| Making sense of assessment feedback in higher education C Evans Review of educational research 83 (1), 70-120, 2013 | 1497 | 2013 |
| Cognitive style as environmentally sensitive individual differences in cognition: A modern synthesis and applications in education, business, and management M Kozhevnikov, C Evans, SM Kosslyn Psychological science in the public interest 15 (1), 3-33, 2014 | 325 | 2014 |
| Understanding pedagogy: Developing a critical approach to teaching and learning M Waring, C Evans Routledge, 2014 | 189 | 2014 |
| Exploring the relationship between cognitive style and teaching style C Evans* Educational psychology 24 (4), 509-530, 2004 | 171 | 2004 |
| Engaged student learning: High impact strategies to enhance student achievement C Evans, D Mujis, D Tomlinson Higher Education Academy, 2015 | 121 | 2015 |
| Learning in higher education–how cognitive and learning styles matter C Evans, E Cools, ZM Charlesworth Teaching in Higher Education 15 (4), 467-478, 2010 | 119 | 2010 |
| Field independence: Reviewing the evidence C Evans, JTE Richardson, M Waring British Journal of Educational Psychology 83 (2), 210-224, 2013 | 98 | 2013 |
| Exploring teaching styles and cognitive styles: evidence from school teachers in Canada. C Evans, MJ Harkins, JD Young North American Journal of Psychology 10 (3), 2008 | 94 | 2008 |
| Building teachers’ research literacy: integrating practice and research C Evans, M Waring, A Christodoulou Research Papers in Education 32 (4), 403-423, 2017 | 90 | 2017 |
| Making sense of learning gain in higher education C Evans, C Kandiko Howson, A Forsythe Higher Education Pedagogies 3 (1), 1-45, 2018 | 80 | 2018 |
| Towards inclusive teacher education: Sensitising individuals to how they learn C Evans, M Waring Educational Psychology 26 (4), 499-518, 2006 | 80 | 2006 |
| Student teacher assessment feedback preferences: The influence of cognitive styles and gender C Evans, M Waring Learning and Individual Differences 21 (3), 271-280, 2011 | 71 | 2011 |
| Learning styles in education and training: problems, politicisation and potential C Evans, E Sadler‐Smith Education+ Training 48 (2/3), 77-83, 2006 | 70 | 2006 |
| Exploring students' perceptions of feedback in relation to cognitive styles and culture C Evans, M Waring Styles of Practice in Higher Education, 39-58, 2016 | 67 | 2016 |
| Learning transitions in higher education D Scott, G Hughes, P Burke, C Evans, D Watson, C Walter Springer, 2013 | 63 | 2013 |
| Enhancing assessment feedback practice in higher education: The EAT framework C Evans University of Southampton, 2016 | 57 | 2016 |
| Transparency isn't spoon-feeding: how a transformative approach to the use of explicit assessment criteria can support student self-regulation K Balloo, C Evans, A Hughes, X Zhu, N Winstone Frontiers in Education 3, 69, 2018 | 56 | 2018 |
| What constitutes high quality higher education pedagogical research. C Evans, C., Kandiko-Howson C., , Forsythe, A., & Edwards Assessment & Evaluation in Higher Education., 2020 | 55* | 2020 |
| Applications of styles in educational instruction and assessment C Evans, M Waring Handbook of intellectual styles: Preferences in cognition, learning, and …, 2012 | 52 | 2012 |
| The place of cognitive style in pedagogy: Realizing potential in practice C Evans, M Waring, L Zhang, R Sternberg Perspectives on the nature of intellectual styles, 169-208, 2009 | 52 | 2009 |
Michael WaringUniversity of Leeds在 leeds.ac.uk 的电子邮件经过验证
