Citations (33)
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Desiree Hamman-Fisher & Venicia McGhie. (2023) Towards decoloniality of the education training and development third-year curriculum: Employing situated learning characteristics to facilitate authentic learning. Cogent Education 10:2.
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Aparna Datey. (2023) Design conversations and informal chats: ‘situated’ professional development, community, and casual tutors in undergraduate architectural design education. International Journal for Academic Development 28:4, pages 411-424.
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Valeria S. Cotronei-Baird, Austin Chia, Angela Paladino & Alexandra Johnston. (2023) Examining the influence of professional development on tutors’ teaching philosophies. Higher Education Research & Development 42:6, pages 1338-1361.
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Alexandra L. Johnston, Chi Baik & Andrea Chester. (2022) Peer review of teaching in Australian higher education: a systematic review. Higher Education Research & Development 41:2, pages 390-404.
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Joanne Smailes. (2021) Peer support: A critical review of CPD to extend beyond classroom observation. Innovations in Education and Teaching International 58:3, pages 272-282.
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Stephen Darwin. (2021) The changing topography of student evaluation in higher education: mapping the contemporary terrain. Higher Education Research & Development 40:2, pages 220-233.
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Rob Wass & Tracy Rogers. (2021) Using video-reflection and peer mentoring to enhance tutors’ teaching. Innovations in Education and Teaching International 58:1, pages 36-46.
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Burcu Tezcan-Unal. (2018) Action research on a collegial model of peer observations. Educational Action Research 26:4, pages 641-654.
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Amani Bell & Kate Thomson. (2018) Supporting peer observation of teaching: Collegiality, conversations, and autonomy. Innovations in Education and Teaching International 55:3, pages 276-284.
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Danielle Hitch, Paige Mahoney & Susie Macfarlane. (2018) Professional development for sessional staff in higher education: a review of current evidence. Higher Education Research & Development 37:2, pages 285-300.
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Ana Cristina Torres, Amélia Lopes, Jorge M. S. Valente & Ana Mouraz. (2017) What catches the eye in class observation? Observers’ perspectives in a multidisciplinary peer observation of teaching program. Teaching in Higher Education 22:7, pages 822-838.
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Henriette Lundgren, April Bang, Sean B. Justice, Victoria J. Marsick, Rob F. Poell, Lyle Yorks, Molly Clark & SeoYoon Sung. (2017) Conceptualizing reflection in experience-based workplace learning. Human Resource Development International 20:4, pages 305-326.
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Gail Crimmins, Florin Oprescu & Greg Nash. (2017) Three pathways to support the professional and career development of casual academics. International Journal for Academic Development 22:2, pages 144-156.
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Mohammad Aliakbari & Bahareh Malmir. (2017) Development and validation of an English language teacher learning scale. Cogent Education 4:1.
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Emrah Cinkara. (2016) Reflective practice and foreign language classroom anxiety: video-stimulated recall at work. Reflective Practice 17:6, pages 694-707.
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Kathryn A. Morbitzer, Jacqueline E. McLaughlin, Brianna Henson, Kyle T. Fassett & Margarita V. DiVall. (2022) Current State of and Opportunities for Enhancing Peer Evaluation Practices Across the Pharmacy Academy. American Journal of Pharmaceutical Education 86:8, pages ajpe8887.
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Emerald Jenkins, Rita D'Aoust, Sabrina Elias, Hae Ra Han, Phyllis Sharps & Carmen Alvarez. (2021) Faculty peer review of teaching taskforce: A quantitative descriptive research study for the peer review process. Nurse Education Today 106, pages 105055.
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Lily Min Zeng. (2020) Peer review of teaching in higher education: A systematic review of its impact on the professional development of university teachers from the teaching expertise perspective. Educational Research Review 31, pages 100333.
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Andrew Kelly. (2020) Staff Accessibility and Online Engagement With First-Year Students. International Journal of Online Pedagogy and Course Design 10:1, pages 48-60.
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