Zobrazeno 1 - 10
of 13
pro vyhledávání: '"Naomi E. Winstone"'
Autor:
Kieran Balloo, Naomi E. Winstone
Publikováno v:
Frontline Learning Research, Vol 9, Iss 2, Pp 121-144 (2021)
A significant challenge currently facing the higher education sector is how to address differential student outcomes in terms of attainment and continuation gaps at various stages of students’ transitions. Worryingly, there appears to be a ‘defic
Externí odkaz:
https://doaj.org/article/c75db15c10b14214bc1d240591fe3ffc
Autor:
Danielle L. Evans, Sarah G. Bailey, Alfred E. Thumser, Sarah L. Trinder, Naomi E. Winstone, Ian G. Bailey
Publikováno v:
FEBS Open Bio, Vol 10, Iss 9, Pp 1720-1736 (2020)
When developing meaningful curricula, institutions must engage with the desired disciplinary attributes of their graduates. Successfully employed in several areas, including psychology and chemistry, disciplinary literacies provide structure for the
Externí odkaz:
https://doaj.org/article/9e7554c24bdf4967ade5ec1dbaddd13d
Autor:
Julie A. Hulme, Naomi E. Winstone
Publikováno v:
Knowledge Management & E-Learning: An International Journal, Vol 9, Iss 3, Pp 261-274 (2017)
Innovation in teaching ensures that education remains fit for purpose in a changing world. The model of pedagogic frailty proposes that educators may perceive innovation as risky, which may inhibit innovation, and thus reduce opportunities to update
Externí odkaz:
https://doaj.org/article/2d78af0e7f694ae59e1880387fe29da6
Building Feedback Literacy: Students’ Perceptions of the Developing Engagement With Feedback Toolkit
Publikováno v:
Frontiers in Education, Vol 4 (2019)
Developing the requisite skills for engaging proactively with feedback is crucial for academic success. This paper reports data concerning the perceived usefulness of the Developing Engagement with Feedback Toolkit (DEFT) in supporting the developmen
Externí odkaz:
https://doaj.org/article/8e82b8636ddd4eb28c131c47ace76c36
Autor:
Robert A. Nash, Naomi E. Winstone
Publikováno v:
Frontiers in Psychology, Vol 8 (2017)
Many argue that effective learning requires students to take a substantial share of responsibility for their academic development, complementing the responsibilities taken by their educators. Yet this notion of responsibility-sharing receives minimal
Externí odkaz:
https://doaj.org/article/1f97404e08134bdeae45a0c13056da6b
Autor:
Ian M. Kinchin, Naomi E. Winstone
Pedagogic Frailty and Resilience in the University presents a theoretical model and a practical tool to support the professional development of reflective university teachers. It can be used to highlight links to key issues in higher education. Pedag
Autor:
Naomi E. Winstone, Ian M. Kinchin
Publikováno v:
Psychology Teaching Review. 23:15-29
Many topics within the psychology curriculum can be described as ‘sensitive’, with potential for students to experience distress and discomfort. Given the pressure experienced by academics in Higher Education, the potential for student distress o
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f529be0c84f1033e5c97c54475c1f3bb
https://doi.org/10.53841/bpsptr.2017.23.1.15
https://doi.org/10.53841/bpsptr.2017.23.1.15
This book examines the importance of exploring the varied and diverse perspectives of student experiences. In both academic institutions and everyday discourse, the notion of the ‘student voice'is an ever-present reminder of the importance placed u
Autor:
Naomi E. Winstone, Ian M. Kinchin
Publikováno v:
Exploring Pedagogic Frailty and Resilience ISBN: 9789004388970
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5a87ed3b163355afb7d882a968671046
https://doi.org/10.1163/9789004388987_014
https://doi.org/10.1163/9789004388987_014
Autor:
Ian M. Kinchin, Naomi E. Winstone
Publikováno v:
Exploring Pedagogic Frailty and Resilience ISBN: 9789004388970
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9a6895d555bc357a089ea17ffa68b2f6
https://doi.org/10.1163/9789004388987_001
https://doi.org/10.1163/9789004388987_001