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The development of students? ways of thinking and practising in three final-year biology courses
16 references·16 citing·36 second hopsampled
The development of students? ways of thinking and practising in three final-year biology courses (2005)The development of students? ways of thin…The Experience of Learning (2013)The Experience of LearningTeaching for quality learning at university (2008)Teaching for quality learning…Learning to Teach in Higher Education (2003)Learning to Teach in Higher E…Assessment for Learning- putting it into practice (2003)Assessment for Learning- putt…Handbook of Self-Regulation (2000)Handbook of Self-RegulationUnderstanding Learning and Teaching: the experience in higher education (1999)Understanding Learning and Te…Teaching For Quality Learning At University (1999)Teaching For Quality Learning…Formative Assessment: revisiting the territory (1998)Formative Assessment: revisit…Assessment and Classroom Learning (1998)Assessment and Classroom Lear…Enhancing teaching through constructive alignment (1996)Enhancing teaching through co…The significance of disciplinary differences (1994)The significance of disciplin…Academic Tribes and Territories: Intellectual Enquiry and the Cultures of Disciplines (1991)Academic Tribes and Territori…Formative assessment and the design of instructional systems (1989)Formative assessment and the …Understanding Student Learning (1984)Understanding Student LearningForms of intellectual and ethical development in the college years. (1970)Forms of intellectual and eth…Forms of Intellectual and Ethical Development in the College Years; A Scheme (1970)Forms of Intellectual and Eth…How conceptualisations of curriculum in higher education influence student-staff co-creation in and of the curriculum (2018)How conceptualisations of cur…A framework for working with university teachers to create and embed ‘Integrated Threshold Concept Knowledge’ (ITCK) in their practice (2017)A framework for working with …Investigating the relationships between approaches to learning, learner identities and academic achievement in higher education (2016)Investigating the relationshi…Mentoring, Undergraduate Research, and Identity Development: A Conceptual Review and Research Agenda (2015)Mentoring, Undergraduate Rese…Using a research instrument for developing quality at the university (2012)Using a research instrument f…Academics’ conceptions of assessment and their assessment practices (2012)Academics’ conceptions of ass…Self-efficacy and strategies to influence the study environment (2010)Self-efficacy and strategies …Feedback alignment: effective and ineffective links between tutors’ and students’ understanding of coursework feedback (2010)Feedback alignment: effective…Cultivating the disposition to understand in 21st century university education (2010)Cultivating the disposition t…Academic induction for professional educators: supporting the workplace learning of newly appointed lecturers in teacher and nurse education (2010)Academic induction for profes…University students’ and teachers’ conceptions of teaching and learning in the biosciences (2009)University students’ and teac…Linking teaching and research in disciplines and departments (2007)Linking teaching and research…Is it worth the effort? How feedback influences students’ subsequent submission of assessable work (2007)Is it worth the effort? How f…Fast and effective feedback: are model answers the answer? (2007)Fast and effective feedback: …The Approaches to Teaching Inventory: A critique of its development and applicability (2006)The Approaches to Teaching In…Learning outcomes and ways of thinking across contrasting disciplines and settings in higher education (2005)Learning outcomes and ways of…Motivational processes affecting learning. (1986)Classrooms: Goals, structures, and student motivation. (1992)The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. 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(1973)Management as ideology: the case of ‘new managerialism’ in higher education (2005)Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework (2009)Developing undergraduate research and inquiry (2010)Philosophical Investigations. (1954)Personal Knowledge: Towards a Post-Critical Philosophy (1959)Goal setting and task performance: 1969–1980. (1981)Developing the theory of formative assessment (2009)Inside the Black Box: Raising Standards through Classroom Assessment (2010)The development of student feedback literacy: enabling uptake of feedback (2018)The Impact of Classroom Evaluation Practices on Students (1988)Measuring intercultural sensitivity: The intercultural development inventory (2003)Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases (2006)Becoming a Self-Regulated Learner: An Overview (2002)Motivational Beliefs, Values, and Goals (2002)The Four-Phase Model of Interest Development (2006)Aligning assessment with long‐term learning (2006)The ‘digital natives’ debate: A critical review of the evidence (2008)Redefining Internationalization at Home (2015)Problem-Based Learning: What and How Do Students Learn? (2004)University Students' Perceptions of the Learning Environment and Academic Outcomes: Implications for theory and practice (2002)
this work references cited by second hop· second hop is a sample of the most-cited connections

References

  • 1998Assessment and Classroom Learning8,137 cited
  • 1999Teaching For Quality Learning At University7,559 cited
  • 2003Learning to Teach in Higher Education5,110 cited
  • 2008Teaching for quality learning at university4,907 cited
  • 2000Handbook of Self-Regulation4,438 cited
  • 1989Formative assessment and the design of instructional systems4,279 cited
  • 1970Forms of Intellectual and Ethical Development in the College Years; A Scheme4,197 cited
  • 1996Enhancing teaching through constructive alignment4,064 cited
  • 1991Academic Tribes and Territories: Intellectual Enquiry and the Cultures of Disciplines2,729 cited
  • 1984Understanding Student Learning2,377 cited
  • 1999Understanding Learning and Teaching: the experience in higher education1,894 cited
  • 1970Forms of intellectual and ethical development in the college years.1,825 cited
  • 2003Assessment for Learning- putting it into practice1,586 cited
  • 1998Formative Assessment: revisiting the territory1,106 cited
  • 2013The Experience of Learning991 cited
  • 1994The significance of disciplinary differences

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915 cited

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  • 2007Linking teaching and research in disciplines and departments254 cited
  • 2010Feedback alignment: effective and ineffective links between tutors’ and students’ understanding of coursework feedback246 cited
  • 2007Is it worth the effort? How feedback influences students’ subsequent submission of assessable work216 cited
  • 2018How conceptualisations of curriculum in higher education influence student-staff co-creation in and of the curriculum216 cited
  • 2012Using a research instrument for developing quality at the university144 cited
  • 2010Cultivating the disposition to understand in 21st century university education120 cited
  • 2005Learning outcomes and ways of thinking across contrasting disciplines and settings in higher education115 cited
  • 2009University students’ and teachers’ conceptions of teaching and learning in the biosciences99 cited
  • 2007Fast and effective feedback: are model answers the answer?99 cited
  • 2012Academics’ conceptions of assessment and their assessment practices92 cited
  • 2006The Approaches to Teaching Inventory: A critique of its development and applicability84 cited
  • 2017A framework for working with university teachers to create and embed ‘Integrated Threshold Concept Knowledge’ (ITCK) in their practice81 cited
  • 2010Self-efficacy and strategies to influence the study environment79 cited
  • 2015Mentoring, Undergraduate Research, and Identity Development: A Conceptual Review and Research Agenda75 cited
  • 2016Investigating the relationships between approaches to learning, learner identities and academic achievement in higher education69 cited
  • 2010Academic induction for professional educators: supporting the workplace learning of newly appointed lecturers in teacher and nurse education68 cited