Items where Subject is "300 SOCIAL SCIENCES > 370 EDUCATION > 378 Higher education"

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Number of items at this level: 266.

A

Abt, Grant and Barry, Timothy (2007) The quantitative effect of students using podcasts in a first year undergraduate exercise physiology module. Bioscience Education, 10 (1).

Anderson, Jill and Burgess, Hilary (2011) Developing emotional intelligence, resilience and skills for maintaining personal wellbeing in students of health and social care. mhhe (mental health in higher education) SWAP (Social Policy and Social Work).
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Anderson, Jill and Penson, William (2011) Burning issues in learning and teaching about mental health. Higher Education Academy, London, UK.
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Andrews, Martin, Brown, Rachael and Mesher, Lynne (2018) Engaging students with assessment and feedback: improving assessment for learning with students as partners. Practitioner Research in Higher Education, 11 (1). pp. 32-46.
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Ashworth, Mary, Bloxham, Susan and Pearce, Leonie (2010) Examining the tension between academic standards and inclusion for disabled students: the impact on marking of individual academics’ frameworks for assessment. Studies in Higher Education, 35 (2). pp. 209-223.
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Austen, Liz (2016) Balancing academic gatekeeping and interpersonal positioning: a qualitative analysis of written feedback to undergraduate students. Practitioner Research in Higher Education, 10 (2). pp. 67-81.
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Austen, Liz and Malone, Cathy (2018) What students’ want in written feedback: praise, clarity and precise individual commentary. Practitioner Research in Higher Education, 11 (1). pp. 47-58.
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Badariah, Tunku, Zubairi, Ainol Madziah, Ibrahim, Mohd Burhan, Othman, Joharry, Rahman, Nik Suryani Abd, Rahman, Zainurin Abd, Nordin, Mohamad Sahari, Nor, Zainab Mohd and Ahmad, Tunku (2014) Assessment for learning practices and competency among Malaysian university lecturers: a national study. Practitioner Research in Higher Education, 8 (1). pp. 14-31.
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Bates, Elizabeth A. and Kaye, Linda K. (2014) Exploring the impact of the increased tuition fees on academic staff's experiences in post-92 universities: a small-scale qualitative study. Education Sciences, 4 (4). pp. 229-246.
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Bates, Elizabeth A. and Kaye, Linda K. (2016) The impact of higher fees on psychology students’ reasons for attending university. Journal of Further and Higher Education, 41 (3). pp. 379-392.
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Bates, Elizabeth A., Kaye, Linda K. and McCann, Joseph J. (2017) A snapshot of the student experience: exploring student satisfaction through the use of photographic elicitation. Journal of Further and Higher Education .
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Bates, Elizabeth A., McCann, Joe J., Haynes, Ruth and Harland, Laura (2017) An exploration of student satisfaction using photographic elicitation: differences between undergraduate and postgraduate students. In: Higher Education Academy (HEA) Annual Conference: Generation TEF: Teaching in the Spotlight, 4-6 July 2017, Manchester, UK. (Unpublished)
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Beattie, Darrin, Gill, Sue, Wallace, Kelley and Wood, Jim (2009) Are we all agreed it’s a 2.i? Making assessment criteria explicit. Practitioner Research in Higher Education, 3 (1). pp. 36-42.
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Beaty, Liz (2009) Action Learning:Heads Conference workshop. In: Heads Conference, July 2009, Kendal.
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Bloxham, Sefton, Cerevkova, Andrea and Waddelove, Christine (2007) Embedding personal development planning within a WebCT supported module: a collaborative venture. Practitioner Research in Higher Education, 1 (1). pp. 3-9.
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Bloxham, Susan (2014) Assessing assessment: new developments in assessment design, feedback practices and marking in higher education. In: Fry, Heather, Ketteridge, Steve and Marshall, Stephanie, (eds.) A handbook for teaching and learning in higher education: enhancing academic practice, 4th edition. Taylor & Francis (Routledge), Abingdon and New York, pp. 107-122.
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Bloxham, Susan (2008) Assessment in teacher education: stakeholder conflict and its resolution. Practitioner Research in Higher Education, 2 (1). pp. 13-21.
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Bloxham, Susan (2010) Assessment, Student learning and feedback. In: Assessment, Student Learning and Feedback, 18th March 2010, Liverpool University Centre for Lifelong Learning.

Bloxham, Susan (2004) Assessment: helping diverse students understand the tacit demands of studying in higher education. In: Improving Student Learning: Diversity and Inclusivity,12th Improving Student Learning symposium, September 2004, Birmingham.

Bloxham, Susan (2010) Assessment: research and innovation for inclusive practice. In: Assessment: research and innovation for inclusive practice conference, 8th July 2010, University of Central Lancashire.

Bloxham, Susan (2009) Balancing Assessment for, and of, Learning. In: Challenging Assessment, Wednesday 9th September 2009, Manchester Metropolitan University.

Bloxham, Susan (1997) Integrated learning skills training: an evaluation. In: Rust, Chris and Gibbs, Graham, (eds.) Improving Student Learning: Improving Student Learning Through Course Design. Oxford Centre for Learning and Staff Development, Oxford.

Bloxham, Susan (2009) Marking and moderation in the UK: false assumptions and wasted resources. Assessment & Evaluation in Higher Education, 34 (2). pp. 209-220.

Bloxham, Susan (2006) "Say it to me ......the way I can understand": Students' perceptions of assignment information and feedback. In: The Third Biennial Northumbria/EARLI SIG Assessment Conference: 2006 - Assessment for Excellence, August 30 - September 1, 2006, Redworth Hall, County Durham.

Bloxham, Susan (2012) ‘You can see the quality in front of your eyes’: grounding academic standards between rationality and interpretation. Quality in Higher Education, 18 (2). pp. 185-204.
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Bloxham, Susan (2007) The busy teacher educator’s guide to assessment. (Unpublished)
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Bloxham, Susan (2007) A system that is wide of the mark. Times Higher Education, 26Oc07 .

Bloxham, Susan, Ashworth, Mary and Pearce, Leonie (2008) Valuing Inclusivity: The Impact On Frameworks For Assessment. In: Society for Reseach in Higher Education Annual Conference:Valuing Higher Education, 9-11 December 2008, Liverpool.

Bloxham, Susan and Boyd, Pete (2012) Accountability in grading student work: securing academic standards in a twenty-first century quality assurance context. British Educational Research Journal, 38 (4). pp. 615-634.

Bloxham, Susan, Boyd, Pete, Ashworth, Mary and Orr, Susan (2009) Grading student work: using think aloud to investigate the assessment practices of university lecturers. In: British Educational Research Association (BERA) Annual Conference, 2-5 September 2009, University of Manchester, UK. (Unpublished)
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Bloxham, Susan, Boyd, Pete, Ashworth, Mary and Orr, Susan (2009) Investigating the mysteries of marking: the implications of staff marking practices for academic development. In: 17th Improving Student Learning Symposium: Improving Student Learning - for the 21st Century Learner, 7-9 September 2009, Imperial College, London. (Unpublished)
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Bloxham, Susan, Boyd, Pete and Orr, Susan (2010) Accountability in grading: the provenance of standards in a 21st century quality assurance context. In: Society for Research in Higher Education (SRHE) Annual Conference, 14-16 December 2010, Celtic Manor, Newport, Wales.
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Bloxham, Susan, Boyd, Pete and Orr, Susan (2011) Mark my words: the role of assessment criteria in UK higher education grading practices. Studies in Higher Education, 36 (6). pp. 655-670.
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Bloxham, Susan, Boyd, Pete, Orr, Susan and Ashworth, Mary (2009) Mark my words: an analysis of HE lecturers’ essay marking approaches. In: Society for Research into Higher Education (SRHE) Annual Conference, 8-10 December 2009, Celtic Manor, Wales. (Unpublished)
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Bloxham, Susan and Campbell, Liz (2008) Creating a feedback-dialogue: exploring the use of interactive coversheets. In: Improving Student Learning – Through the Curriculum: The 16th Improving Student Learning Symposium, 1-3 September 2008, University of Durham.

Bloxham, Susan and Campbell, Liz (2010) Generating dialogue in assessment feedback: exploring the use of interactive cover sheets. Assessment & Evaluation in Higher Education, 35 (3). pp. 291-300.

Bloxham, Susan and Campbell, Liz (2008) Generating dialogue in coursework feedback: exploring the use of interactive coversheets. In: EARLI/ Northumbria Assessment Conference, August 27th - 29th, 2008, Berlin.

Bloxham, Susan and Chapman, Amanda (2004) Improving student achievement in a multidisciplinary context. LATISS: Learning and Teaching in the Social Sciences, 1 (3).

Bloxham, Susan and Heathfield, Mike (1996) The unexpected outcomes of critical professional learning. In: Tait, Jo and Knight, Peter, (eds.) The Management of independent learning. Staff and educational development series . Kogan Page in association with the Staff and Educational Development Association, 1996, London, pp. 47-56.

Bloxham, Susan, Hughes, Clair and Adie, Lenore (2016) What’s the point of moderation? A discussion of the purposes achieved through contemporary moderation practices. Assessment & Evaluation in Higher Education, 41 (4). pp. 638-653.
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Bloxham, Susan and Price, Margaret (2015) External examining: fit for purpose? Studies in Higher Education, 40 (2). pp. 195-211.
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Bloxham, Susan and Slight, Audrey (2005) Embedding Careers Advice and Personal Development Planning into the Social Sciences. In: 9th Quality in Higher Education International Seminar, 27th-28th January 2005, Hyatt Regency Birmingham.

Bloxham, Susan and Slight, Audrey (2005) Embedding personal development planning into the social sciences. LATISS: Learning and Teaching in the Social Sciences, 2 (3). pp. 191-206.

Bloxham, Susan and West, Amanda (2005) Helping Sports Studies Students understand the rules of the game: a case study in raising student achievement in writing. In: Rust, Chris, (ed.) Improving Student Learning: proceedings of the 2004 12th international symposium Diversity and Inclusivity. Oxford Centre for Staff & Learning Development, Oxford.

Bloxham, Susan and West, Amanda (2007) Learning to write in higher education: students’ perceptions of an intervention in developing understanding of assessment criteria. Teaching In Higher Education, 12 (1). pp. 77-89.

Bloxham, Susan and West, Amanda (2004) Understanding the rules of the game: marking peer assessment as a medium for developing students' conceptions of assessment. Assessment & Evaluation in Higher Education, 29 (6). pp. 721-723.

Booth, Lisa and Parr, J. (2013) Student radiographers’ personality; constant or individual differences in change? A transactional analysis approach. European Scientific Journal, 9 (24). pp. 130-142.
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Boyd, Pete (2010) Academic induction for professional educators: supporting the workplace learning of newly appointed lecturers in teacher and nurse education. International Journal for Academic Development, 15 (2). pp. 155-165.

Boyd, Pete (2016) Assessment of, for and as, learning: an international perspective. In: Learning Innovation Network (LIN) and Student Led Learning (SLL) Symposium, 27 October 2016, Dublin, Ireland. (Unpublished)
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Boyd, Pete (2005) Developing reflective skills: enhancing the use of assessment portfolios in a foundation degree. In: Rust, Chris, (ed.) Improving student learning: diversity and inclusivity. Oxford Centre for Staff & Learning Development, Oxford, UK, pp. 430-441.

Boyd, Pete (2016) Editorial: Practitioner Research in Higher Education, 10 (2). Practitioner Research in Higher Education, 10 (2). p. 1.
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Boyd, Pete (2009) Editorial: Practitioner Research in Higher Education, 2 (1). Practitioner Research in Higher Education, 2 (1). pp. 1-2.
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Boyd, Pete (2009) Peer review of teaching, learning and assessment. In: Gosling, David and O'Connor, Kristine Mason, (eds.) Beyond peer observation of teaching. Staff and Educational Development Association, London, UK, pp. 23-28.

Boyd, Pete (2002) Rose-tinted reflection? the benefits for teachers of initial teacher education in secondary schools. Journal of In-Service Education/Professional Development in Education, 28 (2). pp. 203-218.

Boyd, Pete, Baker, Lily, Harris, Kim, Kynch, Christabel and McVittie, Emma (2006) Working with multiple identities: supporting the transition from school teacher to teacher educator. In: Bloxham, Susan, Twiselton, Samantha and Jackson, Alison, (eds.) Challenges and opportunities: developing learning and teaching in ITE across the UK. Higher Education Academy Education Subject Centre ESCalate, Bristol, UK, pp. 15-21.
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Boyd, Pete and Bloxham, Susan (2007) Editorial: Practitioner Research in Higher Education, 1 (1). Practitioner Research in Higher Education, 1 (1). pp. 1-2.
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Boyd, Pete and Bloxham, Susan (2009) Editorial: Practitioner Research in Higher Education, 3 (1). Practitioner Research in Higher Education, 3 (1). pp. 1-2.
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Boyd, Pete and Bloxham, Susan (2013) A situative metaphor for teacher learning: the case of university tutors learning to grade student coursework. British Educational Research Journal, 40 (2). pp. 337-352.
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Boyd, Pete and Harris, Kim (2010) Becoming a university lecturer in teacher education: expert school teachers reconstructing their pedagogy and identity. Professional Development in Education, 36 (1-2). pp. 9-24.
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Boyd, Pete, Harris, Kim and Murray, Jean (2007) Becoming a teacher educator. ESCalate Newsletter, 8 (Summer). pp. 1-2.
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Boyd, Pete, Harris, Kim and Murray, Jean (2011) Becoming a teacher educator: guidelines for induction, 2nd edition. Escalate: subject centre of the Higher Education Academy, Bristol, UK.
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Boyd, Pete, Harris, Kim and Murray, Jean (2007) Becoming a teacher educator: guidelines for the induction of newly appointed lecturers in initial teacher education. n/a . pp. 1-28.
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Boyd, Pete and Lawley, Liz (2009) Becoming a lecturer in nurse education: the work-place learning of clinical experts as newcomers. Learning in Health and Social Care, 8 (4). pp. 292-300.
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Boyd, Pete and Lawley, Liz (2007) Becoming a professional educator: induction of newly appointed lecturers in teacher and nurse education. Educational Developments: The Magazine of the Staff and Educational Development Association Ltd (SEDA), 8 (3). pp. 13-15.
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Boyd, Pete and Sambell, Kay (2018) Editorial: Practitioner Research in Higher Education, 11 (1). Practitioner Research in Higher Education, 11 (1). pp. 1-3.
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Boyd, Pete and Smith, Caroline (2016) The contemporary academic: orientation towards research work and researcher identity of higher education lecturers in the health professions. Studies in Higher Education, 41 (4). pp. 678-695.
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Boyd, Pete, Smith, Caroline, Lee, Susan, MacDonald, Iain, Bunyan, Paul, Peel, Josephine and Powell-James, Ann (2009) Becoming a health profession educator in a university: the experiences of recently-appointed lecturers in nursing, midwifery and the allied health professions. Higher Education Academy Health Sciences and Subject Practice Centre, London, UK.
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Boyd, Pete and White, Elizabeth (2017) Teacher educator professional inquiry in an age of accountability. In: Boyd, Pete and Szplit, Agnieszka, (eds.) Teachers and teacher educators learning through inquiry: international perspectives. Wydawnictwo Attyka, Kraków, Poland, pp. 123-142.
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Brown, Alison (2016) An exploratory study investigating the impact of a university module that aims to challenge students' perspectives on ageing and older adults. Practitioner Research in Higher Education, 10 (2). pp. 25-39.
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Burgess, Hilary, Anderson, Jill and Westerby, Nicola (2009) Promoting mental well-being in the curriculum.
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Callister, Georgina (2007) Developing a student centred approach to practice placement briefings and debriefings. Practitioner Research in Higher Education, 1 (1). pp. 10-14.
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Carr, Sam, Colthurst, Kate, Coyle, Melissa and Elliott, David (2013) Attachment dimensions as predictors of mental health and psychosocial well-being in the transition to university. European Journal of Psychology of Education, 28 (2). pp. 157-172.

Carver, Mark (2016) Helping students to explain what they want from feedback: findings from a large-scale survey. Practitioner Research in Higher Education, 10 (1). pp. 39-52.
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Carver, Mark (2016) What is the purpose of feedback on reassessment essays? A language tutor’s perspective on students’ approaches to resubmission of failed assignments. (Unpublished)
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Catherine, Hayes (2018) Beauty and the beast: process and output in the TEF and the REF. In: Teaching and Learning Annual Conference, 16 January 2018, University of Cumbria, Lancaster, UK. (Unpublished)

Catherine, Hayes (2018) Pragmatic reflexivity: the art of applied epistemic cognition. In: Doctoral Professorial Master Class, 17 January 2018, University of Cumbria, Lancaster, UK. (Unpublished)

Catherine, Hayes, Fulton, John, Irons, Alastair and Capper, Stephen (2018) Partnership in professional doctoral reflexivity: action research as a driver in the co-construction of knowledge. In: 7th Annual Change Agent Network (CAN) Conference: Championing Student-Staff Partnership in an Age of Change, 19-20 April 2018, University of Winchester, UK. (Unpublished)

Catherine, Hayes, Smith, Peter and Fulton, John (2018) Ways of knowing for professional doctorate education: reconnecting and reframing perspectives in ontology and epistemology. In: British Education Research Association (BERA) Annual Conference 2018, 11-13 September 2018, Northumbria University, Newcastle, UK. (Unpublished)

Challen, Val, Laanelaid, Z. and Kukkes, T. (2017) A qualitative study of perceptions of professionalism amongst radiography students. Radiography, 23 (S1). S23-S29.
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Chapman, Amanda (2003) Enhancing the academic cultural awareness of international students on an economics programme. In: Rust, Chris, (ed.) ISL12 Improving student learning: diversity and inclusivity: proceedings of the 12th Improving Student Learning symposium, held in 2004 in Birmingham. The Oxford Centre for Staff and Learning Development, Oxford, UK, Paper 30.

Chapman, Amanda (2006) Sink or swim? using assessment criteria to help students reach their potential. In: 3rd Education in a Changing Environment, 12th - 13th January 2006, University of Salford.

Chapman, Amanda (2015) Using the assessment process to overcome Imposter Syndrome in mature students. Journal of Further and Higher Education, 41 (2). pp. 112-119.
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Chapman, Amanda (2007) The informed student voice: what can our students teach us about retention. In: Enhancing Retention through Learning and Teaching Conference, 6th June 2007, St Martin's College, Lancaster.

Chapman, Amanda (2013) A (re)negotiation of identity: from 'mature student' to 'novice academic'. Widening Participation and Lifelong Learning, 14 (3). pp. 44-61.
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Chapman, Amanda, Parmar, Deeba and Trotter, Elaine (2006) Enhancing the higher education experience of mature students. In: Higher Education Close Up conference 3 (HECU3), 24-26 July 2006, Lancaster University, UK.
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Chapman, Amanda, Parmar, Deeba and Trotter, Elaine (2007) An evaluation of the first year experience from the mature students’ perspective: a multiinstitutional comparison. Practitioner Research in Higher Education, 1 (1). pp. 15-19.
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Chapman, Philippa and Hurford, Grace (2016) Experiential learning with MBA students: bridging theory and practice. In: Perspectives in Experiential Learning in Higher Education conference, 11 March 2016, Ambleside, UK. (Unpublished)
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Chesney, Sarah and Marcangelo, Caroline (2010) ‘There was a lot of learning going on’ Using a digital medium to support learning in a professional course for new HE lecturers. Computers & Education, 54 (3). p. 701.

Clough, Jill, Boyd, Pete, Bunyan, Paul, Houghton, Steve, Hobson, T., Waters, A. and Zaranko, T. (2009) Teacher supply in Cumbria: the contribution of teacher education. University of Cumbria, Carlisle, UK.

Connolly, Heather and Spiller, Dorothy (2016) Joining the pieces: using concept maps for integrated learning and assessment in an introductory management course. Practitioner Research in Higher Education, 10 (1). pp. 176-191.
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Constable, Hilary (2018) Universities, supporting schools and practitioner research. Research in Education .

Copping, Adrian and Eady, Sandra (2006) Creativity outside convention: how saturation placement can develop 21st century holistic teachers. In: Bloxham, Susan, Twiselton, Samantha and Jackson, Alison, (eds.) Challenges and opportunities: developing learning and teaching in ITE across the UK. Higher Education Academy Education Subject Centre ESCalate, Bristol, UK, pp. 36-39.
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Corrie, Ian and Lawson, Ron (2017) Transformative executive coaching: considerations for an expanding field of research. Journal of Transformative Learning (JoTL), 4 (1). pp. 50-59.
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Coupland, Lorrie and Worsley, Frederic (2018) How students can develop skills to cope with academic stress. In: Mental Health & Wellbeing Conference, 27 February 2018, University of Cumbria, Carlisle, UK. (Unpublished)
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Court, Krista (2012) The use of tutor feedback on draft essays: exploring the potential to develop students’ academic writing and subject knowledge. Journal of Further and Higher Education, 38 (3).
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Court, Krista and Johnson, Helen (2016) Whose job is it? Exploring subject tutor roles in addressing students' academic writing via essay feedback. International Journal of Teaching and Learning in Higher Education, 28 (1). pp. 18-29.
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Cronin, Colum and Lowes, Jonathan (2016) Embedding experiential learning in HE sport coaching courses: an action research study. Journal of Hospitality, Leisure, Sport and Tourism Education, 18 . pp. 1-8.
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Cumbria, University of (2010) Report to SCORE: Science teacher education, special focus on biology. (Unpublished)
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Cunningham, Kelly, Greenwood, Anthony, Howard, James, Inman, Jane, Johnson, Samuel, Marcangelo, Caroline and Weaver, Margaret (2006) A small multi-site higher education institution managing change in its e-learning culture. In: 5th International Conference on Networked Learning 2006, 10-12 April 2006, Lancaster University, UK. (Unpublished)
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D

Davis, Geraldine, Wright, Hazel and Holley, Debbie (2016) Write away from it all! The value of running a writing retreat for doctoral students. Practitioner Research in Higher Education, 10 (2). pp. 54-66.
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Dean, Michael and Levis, Annie (2016) Does the use of a university lecturer as a visiting tutor support learning and assessment during physiotherapy students’ clinical placements? A survey of higher education institution providers. Physiotherapy, 102 (4). pp. 365-370.
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Dixon, Jane (2009) The use and development of ‘Teachers’ TV’ to support initial teacher training and in-service teachers’ continuing professional development. In: Jackson, Alison, (ed.) Innovation and development in initial teacher education: conference proceedings. Higher Education Academy Education Subject Centre ESCalate, Bristol, UK, pp. 142-145.
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Dogra, Nisha, Anderson, Jill, Edwards, Ruth and Cavendish, Sue (2008) Service user perspectives about their roles in undergraduate medical training about mental health. Medical Teacher, 30 (6). e152-e156.

Dogra, Nisha, Cavendish, Sue, Anderson, Jill and Edwards, Ruth (2009) Service user perspectives on the content of the undergraduate curriculum in psychiatry. Psychiatrist, 33 (7). pp. 260-264.

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Ellis, Steven and Barber, Jill (2016) Expanding and personalising feedback in online assessment: a case study in a school of pharmacy. Practitioner Research in Higher Education, 10 (1). pp. 121-129.
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Elton-Chalcraft, Sally (2008) How children see diversity, the effects of schooling, and implications for Initial Teacher Education. In: The Teacher Education Policy in Europe (TEPE) Conference 2008, 21-23 February 2008, Ljubljana, Slovenia. (Unpublished)
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English, Lesley (2017) Mind the gap: using MOOCs to provide pre-entry skills support. In: NoWAL Conference 2017: Library evolution: developing academic libraries for the future, 20 July 2017, Lancaster University, UK. (Unpublished)
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English, Lesley (2018) Supporting the transition of autistic students into university life: reflections on a specialist peer mentoring scheme. Good Autism Practice (GAP), 19 (1). pp. 63-67.
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Feltham, Christina, Foster, Julie, Davidson, Tom and Ralph, Stewart (2016) Student midwives and paramedic students’ experiences of shared learning in pre-hospital childbirth. Nurse Education Today, 41 . pp. 73-78.
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Fowler, Martin (2011) KnowHow verklag II: thoughts on drawing and textile studies. In: Gunnarsdottir, E. and Bjarnadottir, H., (eds.) Knowhow verklag II: thoughts on drawing and textile studies. Reykjavik School of Visual Arts, Reykjavik, Iceland, pp. 1-54.

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Ginty, Andrew (2007) Problem based learning. Higher Education Academy, Bristol.
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Green, Joanne L. (2018) Peer support systems and professional identity of student nurses undertaking a UK learning disability nursing programme. Nurse Education in Practice, 30 . pp. 56-61.
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Greenwood, Anthony (2007) Using external live projects with final year undergraduates. Practitioner Research in Higher Education, 1 (1). pp. 25-27.
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Hallam, Issy (2017) Promoting social cohesion during blended learning in a Foundation Degree. The STeP Journal: Student Teacher Perspectives, 4 (2). pp. 113-123.
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Halsall, Martyn (2009) Everest, the Final Furlong: Completing a PhD. In: Research FEST 2009, July 2009, University of Cumbria.
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Harris, Dean, Smart, Shelley, Gill, Robert, Miller, Paul K., Bolton, Gareth, Waring, Lorelei and Marland, Amanda (2018) The impacts of a clinically-orientated approach to teaching physics in ultrasound to sonography students. In: UK Radiological and Radiation Oncology Congress: Disease and Diversity, 2-4 July 2018, Liverpool, UK. (Unpublished)
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Harvey, Tina (2017) Building peer support: developing students' feedback skills. In: 6th International AHE Conference (Assessment in Higher Education), 28-29 June 2017, Manchester, UK. (Unpublished)
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Hayes, Catherine (2018) Addressing the need to modernise professional identity for pharmacy clinical education: focusing on strategic pedagogic design. In: Health Education England North East 5th Quality Conference 2018, 14 March 2018, The Durham Centre, Durham, UK. (Unpublished)
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Hayes, Catherine (2018) Authenticity in transformative learning (with an eye on the TEF). In: Research into Higher Education Conference, 17 January 2018, LED Research Centre, University of Cumbria, UK. (Unpublished)

Hayes, Catherine (2018) Co-constructing social knowledge and driving digital interactivity: the University of Sunderland Nurse Navigator System. In: Student Success Stories Conference, 9 March 2018, University of Sunderland, UK. (Unpublished)

Hayes, Catherine (2018) Considering the epistemological tools of higher education [blog]. The BERA Blog: Research Matters . (Unpublished)
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Hayes, Catherine (2018) Podiatric medicine and surgery: situated learning in simulation with social constructivism. In: Health Education England North East Quality Conference 2018, 14 March 2018, The Durham Centre, Durham, UK. (Unpublished)
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Hayes, Catherine (2018) Putting the 'logical' into epistemological stance. In: An Introduction to Professional Doctorate Study, 2-3 February 2018, Liverpool Hope University, UK. (Unpublished)
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Hayes, Catherine (2018) Underpinning patient safety with strategic approaches to health sciences pedagogy: experiential and situated learning environments. In: Health Education England North East Quality Conference 2018, 14 March 2018, The Durham Centre, Durham, UK. (Unpublished)
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Hayes, Catherine (2018) University of Cumbria HEA fellowship celebration event. In: University of Cumbria HEA Celebration Event, 18 April 2018, University of Cumbria, Lancaster, UK. (Unpublished)

Hayes, Catherine (2018) Wall of scholarship: beyond disciplinarity in international teaching excellence: the impact of transformative learning in action. In: Impact of Teaching Excellence ANTF (Association of National Teaching Fellows) and HEA (Higher Education Academy) Excellence Awards Symposium, 20-21 March 2018, The Studio, Manchester, UK. (Unpublished)
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Hayes, Catherine and Graham, Sarah (2018) Proposing an eight stage model of academic curriculum development via knowledge co-construction with students. In: RAISE Conference 2018: Working Better Together: Collaborations in Student Engagement, 5-7 September 2018, Sheffield Hallam University, UK. (Unpublished)

Hayes, Catherine and Graham, Yitka (2018) Evaluating interactivity design in the context of technology enhanced learning: an overarching case study methodology integrating anecdote circles and surveys as methods of inquiry for nursing curricula. In: RCN Education Forum National Conference and Exhibition: Partners in Practice: Nurses Working Together Through Change, 20-21 March 2018, Newcastle Civic Centre, Newcastle upon Tyne, UK. (Unpublished)
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Hayes, Catherine, Sunday, Joseph, Foluke Bosun, Stella, Ijeheito, Chinyere, Thompson, Kareem, Onuorah, Obi and Anyanwu, Philip (2018) Postgraduate peer assisted student support / Supplemental instruction in action: evaluating a pilot educational intervention with doctoral students. In: Student Success Stories Conference, 9 March 2018, University of Sunderland, UK. (Unpublished)

Hayes, Catherine, Todd, Claire Richenda, Livingstone, Andrew and Petrie, Kevin (2018) Beyond disciplinarity in knowledge construction for creative arts and allied health signature pedagogies. In: Student Success Stories Conference, 9 March 2018, University of Sunderland, UK. (Unpublished)

Hayes, Tracy (2018) Dr Bear and the adventure bears. Children's Geographies .
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Hayes, Tracy (2017) Thesis in a box: creatively presenting transdisciplinary research. In: Doctoral Colloquium, 13 July 2017, Lancaster, UK. (Unpublished)
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Headington, Rita (2018) Students’ informal peer feedback networks. Practitioner Research in Higher Education, 11 (1). pp. 4-14.
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Hepplestone, Stuart, Glover, Ian, Irwin, Brian and Parkin, Helen J. (2016) Setting out the role of feedback in the assessment process through both the student and tutor perspective. Practitioner Research in Higher Education, 10 (1). pp. 81-90.
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Hill, Davina L. and Fielden, Kelly (2017) Using Mentimeter to promote student engagement and inclusion. In: Pedagogy in Practice seminar, 18 December 2017, Fusehill Street, Carlisle, UK. (Unpublished)
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Hind, Catherine Lisa (2018) Emotional support session. In: Mental Health & Wellbeing Conference, 26 February 2018, University of Cumbria, Lancaster, UK. (Unpublished)
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Hirst, Nicky (2016) Using Pecha Kucha as formative assessment in two undergraduate modules: (re) conceptualising ‘the right lines’. Practitioner Research in Higher Education, 10 (1). pp. 140-155.
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Hooker, Joanne and Whistance, Jayne (2016) Embedding key transferable employability skills for lifelong success through blending an innovative portfolio to complement traditional assessment. Practitioner Research in Higher Education, 10 (1). pp. 156-175.
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Hough, Hannah L. (2006) Information literacy training for all staff: a strategic approach. In: The Librarians Information Literacy Annual Conference, 27-29 March 2006, University of Leeds.
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Hurford, Donna and Read, Andrew (2009) “I already know how I feel about this”: using assessment to encourage criticality. In: Inman, Sally and Rogers, Maggie, (eds.) Papers presented at UK Conference July 2009 on Developing Critical Perspectives on Education for Sustainable Development Global Citizenship in Initial Teacher Education. UK Teacher Education Network for Education Sustainable Development/Global Citizenship, Glasgow, pp. 84-93.

Hutchison, Sonia (2014) How can I work participatively with carers to improve the education of social work students? In: Research and Enterprise Conference: Collaboration and Impact, 4 July 2014, University of Cumbria, Lancaster. (Unpublished)

Huxtable, Marie and Whitehead, Jack (2015) How does Living Educational Theory research enable individuals to research into their higher education to improve it and contribute to educational knowledge? In: BERA HE SIG Symposium: Researching into Higher Education: Innovative Research Methods, 8 May 2015, Institute of Education, London, UK. (Unpublished)
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Hymer, Barry (2008) Giftedness as a living concept: what is a living theory approach to Action Research and how can it contribute to gift creation through student-led enquiry? In: Hymer, Barry, Whitehead, Jack and Huxtable, Marie, (eds.) Gifts, talents and education: a living theory approach. Wiley, Chichester, UK, pp. 65-72.

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Jackson, Alison and Ashworth, Mary (2013) Embedding a university teacher education programme in a school: an evaluation of a school and university partnership. (Unpublished)
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Jackson, Alison and Burch, James (2018) New directions for teacher education: investigating school/university partnership in an increasingly school-based context. Professional Development in Education . pp. 1-13.
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Jackson, Elizabeth (2007) Seventies, eighties, nineties, noughties…. a sequence of concerns. Practitioner Research in Higher Education, 1 (1). pp. 28-32.
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Jackson, Norman, Gough, David, Dunne, Elisabeth and Shaw, Melissa (2004) Developing an infrastructure to support an evidence informed approach to Personal Development Planning. Higher Education Academy, York.

Johnston, Sophie (2017) Wednesday does not last forever. Nursing Times .
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Jordan, Sally (2009) Assessment for learning: pushing the boundaries of computer-based assessment. Practitioner Research in Higher Education, 3 (1). pp. 11-19.
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Lakin, Liz (2002) Food, exercise and lifestyle: an initial teacher training perspective. International Journal of Consumer Studies, 26 (3). pp. 188-197.

Lawton, Mark (2017) ‘Employers’ perspectives on maximising undergraduate student learning from the outdoor education centre work placement. Journal of Hospitality, Leisure, Sport & Tourism Education, 21 (A). pp. 1-12.
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Leslie, Andrew (2002) Distance learning in forestry: the experience of the National School of Forestry. Quarterly Journal of Forestry, 69 (3). S11-S14.
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Leslie, Andrew and Wilson, Edward R. (2009) The anatomy of a woodland: stand profile diagrams as an aid to problem-based learning in undergraduate forestry education. Forestry Chronicle, 85 (5). pp. 725-732.
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Logan, Cheri (2006) Circles of practice: educational and professional graphic design. Journal of Workplace Learning, 18 (6). pp. 331-343.

Logan, Cheri (2008) Metaphor and pedagogy in the design practicum. International Journal of Technology & Design Education, 18 (1). pp. 1-17.

Logan, Cheri, Kurien, Anish, Flint, Debbie and Allan, Simon (2007) Distributed e-learning in Art, Design, Media. Higher Education Academy: Art/Design/Media Subject Centre, London.
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Lopes, Amélia, Boyd, Pete, Andrew, Nicola and Pereira, Fátima (2014) The research-teaching nexus in nurse and teacher education: contributions of an ecological approach to academic identities in professional fields. Higher Education, 68 (2). pp. 167-183.

Loynes, Christopher (2015) Creating global students: internationalization of curricula in higher education. Teaching-focused in HE: THE GEES network .
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Loynes, Christopher (2015) Transcultural European outdoor studies: a case study of transcultural learning and teaching. In: RGS-IBG Higher Education Research Group Annual Conference: Geographies of the Anthropocene, 1-4 September 2015, University of Exeter, UK. (Unpublished)
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Loynes, Christopher and Gurholt, Kirsti Pedersen (2017) The journey as a transcultural experience for international students. Journal of Geography in Higher Education, 41 (4). pp. 532-548.
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Marshall, Alison, Quinlan, Patrick and Berry, John (2013) Supporting regional growth from the higher education community: the Energy Coast Campus Programme in West Cumbria. In: Innovation through Knowledge Transfer 2013, 11-12 April 2013, Derry-Londonderry, Northern Ireland.
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Marshall, Alison, Quinlan, Patrick and Berry, John (2013) Supporting regional growth from the higher education community: the Energy Coast Campus Programme in West Cumbria. InImpact: The Journal of Innovation Impact, 5 (1). pp. 104-115.
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Marshall, Gill and Harris, Philip (2000) A study of the role of an objective structured clinical examination (OSCE) in assessing clinical competence in third year student radiographers. Radiography, 6 (2). pp. 117-122.

Marshall, Gill and Jones, Nicholas (2002) Does widening participation reduce standards of achievement in postgraduate radiography education? Radiography, 8 (3). pp. 133-137.

Marshall, Gill and Jones, Nicholas (2003) A pilot study into the anxiety induced by various assessment methods. Radiography, 9 (3). pp. 185-191.

McCary, Jacqui, Pankhurst, Sheila, Valentine, Helen and Berry, Angela (2011) What works? A comparative evaluation of the roles of student adviser and personal tutor in relation to undergraduate student retention. Higher Education Academy.
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McGhie, Linda (2017) The identity of higher education lecturers in further education colleges. Doctoral thesis, Keele University.
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McManus, Richard (2016) Assessment timing: student preferences and its impact on performance. Practitioner Research in Higher Education, 10 (1). pp. 203-216.
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Mcphie, Jamie and Clarke, D.A.G. (2014) A walk in the park: considering practice for environmental education through an immanent take on the ‘material turn’. In: Under Western Skies Conference (UWS 2014): Intersections of Environments, Technologies, and Communities, 9-12 September 2014, Mount Royal University, Calgary, Alberta, Canada.. (Unpublished)

Meehan, Sarah and Mallabon, Elizabeth (2018) How students can develop skills to cope with academic stress. In: Mental Health & Wellbeing Conference, 8 March 2018, University of Cumbria, Ambleside, UK. (Unpublished)
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Meer, Nicky and Chapman, Amanda (2014) Assessment for confidence: exploring the impact that low-stakes assessment design has on student retention. International Journal of Management Education, 12 (2). pp. 186-192.
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Meer, Nicky and Chapman, Amanda (2015) Co-creation of marking criteria: students as partners in the assessment process. Business and Management Education in HE . pp. 1-15.
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Mennell, Julie (2017) Here we Cumbria: modern universities and the industrial strategy [online blog]. MillionPlus website .
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Morrison, Jade (2016) University satisfaction, peer communication, and appearance appraisal as predictors of global self-esteem in university students. Journal of Applied Psychology and Social Science, 2 (2). pp. 95-133.
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Murtagh, Lisa (2012) Enhancing preparation for higher education. Practitioner Research in Higher Education, 6 (1). pp. 31-39.
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Murtagh, Lisa and Baker, Nadine (2009) Feedback to feed forward: student response to tutors’ written comments on assignments. Practitioner Research in Higher Education, 3 (1). pp. 20-28.
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Nevin, Owen (2009) How does an undergraduate education in conservation shape the priorities of young conservationists? In: 2nd European Congress of Conservation Biology, 1-5 September 2009, Czech University of Life Sciences, Prague, Czech Republic. (Unpublished)

Nicholson, Dawn Theresa (2018) Enhancing student engagement through online portfolio assessment. Practitioner Research in Higher Education, 11 (1). pp. 15-31.
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Nixon, Jon, Buckley, Alison, Cheng, Andy, Dymoke, Sue, Spiro, Jane and Vincent, Jonathan (2016) The ‘questionableness’ of things: opening up the conversation. In: McNiff, Jean, (ed.) Values and virtues in higher education research: critical perspectives. Routledge, Taylor & Francis, London, pp. 110-125.

Nutbrown, Stephen, Higgins, Colin and Beesley, Su (2016) Measuring the impact of high quality instant feedback on learning. Practitioner Research in Higher Education, 10 (1). pp. 130-139.
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O'Brien, Rhona and Harvey, Tina (2017) Closing the GAP: addressing educational inequality through authentic assessment. In: 6th International AHE Conference (Assessment in Higher Education), 28-29 June 2017, Manchester, UK. (Unpublished)
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Parker, Michael and Winstone, Naomi E. (2016) Students’ perceptions of interventions for supporting their engagement with feedback. Practitioner Research in Higher Education, 10 (1). pp. 53-64.
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Parmar, Deeba, Chapman, Amanda and Trotter, Elaine (2006) Learning through research: the first year experience from the mature students’ perspective. In: Inaugural European First Year Experience conference, 26-28 April 2006, University of Teesside, UK.
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Pastore, Serafina and Pentassuglia, Monica (2016) Teachers’ and students’ conceptions of assessment within the Italian higher education system. Practitioner Research in Higher Education, 10 (1). pp. 109-120.
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Pazio, Monika (2016) The discrepancies between staff and students’ perceptions of feedback and assessment practices: analysis of TESTA data from one HE institution. Practitioner Research in Higher Education, 10 (1). pp. 91-108.
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Peacock, Julie, Mewis, Ruth and Rooney, Deirdre (2018) The use of campus based field teaching to provide an authentic experience to all students. Journal of Geography in Higher Education .
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Pennington, Charlotte R., Bates, Elizabeth A., Kaye, Linda K. and Bolam, Lauren T. (2017) Transitioning in higher education: an exploration of psychological and contextual factors affecting student satisfaction. Journal of Further and Higher Education, 42 (5). pp. 596-607.
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Pickup, Julie (2017) How can patients participate in the assessment of student nurses' practice competencies? Masters dissertation, University of Cumbria.
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Plater, Mark (2007) Student assignment feedback. Practitioner Research in Higher Education, 1 (1). pp. 46-50.
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Poole, Christine (2007) Marking the work of students with specific learning difficulties. In: National Association of Disability Practitioners (NADP) Annual Conference 2007, Tuesday 3rd and Wednesday 4th July 2007, Paramount Hotel, Daventry.
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Poppitt, Nicola J. and Iqbal, Yasser (2009) Formative feedback in a Business School: understanding the student perspective. Practitioner Research in Higher Education, 3 (1). pp. 3-10.
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Potter, Ray and Roberts, Deborah (2007) Desktop video conferencing. Higher Education Academy, Bristol.
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Potter, Ray and Roberts, Deborah (2006) Desktop video conferencing in higher education: the potential and the reality. In: Bloxham, Susan, Twiselton, Samantha and Jackson, Alison, (eds.) Challenges and opportunities: developing learning and teaching in ITE across the UK. Higher Education Academy Education Subject Centre ESCalate, Bristol, UK, pp. 40-43.
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Prescott, Georgia (2016) Challenging assumptions and making progress. In: Anderson, Babs, (ed.) Philosophy for children: theories and praxis in teacher education. Routledge, Abingdon, UK, pp. 122-130.

Prince, Heather (2005) Graduate pathways: a longitudinal study of graduates in outdoor studies in the U.K. Journal of Adventure Education and Outdoor Learning, 5 (1). pp. 21-33.
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Prince, Heather (2016) Principal Lecturer to Principal Fellow: on cloud nine with a few clouds in between. Higher Education Academy website .
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Prince, Robert (2016) Predicting success in higher education: the value of criterion and norm-referenced assessments. Practitioner Research in Higher Education, 10 (1). pp. 22-38.
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Pugh, Eamonn and Tyson, Edward (2014) The emotional knowledge of teaching: trainee teachers’ response to an observation and feedback “tool”. In: 4th international conference on value and virtue in practice-based research: Openness and criticality: evaluating and publishing our research, 22-23 July 2014, York, UK. (Unpublished)

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Quinn, P. and Morris, Karen (2017) Informal interprofessional education on placement: the views and experiences of postgraduate (preregistration) occupational therapy students. British Journal of Occupational Therapy, 80 (S8). pp. 67-68.
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Ryder, Sandy and Greenwood, Anthony (2015) Understanding the quality of the student experience in blended learning environments: focussing on student engagement as a learner need. In: Quality in Blended Learning, 27-29 August 2015, Malaga, Spain. (Unpublished)
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Ryder, Sandy, Greenwood, Anthony and Carter, Helen (2016) Multiple conceptions of success. In: Perspectives in Experiential Learning in HE, 11 March 2016, University of Cumbria, Ambleside, UK. (Unpublished)
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Sambell, Kay (2016) Assessment and feedback in higher education: considerable room for improvement? Student Engagement in Higher Education, 1 (1).
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Sambell, Kay (2017) Engaging students via assessment and feedback: working together with students. In: RIPLE Research into Higher Education Winter Conference, 11 January 2017, Carlisle, UK. (Unpublished)

Sambell, Kay, Brown, Sally and Graham, Linda (2017) Professionalism in practice: key directions in higher education learning, teaching and assessment. Palgrave Macmillan.

Shaw, Melissa (2005) 2005 Autumn update on emerging practice on the use of personal development planning (PDP) for Postgraduate Researchers (PGRs). UK Higher Education Researcher Development Group.

Shaw, Melissa, Brown, Tim and Pearce, Ellen (2004) A national review of emerging practice on the use of Personal Development Planning for postgraduate researchers. UK Higher Education Researcher Development Group.

Sloane, Charles (2016) Challenges and opportunities in educating the medical imaging practitioner workforce. In: Edwards, Hazel, (ed.) Imaging & oncology 2016: for imaging and therapy professionals. The Society and College of Radiographers, London, UK, pp. 44-47.
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Sloane, Charles and Miller, Paul K. (2018) Coping and the plain radiography student: professionalism and the crippling dilemma of accountability before and after graduation. In: UK Radiological and Radiation Oncology Congress: Disease and Diversity, 2-4 July 2018, ACC Liverpool, UK. (Unpublished)
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Sloane, Charles and Miller, Paul K. (2017) Informing radiography curriculum development: the views of UK radiology service managers concerning the ‘fitness for purpose’ of recent diagnostic radiography graduates. Radiography, 23 (S1). S16-S22.
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Smith, Caroline and Boyd, Pete (2012) Becoming an academic: the reconstruction of identity by recently appointed lecturers in nursing, midwifery and the allied health professions. Innovations in Education and Teaching International, 49 (1). pp. 63-72.
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Solano, Victor Guillen (2016) Written assessment and feedback practices in postgraduate taught courses in the UK: staff and international students’ perspectives. Practitioner Research in Higher Education, 10 (1). pp. 65-80.
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Southall, Jane and Wason, Hilary (2016) Evaluating the use of synoptic assessment to engage and develop lower level Higher Education students within a Further Education setting. Practitioner Research in Higher Education, 10 (1). pp. 192-202.
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Sugarman, Leonie, Georgiades, Nicholas J. and Wilkinson, Brian E. (1979) Putting personal growth into an occupational psychology curriculum. British Journal of Guidance and Counselling, 7 (1). pp. 1-16.

Sutton, Paul (2016) The strategic approach to studying, and the value of assessment. Practitioner Research in Higher Education, 10 (1). pp. 3-12.
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Symonds, Nick (2017) 'From the student bar to the front line': the leadership challenges presented by the academic/professional policing nexus. In: 17th Annual Conference of the European Society of Criminology (EuroCrim 2017): Challenging ‘Crime’ and ‘Crime Control’ in Contemporary Europe, 13-16 September 2017, Cardiff, UK. (Unpublished)
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Tang, Lynn and Anderson, Jill (2008) Building a community of practice: the ‘Mental Health in Higher Education’ website. He@lth information on the Internet, 65 . pp. 3-5.

Taylor, Julie (2017) Bricolage: visual and creative arts in the design of applied psychology assessments. In: Watt, Sal and Wakefield, Caroline, (eds.) Teaching visual methods in the social sciences. Routledge, Abingdon, UK.

Thanaraj, Ann (2017) Constructive reflection: getting the best out of reflective learning. International Journal for Innovation Education and Research, 5 (2). pp. 40-60.
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Thanaraj, Ann (2016) Evaluating the potential of virtual simulations to facilitate professional learning in law: a literature review. World Journal of Education, 6 (6). pp. 89-100.
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Thanaraj, Ann (2016) Improving leadership practice through the power of reflection: an epistemological study. International Journal of Learning, Teaching and Educational Research, 15 (9). pp. 28-43.
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Thanaraj, Ann (2016) Internationalizing education: evaluating the growth of intercultural communication and competency in students through an international negotiation project using an online law office. Journal of Pedagogic Development, 6 (1). pp. 42-54.
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Thanaraj, Ann (2016) Making a transition: the development of academics’ role and identity in online teaching. Practitioner Research in Higher Education, 10 (2). pp. 40-53.
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Thanaraj, Ann (2012) Student engagement with e-portfolios: purpose, benefits and problems. Practitioner Research in Higher Education, 6 (2). pp. 25-40.
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Thanaraj, Ann (2016) Understanding how a law clinic can contribute towards students’ development of professional responsibility. International Journal of Clinical Legal Education, 23 (4). pp. 89-135.
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Thanaraj, Ann (2014) Using virtual clinics to develop and experience professional responsibility and clinical legal skills. In: International Legal Ethics Conference VI: Legal Ethics at a time of Regulatory Change, 10-12 July 2014, City University London, England. (Unpublished)

Thanaraj, Ann (2017) “The proficient lawyer”: identifying students’ perspectives on learning gained from working in a virtual law clinic. US-China Law Review, 14 (3). pp. 137-167.
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Thanaraj, Ann and Sales, Michael (2015) Lawyering in a digital age: a practice report on the design of a virtual law clinic at Cumbria. International Journal of Clinical Legal Education, 22 (3). pp. 334-361.
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Thanaraj, Ann and Williams, Steve (2014) Embedding technology enhanced learning at universities: a collaboration between Newcastle University and University of Cumbria. Journal of Learning Development in Higher Education, 2014 (Sp. ed).
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Thanaraj, Ann and Williams, Steve (2016) Supporting the adoption of technology enhanced learning by academics at universities. Journal of Teaching and Learning with Technology, 5 (1). pp. 59-86.
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Torres, J.T. and Anguiano, Carlos J. (2016) Interpreting feedback: a discourse analysis of teacher feedback and student identity. Practitioner Research in Higher Education, 10 (2). pp. 2-11.
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Towers, Daniel and Loynes, Christopher (2016) The field trip and the ‘occupation’ of outdoor educator: developing a place responsive approach to professional development in HE [online blog]. Teaching-focused in HE .
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Towers, Daniel and Lynch, Jonathan (2017) What kind of outdoor educator do you want to become? Trying something different in outdoor studies in higher education. Journal of Hospitality, Leisure, Sport & Tourism Education, 21 (A). pp. 117-121.
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Toyn, Mike (2008) Capturing creativity using digital video. Practitioner Research in Higher Education, 2 (1). pp. 29-35.
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Tyers, Karen (2007) Redefining services to distance learners: what’s in a name? Sconul Focus, 40 . pp. 84-88.

Tynan, Rick and Mallaburn, Andrea (2017) Consistency counts – or does it? Teacher Education Advancement Network Journal (TEAN), 9 (1). pp. 90-99.
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Vickery, Richard, Sharrock, John, Hurst, Ruth and Broadbridge, Judith (2011) What models of paired trainee placements in secondary ICT departments provide the kind of environment that enhances the quality of the placement and improves the mentoring process? In: British Educational Research Conference (BERA), 6-8 September 2011, Institute of Education, London, UK. (Unpublished)
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Villarroel, Verónica, Bloxham, Susan, Bruna, Daniela, Bruna, Carola and Herrera-Seda, Constanza (2017) Authentic assessment: creating a blueprint for course design. Assessment & Evaluation in Higher Education .
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Walsh, Mike and van Soeren, Mary (2012) Interprofessional learning and virtual communities: an opportunity for the future. Journal of Interprofessional Care, 26 (1). pp. 43-48.
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Walters, David, Greenwood, Anthony and Ritchie, Robert (2006) Work-based learning: effectiveness in information systems training and development. Higher Education Quarterly, 60 (1). pp. 91-107.
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Waring, Lorelei, Bolton, Gareth and Smart, Shelley (2015) Direct entry ultrasound: changing the face of ultrasound training. In: British Medical Ultrasound Society 47th Annual Scientific Meeting, 9-11 December 2015, Cardiff, Wales. (Unpublished)
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Waring, Lorelei, Miller, Paul K., Marland, Amanda and Smart, Shelley (2018) Addressing the UK’s sonographer shortage through new initiatives higher education: evaluating the perspectives of ultrasound unit managers. In: UK Radiological and Radiation Oncology Congress: Disease and Diversity, 2-4 July 2018, ACC Liverpool, UK. (Unpublished)
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Waring, Lorelei, Miller, Paul K. and Sloane, Charles (2015) The future of sonographic education. Health Education North West.
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Warner, Diane (2010) Moving into the unknown. Race Equality Teaching, 28 (3). pp. 39-43.
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Watton, Emma and Stables, Sarah (2016) The benefits of job sharing: a practice-based case study. In: Flynn, Patricia M., Haynes, Kathryn and Kilgour, Maureen A., (eds.) Overcoming challenges to gender equality in the workplace: leadership and innovation. Greenleaf Publishing, Saltaire, UK, pp. 67-77.
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Weaver, Margaret (2013) Academic libraries and the student journey: guest editorial. New Review of Academic Librarianship, 19 (2). pp. 99-100.
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Weaver, Margaret (2011) Collaboration in a new academic era: future challenges for SCONUL Access. In: SCONUL Access Group Annual Meeting, 28 June 2011, Manchester, UK. (Unpublished)
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Weaver, Margaret (2006) Exploring conceptions of learning and teaching through the creation of flexible learning spaces: the Learning Gateway - a case study. New Review of Academic Librarianship, 12 (2). pp. 109-125.
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Weaver, Margaret (2007) Introducing England’s newest university: the University of Cumbria. Sconul Focus, 41 . pp. 55-57.
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Weaver, Margaret (2006) The Learning Gateway: opening the doors to a new generation of learners at St Martin’s College, Carlisle campus. Sconul Focus, 38 . pp. 8-10.
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Weaver, Margaret (2012) Managing complex change collaboratively. In: Melling, Maxine and Weaver, Margaret, (eds.) Collaboration in Libraries and Learning Environments. Facet Publishing, London, UK, pp. 69-85.
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Weaver, Margaret (2008) More than the sum of its parts: a university for Cumbria. New Review of Academic Librarianship, 14 (1-2). pp. 79-98.
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Weaver, Margaret (2013) Student journey work: a review of academic library contributions to student transition and success. New Review of Academic Librarianship, 19 (2). pp. 101-124.
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Weaver, Margaret (2008) Transformative learning support models in higher education: educating the whole student. Facet Publishing.

Weaver, Margaret (2010) The flexible professional: a fusion of cultures to support learning and teaching. In: TICER Digital Libraries a la Carte Summer School, 26-30 July 2010, University of Tilburg, Netherlands. (Unpublished)
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Weaver, Margaret and Holland, Paul (2006) Designs on learning: integrating physical and virtual environments using creative approaches to partnership working. In: SOLSTICE 1st eLearning Conference, 3 May 2006, Edge Hill University, UK. (Unpublished)
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Weaver, Margaret, Holland, Paul and Toner, Lisa (2009) Developing library professionals in a multi-disciplinary support environment at the University of Cumbria. In: Conner, Elizabeth, (ed.) An introduction to staff development in academic libraries. Routledge, London, UK, pp. 90-113.

Weaver, Margaret and Stanning, Michael (2007) Reclassification project at St Martin's College: a case study. Library Review, 56 (1). pp. 61-72.

White, Sue and Weaver, Margaret (2004) Lifelong learning at work: staff development for the flexible workforce. In: Oldroyd, Margaret, (ed.) Developing academic library staff for future success, 2nd edition. Facet Publishing, London, UK, pp. 113-128.

Whitehead, Jack (2017) Practice and theory in action research: living-theories as frameworks for action. In: Rowell, Lonnie L., Bruce, Catherine D., Shosh, Joseph M. and Riel, Margaret M., (eds.) Palgrave International Handbook of Action Research. Palgrave Macmillan, New York, USA, pp. 387-401.
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Wilson, David (2015) Fitness to study: lessons from the United Kingdom. In: 7th Annual NABITA (National Behavioral Intervention Team Association) Conference, 17-19 November 2015, San Antonio, Texas, USA. (Unpublished)
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Wilson, David (2018) Mental health awareness workshop. In: Mental Health & Wellbeing Conference, 5 March 2018, University of Cumbria, London, UK. (Unpublished)
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Wilson, David (2016) Responding to risk through behavioural intervention teams. University & College Counselling . pp. 10-13.
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Wilson, David (2016) A whole campus approach to suicide prevention and intervention. In: AMOSSHE 2016: Breaking Boundaries, 6-8 July 2016, Glasgow, Scotland. (Unpublished)
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Wilson, James, Wu, Yao, Xie, Jianmei, Johnson, Dawn and Huijser, Henk (2017) Inspiring learning through research and enquiry: the Summer Undergraduate Research Fellowship (SURF) at Xi’an Jiaotong-Liverpool University (XJTLU). In: Carnell, Brent and Fung, Dilly, (eds.) Developing the higher education curriculum: research-based education in practice. UCL Press, London, UK.
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Yearsley, Shirley (2007) A literature review analysing current research into undergraduate interprofessional learning in the health and social care context. Practitioner Research in Higher Education, 1 (1). pp. 56-58.
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