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The Use of Rubrics to Improve Integration and Engagement Between Biosecurity Agencies and Their Key Partners and Stakeholders: A Surveillance Example
16 references·0 citing·43 second hop
The Use of Rubrics to Improve Integration and Engagement Between Biosecurity Agencies and Their Key Partners and Stakeholders: A Surveillance Example (2018)The Use of Rubrics to Improve Integration…Wiley Interdisciplinary Reviews: Climate Change (2018)Wiley Interdisciplinary Revie…Communicating adaptation to climate change: the art and science of public engagement when climate change comes home (2014)Communicating adaptation to c…Rethinking Soft OR interventions: Models as boundary objects (2013)Rethinking Soft OR interventi…Bridging Disciplines, Knowledge Systems and Cultures in Pest Management (2013)Bridging Disciplines, Knowled…Researching educational praxis: Spectator and participant perspectives (2011)Researching educational praxi…Action research as a practice‐based practice (2009)Action research as a practice…A review of rubric use in higher education (2009)A review of rubric use in hig…The SAGE Handbook of Action Research (2008)The SAGE Handbook of Action R…The Sage handbook of action research : participative inquiry and practice (2008)The Sage handbook of action r…Learning For Action: A Short Definitive Account of Soft Systems Methodology, and its use for Practitioners, Teachers and Students (2007)Learning For Action: A Short …Rubrics: Tools for Making Learning Goals and Evaluation Criteria Explicit for Both Teachers and Learners (2006)Rubrics: Tools for Making Lea…The public and effective risk communication (2004)The public and effective risk…Making Plans that Matter: Citizen Involvement and Government Action (2003)Making Plans that Matter: Cit…Using Rubrics To Promote Thinking and Learning. (2000)Using Rubrics To Promote Thin…Educational Leadership (1999)Educational LeadershipInforming and Educating the Public About Risk (1986)Informing and Educating the P…Observations from the Field (2006)Using rubrics to assess information literacy (2006)The use of scoring rubrics: Reliability, validity and educational consequences (2007)The use of scoring rubrics for formative assessment purposes revisited: A review (2013)Teaching More by Grading Less (or Differently) (2014)Assessment rubrics: towards clearer and more replicable design, research and practice (2015)The reflective practitioner: How professionals think in action (1984)The Reflective Practitioner: How Professionals Think in Action (1985)Educating the reflective practitioner (1987)Effects of Professional Development on Teachers’ Instruction: Results from a Three-year Longitudinal Study (2002)Parent Involvement, Cultural Capital, and the Achievement Gap Among Elementary School Children (2006)Teacher Recruitment and Retention: A Review of the Recent Empirical Literature (2006)A Ladder Of Citizen Participation (1969)What to do when Stakeholders matter (2004)Examining the Relationship Between Physical Vulnerability and Public Perceptions of Global Climate Change in the United States (2007)Personal Efficacy, the Information Environment, and Attitudes Toward Global Warming and Climate Change in the United States (2008)Knowledge and Human Interests (1968)What is to be done? 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References

  • 1999Educational Leadership2,360 cited
  • 2008The SAGE Handbook of Action Research1,981 cited
  • 2018Wiley Interdisciplinary Reviews: Climate Change1,600 cited
  • 2008The Sage handbook of action research : participative inquiry and practice1,213 cited
  • 2009A review of rubric use in higher education916 cited
  • 2007Learning For Action: A Short Definitive Account of Soft Systems Methodology, and its use for Practitioners, Teachers and Students736 cited
  • 2009Action research as a practice‐based practice662 cited
  • 2003Making Plans that Matter: Citizen Involvement and Government Action632 cited
  • 2000Using Rubrics To Promote Thinking and Learning.556 cited
  • 1986Informing and Educating the Public About Risk474 cited
  • 2004The public and effective risk communication342 cited
  • 2006Rubrics: Tools for Making Learning Goals and Evaluation Criteria Explicit for Both Teachers and Learners314 cited
  • 2014Communicating adaptation to climate change: the art and science of public engagement when climate change comes home273 cited
  • 2011Researching educational praxis: Spectator and participant perspectives166 cited
  • 2013Rethinking Soft OR interventions: Models as boundary objects

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131 cited
  • 2013Bridging Disciplines, Knowledge Systems and Cultures in Pest Management39 cited
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