Items where Department is "Non-Initial Teacher Education (Non-ITE)" and Year is 2016

B

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.

C

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.

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 (Unpublished)

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.

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.

E

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.

H

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.

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.

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.

Hunt, Tim and Jordan, Sally (2016) I wish I could believe you: the frustrating unreliability of some assessment research. Practitioner Research in Higher Education, 10 (1). pp. 13-21.

Huxtable, Marie ORCID: https://orcid.org/0000-0003-1808-0670 (2016) Integrating personal, political, and professional educational practice that gives meaning and purpose to my life and work. Educational Journal of Living Theories, 9 (2). pp. 1-23.

J

Jackson, Alison ORCID: https://orcid.org/0000-0003-2631-4430 (2016) Editorial: Teacher Education Advancement Network Journal, 8 (1). Teacher Education Advancement Network Journal (TEAN), 8 (1).

James, Carolyne ORCID: https://orcid.org/0000-0003-0784-3433 (2016) Early intervention: the impact on future student participation and engagement in classroom environments. Practitioner Research in Higher Education, 10 (2). pp. 12-24.

K

King-Hill, Sophie (2016) A critical discussion upon the relationship between the psychoanalytical perspective of developmental psychology and its adaptation to educating teenage mothers. Teacher Education Advancement Network Journal, 8 (1). pp. 33-45.

L

Lenton, Teresa ORCID: https://orcid.org/0000-0002-1192-4327 (2016) The influence of representations on English students’ perceptions of the place of Antarctica. Doctoral thesis, University of Cumbria (awarded by Lancaster University).

Lundstrom, Mats, Astrom, Maria, Stolpe, Karin and Bjorklund, Lasse (2016) Assessing student theses: differences and similarities between examiners from different academic disciplines. Practitioner Research in Higher Education, 10 (1). pp. 217-226.

M

McManus, Richard (2016) Assessment timing: student preferences and its impact on performance. Practitioner Research in Higher Education, 10 (1). pp. 203-216.

N

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.

P

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.

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.

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.

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.

S

Sambell, Kay ORCID: https://orcid.org/0000-0001-8192-8537 (2016) Assessment and feedback in higher education: considerable room for improvement? Student Engagement in Higher Education, 1 (1).

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.

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.

Sutton, Paul (2016) The strategic approach to studying, and the value of assessment. Practitioner Research in Higher Education, 10 (1). pp. 3-12.

T

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.

W

Whitehead, Jack ORCID: https://orcid.org/0000-0002-9644-0785 (2016) Book review: de Sousa Santos, B. (2014) Epistemologies of the South: justice against Epistemicide. London; Paradigm Publishers. Educational Journal of Living Theories, 9 (2). pp. 87-98.

Whitehead, Jack ORCID: https://orcid.org/0000-0002-9644-0785 (2016) Developments in living-educational-theories of holistic approaches to poverty, globalisation and schooling: a Living Theory research approach. In: International Conference on Poverty Globalisation and Schooling: a Holistic Approach, 20 February 2016, University of Central Florida, USA. (Unpublished)

Whitehead, Jack ORCID: https://orcid.org/0000-0002-9644-0785 (2016) Editorial foreword: Educational Journal of Living Theories, 9 (2). Educational Journal of Living Theories, 9 (2). i-vi.

Whitehead, Jack (2016) How am I integrating the personal and political in improving professional practice and generating educational knowledge with collaborative/cooperative action research? In: CARN 2016 Conference: Integrating the Personal and Political in Professional Practice, 10-13 November 2016, Bishop Grosseteste University, Lincoln, UK. (Unpublished)

Whitehead, Jack ORCID: https://orcid.org/0000-0002-9644-0785 (2016) Review of Marie Huxtable’s doctoral thesis, ‘How do I evolve living-educational-theory praxis in living-boundaries?’. Educational Journal of Living Theories, 9 (2). pp. 103-106.

Whitehead, Jack ORCID: https://orcid.org/0000-0002-9644-0785 (2016) Review of Sadruddin Bahadur Qutoshi's doctoral thesis, ‘Creating living-educational-theory: a journey towards transformative teacher education in Pakistan. Educational Journal of Living Theories, 9 (2). pp. 107-109.