| Supporting learners' agentic engagement with feedback: A systematic review and a taxonomy of recipience processes NE Winstone, RA Nash, M Parker, J Rowntree Educational psychologist 52 (1), 17-37, 2017 | 798 | 2017 |
| Designing effective feedback processes in higher education: A learning-focused approach N Winstone, D Carless Routledge, 2019 | 508 | 2019 |
| ‘It'd be useful, but I wouldn't use it’: barriers to university students’ feedback seeking and recipience NE Winstone, RA Nash, J Rowntree, M Parker Studies in Higher Education 42 (11), 2026-2041, 2017 | 415 | 2017 |
| Teacher feedback literacy and its interplay with student feedback literacy D Carless, N Winstone Teaching in Higher Education 28 (1), 150-163, 2023 | 407 | 2023 |
| The need to disentangle assessment and feedback in higher education NE Winstone, D Boud Studies in higher education 47 (3), 656-667, 2022 | 212 | 2022 |
| Friendship motivations, challenges and the role of masking for girls with autism in contrasting school settings A Cook, J Ogden, N Winstone European Journal of Special Needs Education 33 (3), 302-315, 2018 | 202 | 2018 |
| Responsibility-sharing in the giving and receiving of assessment feedback RA Nash, NE Winstone Frontiers in psychology 8, 289039, 2017 | 168 | 2017 |
| How effective is peer interaction in facilitating learning? A meta-analysis. HR Tenenbaum, NE Winstone, PJ Leman, RE Avery Journal of Educational Psychology 112 (7), 1303, 2020 | 106 | 2020 |
| ‘More than customers’: Conceptions of students as partners held by students, staff, and institutional leaders K Gravett, IM Kinchin, NE Winstone Studies in Higher Education 45 (12), 2574-2587, 2020 | 99 | 2020 |
| ‘Overwhelmed at first’: the experience of career development in early career academics A Hollywood, D McCarthy, C Spencely, N Winstone Journal of further and higher education 44 (7), 998-1012, 2020 | 98 | 2020 |
| What do students want most from written feedback information? Distinguishing necessities from luxuries using a budgeting methodology NE Winstone, RA Nash, J Rowntree, R Menezes Assessment & Evaluation in Higher Education 41 (8), 1237-1253, 2016 | 88 | 2016 |
| Building feedback literacy: Students’ perceptions of the developing engagement with feedback toolkit NE Winstone, G Mathlin, RA Nash Frontiers in Education 4, 39, 2019 | 87 | 2019 |
| Exploring cultures of feedback practice: the adoption of learning-focused feedback practices in the UK and Australia N Winstone, D Boud Higher Education Research & Development 38 (2), 411-425, 2019 | 84 | 2019 |
| Charting the elements of pedagogic frailty IM Kinchin, E Alpay, K Curtis, J Franklin, C Rivers, NE Winstone Educational Research 58 (1), 1-23, 2016 | 83 | 2016 |
| From feedback-as-information to feedback-as-process: a linguistic analysis of the feedback literature N Winstone, D Boud, P Dawson, M Heron Assessment & Evaluation in Higher Education 47 (2), 213-230, 2022 | 81 | 2022 |
| Sometimes fish, sometimes fowl? Liminality, identity work and identity malleability in graduate teaching assistants N Winstone, D Moore Innovations in education and teaching international 54 (5), 494-502, 2017 | 80 | 2017 |
| Reframing perceptions of the lecture from challenges to opportunities: Embedding active learning and formative assessment into the teaching of large classes. N Winstone, L Millward Psychology Teaching Review 18 (2), 31-41, 2012 | 74 | 2012 |
| Pedagogic frailty and resilience in the university IM Kinchin, NE Winstone Springer, 2017 | 71 | 2017 |
| Making connections: Authenticity and alienation within students’ relationships in higher education K Gravett, NE Winstone Higher Education Research & Development 41 (2), 360-374, 2022 | 69 | 2022 |
| Who stands to benefit? Wellbeing, belonging and challenges to equity in engagement in extra-curricular activities at university N Winstone, K Balloo, K Gravett, D Jacobs, H Keen Active Learning in Higher Education 23 (2), 81-96, 2022 | 68 | 2022 |
Robert A. NashReader in Psychology, Aston University在 aston.ac.uk 的电子邮件经过验证
