Paul Ashwin 个人学术档案 - 学术资源搜索

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引用	5055	2509
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Andrea AbbasProfessor, Department of Education, University of Bath.在 bath.ac.uk 的电子邮件经过验证
Keith TrigwellUniversity of Sydney在 sydney.edu.au 的电子邮件经过验证
Jan McArthurLancaster University在 lancaster.ac.uk 的电子邮件经过验证
Sari Lindblom-YlänneFull Professor, University of Helsinki在 helsinki.fi 的电子邮件经过验证
Anne NevgiAssociate Professor在 helsinki.fi 的电子邮件经过验证
Kelly CoateRichmond American University London在 richmond.ac.uk 的电子邮件经过验证
Velda McCuneSenior Lecturer在 ed.ac.uk 的电子邮件经过验证
Kathy LuckettUniversity of Cape Town, South Africa在 uct.ac.za 的电子邮件经过验证
Gregory Light, PhDNorthwestern University在 northwestern.edu 的电子邮件经过验证
David BoudDeakin University, University of Technology Sydney, Middlesex University在 deakin.edu.au 的电子邮件经过验证
Katarina MårtenssonSenior lecturer, Lund University在 ahu.lu.se 的电子邮件经过验证
Jennifer CaseDepartment Head, Virginia Tech在 vt.edu 的电子邮件经过验证
Elena MillanUniversity of Reading, United Kingdom在 reading.ac.uk 的电子邮件经过验证
Paul TrowlerProfessor of Higher Education, Lancaster University在 lancaster.ac.uk 的电子邮件经过验证
Murray SaundersLancaster University, UK在 lancaster.ac.uk 的电子邮件经过验证
Didi M.E. GriffioenProfessor of Higher Education, Research & Innovation在 hva.nl 的电子邮件经过验证
Manja KlemencicAssociate Senior Lecturer on Sociology, Harvard University在 g.harvard.edu 的电子邮件经过验证
Antonia ScholkmannAssociate Professor, Aalborg University, Department of Culture and Learning在 ikl.aau.dk 的电子邮件经过验证
Rosemary DeemProfessor of Higher Education Management 在 rhul.ac.uk 的电子邮件经过验证
Suellen ShayUniversity of Cape Town在 uct.ac.za 的电子邮件经过验证

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Paul Ashwin

Professor of Higher Education, Lancaster University

在 lancaster.ac.uk 的电子邮件经过验证 - 首页

Higher Education learning-teaching knowledge-curriculum higher education policy phenomenography


标题按引用次数排序按年份排序按标题排序	引用次数引用次数	年份
How approaches to teaching are affected by discipline and teaching context S Lindblom‐Ylänne, K Trigwell, A Nevgi, P Ashwin Studies in Higher Education 31 (03), 285-298, 2006	1032	2006
Analysing teaching-learning interactions in higher education: Accounting for structure and agency P Ashwin Continuum International Publishing Group, 2009	331*	2009
The meanings of student engagement: Implications for policies and practices P Ashwin, D McVitty The European higher education area: Between critical reflections and future …, 2015	328	2015
Reflective teaching in higher education P Ashwin, D Boud, S Calkins, K Coate, F Hallett, G Light, K Luckett, ... Bloomsbury Publishing, 2020	310	2020
Peer support: Relations between the context, process and outcomes for the students who are supported P Ashwin Instructional science 31, 159-173, 2003	167	2003
Evoked prior learning experience and approach to learning as predictors of academic achievement K Trigwell, P Ashwin, ES Millan British Journal of Educational Psychology 83 (3), 363-378, 2013	165	2013
Variation in students’ experiences of the ‘Oxford tutorial’ P Ashwin Higher Education 50 (4), 631-644, 2005	164	2005
Transforming University Education: A Manifesto P Ashwin Bloomsbury Publishing, 2020	154*	2020
An exploratory study of situated conceptions of learning and learning environments K Trigwell, P Ashwin Higher Education 51, 243-258, 2006	145	2006
Knowledge, curriculum and student understanding in higher education P Ashwin Higher Education 67 (2), 123-126, 2014	124	2014
Accounting for structure and agency in ‘close-up’research on teaching, learning and assessment in higher education P Ashwin International Journal of Educational Research 47 (3), 151-158, 2008	123	2008
Investigating staff and educational development P Ashwin, K Trigwell Enhancing staff and educational development, 117-131, 2004	117	2004
How do students’ accounts of sociology change over the course of their undergraduate degrees? P Ashwin, A Abbas, M McLean Higher Education 67, 219-234, 2014	102	2014
The use and value of Bernstein’s work in studying (in) equalities in undergraduate social science education M McLean, A Abbas, P Ashwin British Journal of Sociology of Education 34 (2), 262-280, 2013	99	2013
How often are theories developed through empirical research into higher education? P Ashwin Studies in Higher Education 37 (8), 941-955, 2012	95	2012
Changing higher education: The development of learning and teaching P Ashwin Routledge, 2005	90	2005
Variation in academics’ accounts of tutorials P Ashwin Studies in Higher Education 31 (6), 651-665, 2006	84	2006
Undergraduate students' experience of learning at the University of Oxford K Trigwell, P Ashwin Institute for the Advancement of University Learning, 2003	78	2003
Academics' perceptions of what it means to be an academic K Rosewell, P Ashwin Studies in Higher Education 44 (12), 2374-2384, 2019	63	2019
Peer facilitation and how it contributes to the development of a more social view of learning P Ashwin Research in Post-Compulsory Education 8 (1), 005-018, 2003	62	2003

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