Browse Title Index


 
Issue Title
 
Vol 8, No 1 (2012) Promoting questioning skills by biology undergraduates: The role of assessment and feedback in an online discussion forum Abstract   PDF
Helena Pedrosa-de-Jesus, Aurora Coelho Moreira
 
Vol 8, No 1 (2012) Providing constructive feedback on learning patterns: An individual learner’s perspective Abstract   PDF
Vincent Donche, Liesje Coertjens, Gert Vanthournout, Peter Van Petegem
 
Vol 8, No 1 (2012) Providing formative feedback to students via emails and feedback strategies based on student metacognition Abstract   PDF
Chang Zhu
 
Vol 8, No 1 (2012) Qualitative analysis of a Self Administered Motivational Instrument (SAMI): promoting self-feedback, self-efficacy and self-regulated learning Abstract   PDF
Tim Duffy, Muir Houston, Russell Rimmer
 
Vol 4, No 1 (2008) Real time and virtual: tracking the professional development and reflections of choral conductors Abstract   PDF
Colin Durrant, Maria Varvarigou
 
Vol 4, No 1 (2008) Re-designing an MA module to foster agency, engagement and production in online social software Abstract   PDF
John Potter
 
Vol 9, No 1 (2014) Reflecting on Writing Support through the Academic Literacies Model Abstract   PDF
Ursula Canton
 
Vol 7, No 1 (2011) Reflection in professional education: an investigation into the reflective capabilities of trainee town planners Abstract   PDF
Jacqui Ward
 
Vol 9, No 1 (2014) Regional Academy OWL: Concept of a Multidimensional Enrichment Programme Abstract   PDF
Claas Wegner, Stephanie Ohlberger
 
Vol 8, No 1 (2012) Relations among Peer Feedback, Writing Performance and Writing Improvement: Evidence from a Writing Class in China Abstract   PDF
Chunlin Lei
 
Vol 8, No 2 (2012) Relationships of Teachers’ Professional Competences, Active Learning and Research Studies in Teacher Education in Finland Abstract   PDF
Hannele Niemi
 
Vol 4, No 2 (2008) Research design for analysing the relationship between governance structures and performance management systems in universities Abstract   PDF
Ana Isabel Melo, , Zoe Radnor
 
Vol 8, No 2 (2012) Research-Based Teacher Education Reform: Making Teacher Education Work Abstract   PDF
Judith Harford, Marina Sacilotto-Vasylenko, Vlasta Vizek Vidović
 
Vol 4, No 2 (2008) Researching Higher Educational Change and Transformation Abstract   PDF
Penny Jane Burke, Christine Musselin, Barbara Kehm
 
Vol 4, No 2 (2008) Researching study reforms and students Abstract   PDF
Roland Bloch
 
Vol 5, No 1 (2009) Stand-Up Comedy and Teaching in a ?Ǩ?lobal Age?Ǩ Abstract   PDF
Kevin McCarron
 
Vol 5, No 2 (2009) Student team formation based on learning styles at university start: Does it make a difference to the students? Abstract   PDF
Tine Nielsen, Anna E Hvas, Annemette Kjaergaard
 
Vol 7, No 1 (2011) Students' unions engagement and support with the widening participation agenda Abstract   PDF
Hannah Pudner
 
Vol 9, No 2 (2014): Building Learning Capacity for Life Supporting Life-Long Learning Journeys through the Stimulation of Reflexivity in Learners: Five Complementary Perspectives Abstract   PDF
Carol Evans, Eva Cools
 
Vol 2, No 1 (2006) Talk transfers ?Ǩ investigating and developing oral skills in a crosscurricular initiative Abstract   PDF
Julia Charles
 
Vol 2, No 2 (2006) Teacher reflections on the challenges of teaching citizenship education in Lebanon: A qualitative pilot study Abstract   PDF
Bassel Akar
 
Vol 4, No 2 (2008) Teachers undertaking master?ǨѢs level professional study: An investigation into motives and perceived outcomes Abstract   PDF
Adrian Mee
 
Vol 2, No 1 (2006) Technology-enabled action research in mentoring teacher researchers Abstract   PDF
Sarah Fletcher
 
Vol 6, No 1 (2010) The Changing Experience of English Secondary Education Abstract   PDF
Robert Galvani
 
Vol 10, No 1 (2016): Digital Innovations in Teacher Education The Connected Classroom – Using Video Conferencing Technology to Enhance Teacher Training Abstract   PDF
Julia Drexhage, Dominik Leiss, Torben Schmidt, Timo Ehmke
 
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Editor-in-Chief: Prof Norbert Pachler
UCL Institute of Education, University College London
ISSN 1746-9082