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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 19 of 19 1 Practising what we teach: addressing plagiarism prevention issues on professional development programmes for higher education teachers. Baughan, P.D.. - : Common Ground, 2013 BASE Show details 2 Understanding the impact of an iPad on the reading experience of struggling adolescent readers Hughes, Tom. - 2013 BASE Show details 3 An ethnographic study of teaching Chinese as a heritage language and foreign language in three educational contexts in the United Kingdom Lu, Wei. - 2013 BASE Show details 4 Towards a Brechtian research pedagogy for intercultural education: cultivating intercultural spaces of experiment through drama Frimberger, Katja. - 2013 BASE Show details 5 War and peace in the classroom: moments of reprieve; a strategy for reflecting on – and improving – students’ classroom behaviour Lebor, Merv. - : University of Huddersfield, 2013 BASE Show details 6 Supporting international PhD researchers – are pastoral duties part of the package? Karpenko-Seccombe, Tatyana. - 2013 BASE Show details 7 Academic self-concept and self-perceptions as learners: Do poor comprehenders differ from their peers? Homewood, Stephanie. - 2013 BASE Show details 8 Processing tense/aspect-agreement violations on-line in the second language: A self-paced reading study with French and German L2 learners of English Liszka, Sarah Ann; Roberts, Leah. - : SAGE Publications, 2013 BASE Show details 9 Identifying Effective Feedback Strategies for Research Skills Teaching Across STEM Subjects. Holland, L.; Garfield, Joy. - 2013 Abstract: STEM, a grouping of subjects which are considered to have a common scientific basis that unites them, yet is this the case? This workshop aims to explore the possibility of producing a framework to identify effective feedback strategies that can be implemented in research skills teaching across STEM subjects. Research skills is taught by all STEM degrees, and although commonly used, research methods may vary from discipline to discipline, the core topics covered by research modules is the same, such as writing a literature review, referencing, etc. Therefore if there is any homogeneity in STEM modules where best practice can be shared across all subjects, research skills provides the greatest opportunity. Research previously conducted with Informatics MSc students at the University of Wolverhampton found that research skills students’ grades improved by one grade when feedback was provided to them in a variety of different ways, not simply as a written document. Written tutor feedback opportunities were planned into the module, but other feedback types were introduced, e.g. regular reviews of work by peers; written feedback from the tutor and verbal group feedback by the tutor. This was in response to student need when feedback provided in only one format did not appear to be completely understood, preventing students from maximising potential improvement to their work or developing their understanding of topics. A feedback framework was produced as the result of working with the MSc students and this workshop aims to explore if the framework could be used across STEM subjects or if it is only applicable to Informatics students. Further exploration of feedback types for research skills teaching across a range of STEM subjects based on student characteristics could provide effective feedback strategies that meet STEM student needs. Keyword: LB Theory and practice of education; LB2300 Higher Education URL: https://eprints.worc.ac.uk/3185/1/Conference%20Paper%20-%20Identifying%20effective%20feedback%20strategies.pdf http://eprints.worc.ac.uk/3185/ BASE Hide details 10 An investigation on student's conceptual understanding of newton's third law - force in equilibrium and attitudes in physics using EquiForce Kit with STAD cooperative learning Chong, Chin Lu. - 2013 BASE Show details 11 Mobile learning through indigenous languages : learning through a constructivist approach Jantjies, Mmaki; Joy, Mike. - : QScience Proceedings, 2013 BASE Show details 12 Au nom de Bologne? : Une analyse comparative des discours politiques sur les réformes universitaires en Allemagne et en France Scholz, Ronny; Angermuller, Johannes. - : E.N.S. Editions, 2013 BASE Show details 13 Roots & routes in language education : bi-multi-plurilingualism, interculturality and identity. Selected papers from the 38th FAAPI Conference Renart, Laura; Banegas, Dario Luis. - : APIBA, 2013 BASE Show details 14 Teacher education and autonomy : where’s the real story? Smith, Richard; Barkhuizen, R. C.; Vieira, F.. - : IATEFL Learner Autonomy SIG, 2013 BASE Show details 15 Talking drama into being : types of talk in drama classrooms Freebody, Kelly. - : Institute of Advanced Study, 2013 BASE Show details 16 Creating and nurturing a community of practice for language teachers in Higher Education MacKinnon, Teresa. - : Research-publishing.net, 2013 BASE Show details 17 Reflection for specific purposes : the use of reflection by Nigerian English language teachers Hyacinth, Timi B.. - 2013 BASE Show details 18 Learning about religions and non-religious worldviews : European research findings and ongoing policy development in the Council of Europe Jackson, Robert. - : Liguori Editore, 2013 BASE Show details 19 International Chinese students' strategic vocabulary learning : agency and context Wang, Isobel Kai-Hui. - 2013 BASE Show details

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