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“Es verdad hay q matarlas a todas": Online discourse surrounding “e” as gender-neutral morpheme in Spanish
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In: http://rave.ohiolink.edu/etdc/view?acc_num=ysu1589564406694545 (2020)
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| 123 |
Populating a Virtual Conversation Database: Community Data Collection and Analysis
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| 124 |
Beyond Fact-Checking: Lexical Patterns as Lie Detectors in Donald Trump’s Tweets
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In: International Journal of Communication; Vol 14 (2020); 24 ; 1932-8036 (2020)
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| 126 |
An investigation into programme level approaches to feedback: Influences on students' learning and feedback literacy
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Abstract:
In designing sustainable feedback practices, it is crucial to consider the kinds of learning that higher education is intended to cultivate. This research study investigates how a programme-focused approach to curriculum design affects a students’ feedback literacy. This research stems from the growing focus on feedback literacy and what that implies for student engagement with feedback as a learning tool. While the current research focuses on feedback literacy at the student or individual module level, this study investigates what features of a programme can help, or hinder, a student’s feedback literacy journey.Based on a review of the literature on feedback and feedback literacy, a survey was distributed to students across five programmes at Edinburgh Napier University. Semi-structured interviews were conducted with the programme leaders as well as module leaders, and follow-up focus groups were conducted with the students who participated in the survey. Analysis of the findings found that there were five programme characteristics that factored into a student’s engagement with feedback literacy. They are:a. Staff attitudes to feedback b. Whether there is a programme-focused approach c. Students’ role in feedback d. Whether there is a sustained approach to feedback e. Institutional acceptance of the challenges of developing a sustained approach to feedback On this basis, it is recommended that not only do programmes consider a programme-focused approach to assessment and feedback, but that in order to help further the development of the students’ feedback literacy, staff must first be feedback literate themselves. Further research is needed to identify whether a shift in programme structure has an overall impact on student engagement with feedback and leads to the development of a stronger feedback literacy.
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Keyword:
attitudes; feedback; feedback literacy; higher education
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URL: http://researchrepository.napier.ac.uk/Output/2694574
https://napier-surface.worktribe.com/file/2694574/1/An%20investigation%20into%20programme%20level%20approaches%20to%20feedback%3A%20Influences%20on%20students%27%20learning%20and%20feedback%20literacy
https://doi.org/10.17869/enu.2020.2694574
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| 127 |
Supporting Teachers of Rigorous Content in a Foreign Language
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| 128 |
The Indigenous Languages Technology Project at NRC Canada: an empowerment-oriented approach to developing language software ...
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| 129 |
Lexical items as facets of identity in discourse ...
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Davis, Joseph. - : Wydawnictwo Uniwersytetu Jana Kochanowskiego w Kielcach, 2020
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| 130 |
Embedding-based Zero-shot Retrieval through Query Generation ...
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| 131 |
Randomised Controlled Trial Evaluating Active versus Passive Waiting for Speech-Language Pathology
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| 132 |
Waiting for speech-language pathology services: a randomised controlled trial comparing therapy, advice and device
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| 133 |
Perception of Rhythmic Speech Is Modulated by Focal Bilateral Transcranial Alternating Current Stimulation. ...
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| 134 |
Rapid computations of spectrotemporal prediction error support perception of degraded speech. ...
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| 135 |
The Neural Time Course of Semantic Ambiguity Resolution in Speech Comprehension. ...
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| 136 |
Multicultural/Multilingual Issues in CSD Research Methods Coursework: A Neglected Topic?
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In: Appalachian Student Research Forum (2020)
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| 137 |
Directions in intellectual property law research: a linguistic contribution
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| 138 |
Decomposing distributive numerals in ʔayʔaǰuθəm (Comox-Sliammon Salish)
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In: Sinn und Bedeutung; Bd. 24 Nr. 2 (2020): Proceedings of Sinn und Bedeutung 24; 72-89 ; Proceedings of Sinn und Bedeutung; Vol 24 No 2 (2020): Proceedings of Sinn und Bedeutung 24; 72-89 ; 2629-6055 (2020)
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| 139 |
Crossing and stranding at edges: On intermediate stranding and phase theory
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In: Glossa: a journal of general linguistics; Vol 5, No 1 (2020); 17 ; 2397-1835 (2020)
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| 140 |
Moraic preservation and equivalence in Gújjolaay Eegimaa perfective reduplication
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