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Teaching in Higher Education
Critical Perspectives
Volume 17, 2012 - Issue 5
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Articles

Empowering or disabling? Emotional reactions to assessment amongst part-time adult students

Andy Cramp School of Education, University of Wolverhampton, Walsall Campus, Gorway Road, Walsall, WS1 3BD, UKCorrespondence[email protected]
,
Catherine Lamond School of Education, University of Wolverhampton, Walsall Campus, Gorway Road, Walsall, WS1 3BD, UK
,
Liz Coleyshaw School of Education, University of Wolverhampton, Walsall Campus, Gorway Road, Walsall, WS1 3BD, UK
&
Sue Beck City of Wolverhampton College, Wolverhampton, UK
Pages 509-521 | Received 06 May 2011, Accepted 01 Dec 2011, Published online: 17 Feb 2012

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Dean M. Rockwell & Sasha Y. Kimel. (2023) A systematic review of first-generation college students’ mental health. Journal of American College Health 0:0, pages 1-13.
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Stefan Sellbjer. (2018) “Have you read my comments? It is not noticeable. Change!” An analysis of feedback given to students who have failed examinations. Assessment & Evaluation in Higher Education 43:2, pages 163-174.
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Sanna Ruhalahti, Anne-Maria Korhonen & Päivi Rasi. (2017) Authentic, dialogical knowledge construction: a blended and mobile teacher education programme. Educational Research 59:4, pages 373-390.
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Sarah Gilmore & Valerie Anderson. (2016) The emotional turn in higher education: a psychoanalytic contribution. Teaching in Higher Education 21:6, pages 686-699.
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Mazna Patka, Jennifer Wallin-Ruschman, Tenille Wallace & Candice Robbins. (2016) Exit cards: creating a dialogue for continuous evaluation. Teaching in Higher Education 21:6, pages 659-668.
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Hazel Christie, Lyn Tett, Viviene E. Cree & Velda McCune. (2016) ‘It all just clicked’: a longitudinal perspective on transitions within university. Studies in Higher Education 41:3, pages 478-490.
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Andy Cramp & Catherine Lamond. (2016) Engagement and kindness in digitally mediated learning with teachers. Teaching in Higher Education 21:1, pages 1-12.
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Kathryn Ecclestone & Kristiina Brunila. (2015) Governing emotionally vulnerable subjects and ‘therapisation’ of social justice. Pedagogy, Culture & Society 23:4, pages 485-506.
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Sam Shields. (2015) ‘My work is bleeding’: exploring students’ emotional responses to first-year assignment feedback. Teaching in Higher Education 20:6, pages 614-624.
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Yuling Su & Ya-hui Chung. (2015) Understanding the emotional reactions and exploring the professional development of college students based on reflections. Teaching in Higher Education 20:3, pages 285-299.
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Brendan Bartram. (2015) Emotion as a Student Resource in Higher Education. British Journal of Educational Studies 63:1, pages 67-84.
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Andy Cramp. (2015) Meaningful dialogue in digitally mediated learning for in-service teacher development. Technology, Pedagogy and Education 24:1, pages 1-16.
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Articles from other publishers (7)

Emily Peach. (2023) Creative Mental Health Literacy Practices: A Qualitative Study Exploring How Students Use Literacy to Promote Wellbeing and Manage Mental Health Conditions While at University. International Journal of Environmental Research and Public Health 20:15, pages 6475.
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Emiliane Rubat du Mérac, Ceyda Sensin & Stefano Livi. (2022) The Importance of Teacher-Student Relationship for Distance Learning During Covid-19 Pandemic. Journal of Educational, Cultural and Psychological Studies (ECPS Journal):25.
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Susan A Geertshuis. (2018) Slaves to our emotions: Examining the predictive relationship between emotional well-being and academic outcomes. Active Learning in Higher Education 20:2, pages 153-166.
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Kathryn Ecclestone. (2017) Changing the Subject of Education? A Critical Evaluation of ‘Vulnerability Creep’ and its Implications. Social Policy and Society 16:3, pages 443-456.
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Anna D. Rowe. 2017. Scaling up Assessment for Learning in Higher Education. Scaling up Assessment for Learning in Higher Education 159 172 .
Kathryn Ecclestone. 2015. Rethinking Youth Wellbeing. Rethinking Youth Wellbeing 35 54 .
Alan Apperley. (2014) Revisiting Dearing: Higher Education and the Construction of the ’Belabored’ Self. Culture Unbound 6:4, pages 731-753.
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