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| Issue |
Title |
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| No 14 (2019): New Directions in the Teaching of Physical Sciences (2019) |
A Whole-Class Self-Assessment Method to Enhance Engagement with Feedback in Low-stakes, High-value Assessments in the Physical Sciences |
Abstract
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David John McGarvey, Laura M Hancock |
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| No 14 (2019): New Directions in the Teaching of Physical Sciences (2019) |
Work-related learning: benefits and challenges |
Abstract
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Claire Cornock, Ellen Marshall, Jess Hargreaves |
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| No 14 (2019): New Directions in the Teaching of Physical Sciences (2019) |
Exploring self-assessments in university undergraduate students: how accurate are they? |
Abstract
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Hilda Mary Mulrooney |
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| No 13 (2018) |
Approaches to Measuring Attendance and Engagement |
Abstract
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Neil Andrew Gordon, Simon Grey |
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| No 13 (2018) |
From students to scientists: The impact of interactive engagement in lectures |
Abstract
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Craig McMillan, Daphne Loads, Heather A McQueen |
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| No 12 (2017) |
Increasing Student Engagement in Pharmacy Law |
Abstract
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Natasha Slater, Ricarda Micallef |
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| No 11 (2016) |
Perspectives on motivation and engagement in an extracurricular project |
Abstract
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Jake Bell, Hilda Mulrooney |
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| No 11 (2016) |
Games, Learning and Engagement: What Teachers might learn from Games Designers |
Abstract
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Simon Grey |
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| No 11 (2016) |
Feedback for Future Learning: Delivering Enhancements and Evidencing Impacts on the Student Learning Experience |
Abstract
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Kevan Michael Andrew Gartland, Angela Shapiro, Lesley McAleavy, Jamie McDermott, Alison Nimmo, Melanie Armstrong |
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