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Showing 1 to 15 of 121 results Save | Export
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Mulrooney, Hilda – Practitioner Research in Higher Education, 2021
The global shift to online teaching and learning in response to the pandemic was potentially deleterious to sense of belonging and connection to the institution. Food is important in all cultures and has multiple functions, including making connections and welcoming others, in addition to specific cultural and religious meanings. The Cultural Food…
Descriptors: COVID-19, Pandemics, Food, Culturally Relevant Education
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O'Mahony, Tom – Practitioner Research in Higher Education, 2021
This article documents the time taken to assess two different types of final year engineering courses -- a more traditional course in which the purpose of assessment is mostly to measure performance, and a second, that uses a multi-stage assessment process to implement an assessment for learning perspective. The research question is to determine…
Descriptors: Tests, Assignments, College Seniors, Engineering Education
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Thompson, David; Meer, Nicky – Practitioner Research in Higher Education, 2021
Encouraging all students to meaningfully engage with feedback on summative assessments is a vexing challenge for educators (Watling, 2016). Using formative feedback techniques as a formal part of a summative assessment allows for a guaranteed 'feed forward'. Group crits in the form of students and staff viewing their own and others work in an…
Descriptors: Student Evaluation, Formative Evaluation, Summative Evaluation, Evaluation Methods
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Maurice-Takerei, Lisa – Practitioner Research in Higher Education, 2021
There is debate about whether and how educational research has relevance for and is accessible to teaching practitioners. Much literature highlights the value of practitioner-based research approaches as a pathway to engaging teachers more readily with and in research, however, the practitioner research approach is often viewed negatively and is…
Descriptors: Teacher Researchers, Educational Research, Educational Benefits, Foreign Countries
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Schultz, Corey Kai Nelson – Practitioner Research in Higher Education, 2021
This article examines practice-based teaching methodologies found in the studio-based design critique ('crit'), and how they can be adapted to essay-based modules in the Humanities. Based on a small case study of a masters level module on film theory at a British university, the group crit was introduced as a mode of experiential learning in order…
Descriptors: Humanities, Humanities Instruction, Teaching Methods, Experiential Learning
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Wilder-Davis, Kimberly; Carless, David; Huxham, Mark; McCune, Velda; McLatchie, Joan; Jessop, Tansy; Marzetti, Hazel – Practitioner Research in Higher Education, 2021
Feedback may be considered 'good' according to many of the criteria in the literature whilst still having little or no impact on students' learning in the longer term. Feedback in the context of this paper is defined as the process of learners obtaining information about their work in order to produced improved learning. This comes from tutors,…
Descriptors: Feedback (Response), Curriculum Design, Evaluation, Barriers
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Baker, Lewis A. – Practitioner Research in Higher Education, 2021
This work considers what can be gleaned from critically reflecting on several teaching philosophy statements to facilitate professional development. Specifically, three statements, written in 2015, 2019 and 2021 by the author, were investigated using qualitative reflexive thematic analysis to help identify static and dynamic themes within the…
Descriptors: Educational Philosophy, Teaching Methods, Position Papers, Professional Development
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McGrath, Mary F.; Scott, Lloyd; Logue, Pauline – Practitioner Research in Higher Education, 2020
The approach to, and the type of, assessment(s) that a Higher Education (HE) programme employs can be key factors in the effectiveness of assessment as a tool of learning. Peer assessment (PA) has the potential to develop the evaluative competence of students in HE. In the Republic of Ireland (RoI) there are three Institutes that each deliver a…
Descriptors: Peer Evaluation, Medical Education, Undergraduate Study, Biomedicine
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Sambell, Kay; Graham, Linda – Practitioner Research in Higher Education, 2020
This paper outlines two cycles of pedagogic action research exploring the pre-emptive formative use of exemplars which were embedded into teaching sessions mid-way through a module entitled 'Perspectives on Childhood.' Students were asked to bring their own formative work to a workshop in which exemplars-based activities were provided. The…
Descriptors: Teaching Methods, Educational Change, Action Research, Workshops
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Holgate, Peter; Sambell, Kay – Practitioner Research in Higher Education, 2020
The Scholarship of Teaching and Learning (SoTL) offers a bottom-up, locally situated and contextualized approach to enhancing educational practice. It has been championed for several years, yet remains curiously undervalued within the academy, despite clear benefits for curricular development and staff engagement. This paper reflects upon the…
Descriptors: Doctoral Programs, Teaching Methods, Portfolio Assessment, Foreign Countries
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Quirke-Bolt, Nigel – Practitioner Research in Higher Education, 2020
This paper describes a study that examined the effects of peer feedback on the learning and development of a group of eighty-one second-year undergraduate post-primary student-teachers on a four-year concurrent initial teacher education (ITE) course, studying a compulsory education module. The students were asked to complete a component of their…
Descriptors: Peer Evaluation, Feedback (Response), Undergraduate Students, Student Teachers
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Headley, Jane; Pittson, Helen – Practitioner Research in Higher Education, 2020
This paper reflects upon the development of the Harper Adams University Community of Practice for Exemplars (CoPfE). The University's aspiration for greater use of formative feedback was the catalyst for the creation of the CoPfE. Through informal monthly sessions members share experience, expertise and findings from their use of exemplars.…
Descriptors: Communities of Practice, Student Evaluation, Formative Evaluation, Foreign Countries
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Simpson, Rachel; Reading, Catherine – Practitioner Research in Higher Education, 2019
This research paper explores the processes and outcomes of a peer review system which was introduced to 74 first-year students on a BA Education programme in 2016-17. In this one-year action research study, students completed a series of tasks linked to both their academic work and professional teaching placements. The scaffolded nature of these…
Descriptors: Peer Evaluation, College Freshmen, Placement, Action Research
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Demonacos, Constantinos; Ellis, Steven; Barber, Jill – Practitioner Research in Higher Education, 2019
In this study we explored the potential of adaptive comparative judgement (ACJ) as a medium for peer assessment and for the giving and receiving of peer feedback. ACJ is a marking protocol in which the assessor (or judge) merely compares two answers and chooses a winner. Repeated judgements and a suitable sorting algorithm allow marks to be…
Descriptors: Student Evaluation, Peer Evaluation, Grading, Accuracy
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Valijärvi, Riitta-Liisa; Tarsoly, Eszter – Practitioner Research in Higher Education, 2019
We propose ways of incorporating Google Translate into the teaching of Finnish and Hungarian in a higher education setting at different skill levels. The task types tested in our study were: analytical tasks (dictionary-like exercise, word-building, part-of-word identification), discovery method tasks (elicitation, problem solving), and awareness…
Descriptors: Translation, Computer Software, Finno Ugric Languages, Hungarian
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