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Naomi Winstone
Naomi Winstone
Professor of Educational Psychology, University of Surrey
在 surrey.ac.uk 的电子邮件经过验证 - 首页
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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
7982017
Designing effective feedback processes in higher education: A learning-focused approach
N Winstone, D Carless
Routledge, 2019
5082019
‘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
4152017
Teacher feedback literacy and its interplay with student feedback literacy
D Carless, N Winstone
Teaching in Higher Education 28 (1), 150-163, 2023
4072023
The need to disentangle assessment and feedback in higher education
NE Winstone, D Boud
Studies in higher education 47 (3), 656-667, 2022
2122022
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
2022018
Responsibility-sharing in the giving and receiving of assessment feedback
RA Nash, NE Winstone
Frontiers in psychology 8, 289039, 2017
1682017
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
1062020
‘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
992020
‘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
982020
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
882016
Building feedback literacy: Students’ perceptions of the developing engagement with feedback toolkit
NE Winstone, G Mathlin, RA Nash
Frontiers in Education 4, 39, 2019
872019
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
842019
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
832016
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
812022
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
802017
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
742012
Pedagogic frailty and resilience in the university
IM Kinchin, NE Winstone
Springer, 2017
712017
Making connections: Authenticity and alienation within students’ relationships in higher education
K Gravett, NE Winstone
Higher Education Research & Development 41 (2), 360-374, 2022
692022
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
682022
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