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Sources of teacher efficacy in teaching reading : success, sharing, and support

The Australian journal of language and literacy, 2023-02, Vol.46 (1), p.1-14

2023

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Implementing standards-based assessment effectively: incorporating discussion of exemplars into classroom teaching

Assessment and evaluation in higher education, 2012-03, Vol.37 (2), p.149-161

2012

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Helping students understand the standards of work expected in an essay: using exemplars in mathematics pre-service education classes

Assessment and evaluation in higher education, 2013-09, Vol.38 (6), p.754-768

2013

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Constructive guidance and feedback for learning: the usefulness of exemplars, marking sheets and different types of feedback in a first year law subject

Assessment and evaluation in higher education, 2011-01, Vol.36 (1), p.1-11

2011

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Variation in clinical placement supervisors' conceptions of and approaches to supervision in a veterinary internship programme

Higher education research and development, 2018-02, Vol.37 (2), p.418-432

2018

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Professional learning in higher education : understanding how academics interpret student feedback and access resources to improve their teaching

Australasian Journal of Educational Technology, 2015-01, Vol.31 (5), p.556-571

2015

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Seeing is believing : the benefits of peer observation

Journal of university teaching & learning practice, 2012-01, Vol.9 (1)

2012

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Providing exemplar-based ‘feedforward’ before an assessment: The role of teacher explanation

Active learning in higher education, 2016-07, Vol.17 (2), p.99-109

2016

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Learning about the quality of work that teachers expect : students' perceptions of exemplar marking versus teacher explanation

Journal of university teaching & learning practice, 2014-01, Vol.11 (2)

2014

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'It's hard to grow when you're stuck on your own': enhancing teaching through a peer observation and review of teaching program

The international journal for academic development, 2021-01, Vol.26 (1), p.54-68

2021

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Learning by observing a peer's teaching situation

The international journal for academic development, 2014-10, Vol.19 (4), p.318-329

2014

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Problem-based learning tutors' conceptions of their development as tutors

Medical teacher, 2009-02, Vol.31 (2), p.145-150

Hendry, Graham D.

2009

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Readiness for self-directed learning: Validation of a new scale with medical students

Medical teacher, 2009-01, Vol.31 (10), p.918-920

2009

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Implementing an exemplar-based approach in an interaction design subject: enhancing students’ awareness of the need to be creative

International journal of technology and design education, 2014-08, Vol.24 (3), p.337-348

2014

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Interprofessional learning for pre-qualification health care students: An outcomes-based evaluation

Journal of interprofessional care, 2008, Vol.22 (1), p.57-68

2008

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Group problems in problem-based learning

Medical teacher, 2003-11, Vol.25 (6), p.609-616

2003

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Scaffolding students' transition to higher education: parallel introductory courses for students and teachers

Journal of further and higher education, 2008-01, Vol.32 (1), p.47-57

2008

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Independent student study groups

Medical education, 2005-07, Vol.39 (7), p.672-679

2005

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Conceptions of problem-based learning: the perspectives of students entering a problem-based medical program

Medical teacher, 2006-09, Vol.28 (6), p.573-575

2006

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Teachers' approaches to teaching and responses to student evaluation in a problem-based medical program

Assessment and evaluation in higher education, 2007-04, Vol.32 (2), p.143-157

2007

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Preparedness for hospital practice among graduates of a problem‐based, graduate‐entry medical program

Medical journal of Australia, 2003-02, Vol.178 (4), p.163-166

2003

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Students as partners in evaluation: student and teacher perspectives

Assessment and evaluation in higher education, 2004-12, Vol.29 (6), p.681-685

2004

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Patients teach students: partners in arthritis education

Medical education, 1999-09, Vol.33 (9), p.674-677

1999

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The Use of the Course Experience Questionnaire as a Monitoring Evaluation Tool in a Problem-based Medical Programme

Assessment and evaluation in higher education, 2002-08, Vol.27 (4), p.339-352

2002

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Helping students understand their learning styles: Effects on study self-efficacy, preference for group work, and group climate

Educational psychology (Dorchester-on-Thames), 2005-08, Vol.25 (4), p.395-407

2005

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Sources of teacher efficacy in teaching reading : success, sharing, and support

Implementing standards-based assessment effectively: incorporating discussion of exemplars into classroom teaching

Helping students understand the standards of work expected in an essay: using exemplars in mathematics pre-service education classes

Constructive guidance and feedback for learning: the usefulness of exemplars, marking sheets and different types of feedback in a first year law subject

Variation in clinical placement supervisors' conceptions of and approaches to supervision in a veterinary internship programme

Professional learning in higher education : understanding how academics interpret student feedback and access resources to improve their teaching

Seeing is believing : the benefits of peer observation

Providing exemplar-based ‘feedforward’ before an assessment: The role of teacher explanation

Learning about the quality of work that teachers expect : students' perceptions of exemplar marking versus teacher explanation

'It's hard to grow when you're stuck on your own': enhancing teaching through a peer observation and review of teaching program

Learning by observing a peer's teaching situation

Problem-based learning tutors' conceptions of their development as tutors

Readiness for self-directed learning: Validation of a new scale with medical students

Implementing an exemplar-based approach in an interaction design subject: enhancing students’ awareness of the need to be creative

Interprofessional learning for pre-qualification health care students: An outcomes-based evaluation

Group problems in problem-based learning

Scaffolding students' transition to higher education: parallel introductory courses for students and teachers

Independent student study groups

Conceptions of problem-based learning: the perspectives of students entering a problem-based medical program

Teachers' approaches to teaching and responses to student evaluation in a problem-based medical program

Preparedness for hospital practice among graduates of a problem‐based, graduate‐entry medical program

Students as partners in evaluation: student and teacher perspectives

Patients teach students: partners in arthritis education

The Use of the Course Experience Questionnaire as a Monitoring Evaluation Tool in a Problem-based Medical Programme

Helping students understand their learning styles: Effects on study self-efficacy, preference for group work, and group climate

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