespeare.
Panjwani, Varsha. (2022). Podcasts and Feminist Shakespeare Pedagogy, Cambridge Elements: Shakespeare and Pedagogy, Cambridge: Cambridge University Press.
Elizabeth., Perritt Lee (1997). ‘The Learning Response Log: An Assessment Tool’. The English Journal 86(1), 41–4.
Purcell, Stephen. (2017). ‘Practice-as-Research and Original Practices’. Shakespeare Bulletin 35(3), 425–43.
Purkiss, Diane. (1996). The Witch in History, London: Routledge.
Raber, Karen. (2007). ‘Early Modern Women Dramatists’. In Hiscock, Andrew and Hopkins, Lisa, eds., Teaching Shakespeare and Early Modern Dramatists, Basingstoke: Palgrave Macmillan, pp. 218–34.
Rackin, Phyllis. (2016). ‘Why Feminism Still Matters’. In Callaghan, Dympna and Gossett, Suzanne, eds., Shakespeare in Our Time: A Shakespeare Association of America Collection, London: Arden Shakespeare, pp. 7–13.
Ramsden, Paul. (1992). Learning to Teach in Higher Education, London: Routledge.
Richards, Jennifer. (2019). Voices and Books in the English Renaissance: A New History of Reading, Oxford: Oxford University Press.
Riggio, Milla Cozart, ed. (1999). Teaching Shakespeare through Performance, New York: Modern Language Association of America.
Rocklin, Edward L. (2005). Performance Approaches to Teaching Shakespeare, Urbana: National Council of Teachers of English.
Rowley, Jennifer. (2003). ‘Designing Student Feedback Questionnaires’. Quality Assurance in Education 11(3), 142–9.
Shand, G. B., ed. (2009). Teaching Shakespeare: Passing It On, Oxford: Blackwell.
Smith, Bruce. (1999). The Acoustic World of Early Modern England, Chicago: Chicago University Press.
Smith, Emma. (2008). ‘“Freezing the Snowman”: (How) Can We Do Performance Criticism?’. In Maguire, Laurie, ed. How to Do Things with Shakespeare: New Approaches, New Essays, Oxford: Blackwell, pp. 280–97.
Smith, Simon. (2017). Musical Response in the Early Modern Playhouse, 1603–1625, Cambridge: Cambridge University Press.
Smith, Simon, ed. (2020). Shakespeare/Sense: Contemporary Readings in Sensory Culture, London: Arden Shakespeare.
Smith, Simon, and Whipday, Emma, eds. (2022). Playing and Playgoing in Early Modern England: Actor, Audience and Performance, Cambridge: Cambridge University Press.
Sousa, David A. (2011). How the Brain Learns, 4th ed., Thousand Oaks: Corwin Press.
Stern, Tiffany. (2004). Making Shakespeare: From Stage to Page, London: Routledge.
Stern, Tiffany. (2015). ‘“This Wide and Universal Theatre”: The Theatre as Prop in Shakespeare’s Metadrama’. In Karim-Cooper, Farah and Stern, Tiffany, eds. Shakespeare’s Theatres and the Effects of Performance, London: Arden Shakespeare, pp. 11–32.
Stern, Tiffany, ed. (2020). Rethinking Theatrical Documents in Shakespeare’s England, London: Arden Shakespeare.
Strayer, Jeremy F. (2012). ‘How Learning in an Inverted Classroom Influences Cooperation, Innovation and Task Orientation’. Learning Environments Research 15(2), 171–93.
Straznicky, Marta. (2004). Privacy, Playreading, and Women’s Closet Drama, 1550–1700, Cambridge: Cambridge University Press.
Sullivan, Erin. (2014). ‘Internal and External Shakespeare: Constructing the Twenty-First-Century Classroom’. In Carson, Christie and Kirwan, Peter, eds., Shakespeare and the Digital World: Redefining Scholarship and Practice, Cambridge: Cambridge University Press, pp. 63–74.
Swale, Jessica. (2015). Drama Games for Classrooms and Workshops, London: Nick Hern Books.
Thew, Neil. (2006). ‘Teaching Shakespeare: A Survey of the Undergraduate Level in Higher Education’. HEA English Subject Centre Report Series 13, 1–33.
Thomas, Miranda Fay. (2019). ‘“And So Everyone According to His Cue”: Practice-led Teaching and Cue-scripts in the Classroom’. In Homan, Sidney, ed. How and Why We Teach Shakespeare: College Teachers and Directors Share How They Explore the Playwright’s Works with Their Students, London: Routledge, pp. 128–37.
Thompson, Ayanna, and Turchi, Laura. (2016). Teaching Shakespeare with Purpose: A Student-Centered Approach, London: Bloomsbury.
Tiner, Elza C., ed. (2006). Teaching with the Records of Early English Drama, Toronto: University of Toronto Press.
Susan, Wagner Cook, Mitchell, Zachary, and Goldin-Meadow, Susan. (2008). ‘Gesturing Makes Learning Last’. Cognition 106(2), 1047–58.
Wall, Wendy. (2016). ‘Letters, Characters, Roots’. In Callaghan, Dympna and Gossett, Suzanne, eds., Shakespeare in Our Time: A Shakespeare Association of America Collection, London: Arden Shakespeare, pp. 18–22.
Weimann, Robert. (2000). Author’s Pen and Actor’s Voice: Playing and Writing in Shakespeare’s Theatre, edited by Higbee, Helen and West, William, Cambridge: Cambridge University Press.
Wenger, Etienne. (1991). Communities of Practice: Learning, Meaning and Identity, Cambridge: Cambridge University Press.
Whipday, Emma. (2019a). Shakespeare’s Domestic Tragedies: Violence in the Early Modern Home, Cambridge: Cambridge University Press.
Whitfield, Petronella. (2020). Teaching Strategies for Neurodiversity and Dyslexia in Actor Training: Sensing Shakespeare, London: Routledge.
Winston, Joe. (2015). Transforming the Teaching of Shakespeare with the Royal Shakespeare Company, London: Arden Shakespeare.
Woods, Gillian. (2017). ‘Understanding Dumb Shows and Interpreting The White Devil’. In Dustagheer, Sarah and Woods, Gillian, eds. Stage Directions and Shakespearean Theatre, London: Arden Shakespeare, pp. 287–310.
Woods, Susanne, and Hannay, , Margaret, P., eds. (2000). Teaching Tudor and Stuart Women Writers, New York: Modern Language Association of America.
