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Phuong Vu Nguyen. (2020) TT-SET augmented with POT: a potential framework for academics’ pedagogical reasoning. Reflective Practice 21:1, pages 14-27.
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Michele DiPietro & Marie Norman. (2014) Using learning principles as a theoretical framework for instructional consultations. International Journal for Academic Development 19:4, pages 281-292.
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Mónica Feixas, Amparo Fernández, Patricio Lagos, Carla Quesada & Saraí Sabaté. (2013) Factores condicionantes de la transferencia de la formación docente en la universidad: un estudio sobre la transferencia de las competencias docentes. Journal for the Study of Education and Development 36:3, pages 401-416.
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Tiffany M. Winchester & Maxwell Winchester. (2011) Exploring the impact of faculty reflection on weekly student evaluations of teaching. International Journal for Academic Development 16:2, pages 119-131.
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Articles from other publishers (9)
Azmat Ali Shah, Miraj Uddin, Raza Ullah Shah & Muhammad Adeel. (2022) Development of the Best-fit Models to Evaluate Academic Performance of the University Teachers: A Survey of Gomal University Khyber Pakhtunkhwa Pakistan. Interchange 53:3-4, pages 505-528.
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Muhammad Shahid Shamim, Adrienne Torda, Lubna A. Baig, Nadeem Zubairi & Chinthaka Balasooriya. (2021) Systematic development and refinement of a contextually relevant strategy for undergraduate medical ethics education: a qualitative study. BMC Medical Education 21:1.
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Marco S. Spehl, Christine Straub, Andrea Heinzmann & Sebastian F. N. Bode. (2019) Student-perceived exam difficulty may trump the effects of different quality improvement measures regarding the students’ evaluation of a pediatric lecture series. BMC Medical Education 19:1.
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Denise Chalmers & Di Gardiner. (2015) An evaluation framework for identifying the effectiveness and impact of academic teacher development programmes. Studies in Educational Evaluation 46, pages 81-91.
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Marc Weisser, Christine Gangloff-Ziegler & Hélène Hermann. (2016) Perception de la qualité d’une formation universitaire par les étudiants : étude comparative selon le mode d’orientation et l’ancienneté dans le cursus. Mesure et évaluation en éducation 37:1, pages 83-108.
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Tiffany M. Winchester & Maxwell K. Winchester. (2014) A longitudinal investigation of the impact of faculty reflective practices on students' evaluations of teaching. British Journal of Educational Technology 45:1, pages 112-124.
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Mariska H. Knol, Rachna in’t Veld, Harrie C. M. Vorst, Jan H. van Driel & Gideon J. Mellenbergh. (2013) Experimental Effects of Student Evaluations Coupled with Collaborative Consultation on College Professors’ Instructional Skills. Research in Higher Education 54:8, pages 825-850.
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Tiffany M. Winchester & Maxwell K. Winchester. 2012. Increasing Student Engagement and Retention Using Immersive Interfaces: Virtual Worlds, Gaming, and Simulation. Increasing Student Engagement and Retention Using Immersive Interfaces: Virtual Worlds, Gaming, and Simulation
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Markus Dresel & Heiner Rindermann. (2011) Counseling University Instructors Based on Student Evaluations of Their Teaching Effectiveness: A Multilevel Test of its Effectiveness Under Consideration of Bias and Unfairness Variables. Research in Higher Education 52:7, pages 717-737.
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