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From conception to performance: How undergraduate students conceptualise and construct essays
16 references·1 citing·33 second hop
From conception to performance: How undergraduate students conceptualise and construct essays (1998)From conception to performance: How under…A new framework for understanding cognition and affect in writing. (1996)A new framework for understan…Using Self and Peer Assessment to Improve Students’ Essay Writing: a Case Study from Geography (1995)Using Self and Peer Assessmen…Relating the process of undergraduate essay writing to the finished product (1994)Relating the process of under…Peer, self and tutor assessment: Relative reliabilities (1994)Peer, self and tutor assessme…Conceptions of learning (1993)Conceptions of learningExperiences of understanding in revising for degree examinations (1992)Experiences of understanding …Helping students become better learners: a case study in teacher education (1991)Helping students become bette…Essay-writing: what really counts? (1990)Essay-writing: what really co…Quantitative studies of student self-assessment in higher education: a critical analysis of findings (1989)Quantitative studies of stude…Approaches to the Enhancement of Tertiary Teaching (1989)Approaches to the Enhancement…Women's Ways of Knowing: The Development of Self, Voice, and Mind. (1988)Women's Ways of Knowing: The …Women's Ways of Knowing: The Development of Self, Voice, and Mind (1988)Women's Ways of Knowing: The …Women's Ways of Knowing: The Development of Self, Voice, and Mind (1988)Women's Ways of Knowing: The …Approaches to Learning and to Essay Writing (1988)Approaches to Learning and to…Student Learning: Research in Education and Cognitive Psychology (1987)Student Learning: Research in…ON QUALITATIVE DIFFERENCES IN LEARNING: I—OUTCOME AND PROCESS* (1976)ON QUALITATIVE DIFFERENCES IN…Postgraduate students’ beliefs about and confidence for academic writing in the field of applied linguistics (2021)Postgraduate students’ belief…Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. (1979)The reflective practitioner: How professionals think in action (1984)The Reflective Practitioner: How Professionals Think in Action (1985)Promoting Learning and Achievement Through Self-Assessment (2009)Modeling Course-Based Undergraduate Research Experiences: An Agenda for Future Research and Evaluation (2015)The Reliability, Validity, and Utility of Self-Assessment (2020)Developing student autonomy in learning (1982)The Importance of Marking Criteria in the Use of Peer Assessment (1996)“But is it fair?”: An exploratory study of student perceptions of the consequential validity of assessment (1997)The Use of Student Derived Marking Criteria in Peer and Self-assessment (2000)Phenomenography ? Describing conceptions of the world around us (1981)Conceptions of teaching held by academic teachers (1992)From Theory to Practice: A Cognitive Systems Approach (1993)Design and implementation factors in blended synchronous learning environments: Outcomes from a cross-case analysis (2015)Metacognitive Aspects of Problem Solving (2024)Enhancing teaching through constructive alignment (1996)Teaching For Quality Learning At University (1999)The Knower and the Known: The Nature of Knowledge in Research on Teaching (1994)Validating culturally diverse students: Toward a new model of learning and student development (1994)Cultural Diversity at Work: The Effects of Diversity Perspectives on Work Group Processes and Outcomes (2001)Conceptualizing the Role and Influence of Student-Teacher Relationships on Children's Social and Cognitive Development (2003)The Effects of School-Based Writing-to-Learn Interventions on Academic Achievement: A Meta-Analysis (2004)A meta-analysis of writing instruction for adolescent students. (2007)Modeling and Remodeling Writing (2012)Conceptions of learning and knowledge in higher education: Relationships with study behaviour and influences of learning environments (2004)The Conceptual Bases of Study Strategy Inventories (2004)A review of technological pedagogical content knowledge (2013)Adult Meaning Making In The Undergraduate Classroom (2003)Secondary science teachers' use of laboratory activities: Linking epistemological beliefs, goals, and practices (2004)Alignment, cohesion, and change: Examining mathematics teachers’ belief structures and their influence on instructional practices (2009)Approaches to learning and perceptions of the learning environment (1991)The Concepts and Methods of Phenomenographic Research (1999)Facilitating productive use of feedback in higher education (2012)
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References

  • 1988Women's Ways of Knowing: The Development of Self, Voice, and Mind4,915 cited
  • 1976ON QUALITATIVE DIFFERENCES IN LEARNING: I—OUTCOME AND PROCESS*4,616 cited
  • 1988Women's Ways of Knowing: The Development of Self, Voice, and Mind.2,038 cited
  • 1996A new framework for understanding cognition and affect in writing.1,459 cited
  • 1993Conceptions of learning1,044 cited
  • 1988Women's Ways of Knowing: The Development of Self, Voice, and Mind789 cited
  • 1989Approaches to the Enhancement of Tertiary Teaching718 cited
  • 1989Quantitative studies of student self-assessment in higher education: a critical analysis of findings615 cited
  • 1994Peer, self and tutor assessment: Relative reliabilities344 cited
  • 1987Student Learning: Research in Education and Cognitive Psychology296 cited
  • 1992Experiences of understanding in revising for degree examinations170 cited
  • 1988Approaches to Learning and to Essay Writing156 cited
  • 1990Essay-writing: what really counts?115 cited
  • 1995Using Self and Peer Assessment to Improve Students’ Essay Writing: a Case Study from Geography112 cited
  • 1991Helping students become better learners: a case study in teacher education

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86 cited
  • 1994Relating the process of undergraduate essay writing to the finished product85 cited
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    • 2021Postgraduate students’ beliefs about and confidence for academic writing in the field of applied linguistics32 cited