Citations (16)
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Klara Bolander Laksov. (2023) In partnership with heads of department for sustainable educational development. International Journal for Academic Development 28:4, pages 398-410.
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Lydia Arnold & Lin Norton. (2021) Problematising pedagogical action research in formal teaching courses and academic development: a collaborative autoethnography. Educational Action Research 29:2, pages 328-345.
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Cheryl Jeffs, Nancy Nelson, Kimberley A. Grant, Lorelli Nowell, Brit Paris & Nazia Viceer. (2021) Feedback for teaching development: moving from a fixed to growth mindset. Professional Development in Education 0:0, pages 1-14.
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Fiona S. Tweed. (2020) Students as co-learners - reviewing a decade of the Geography Research Assistantship. Journal of Geography in Higher Education 44:4, pages 569-591.
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Alison G. Dover, Benikia Kressler & Maritza Lozano. (2020) “Learning Our Way Through”: Critical Professional Development for Social Justice in Teacher Education. The New Educator 16:1, pages 45-69.
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Ling Zhu & Wei Pan. (2017) Application of research-informed teaching in the taught-postgraduate education of maritime law. Innovations in Education and Teaching International 54:5, pages 428-437.
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Janet Speake. (2015) Navigating our way through the research-teaching nexus. Journal of Geography in Higher Education 39:1, pages 131-142.
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Valentina C. Tassone, Piety Runhaar, Perry den Brok & Harm J. A. Biemans. The added value of exploring course innovations university-wide: an application of a multifaceted analytical course innovation framework. Higher Education Research & Development 0:0, pages 1-18.
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Articles from other publishers (8)
Rebecca Cooper, Angela Fitzgerald & Jared Carpendale. (2022) A Reading Group for Science Educators: an Approach for Developing Personal and Collective Pedagogical Content Knowledge in Science Education. International Journal of Science and Mathematics Education 20:S1, pages 117-139.
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Rebecca Cooper & Karen Marangio. (2022) Views across the boundary: School-based co-teachers experiences with co-teaching in initial teacher education. Frontiers in Education 7.
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Daphne Loads, Hazel Marzetti & Velda McCune. (2019) ‘Don’t hold me back’: Using poetic inquiry to explore university educators’ experiences of professional development through the Scholarship of Teaching and Learning. Arts and Humanities in Higher Education 19:4, pages 337-353.
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Cheryl Amundsen & Laura D’Amico. (2019) Using Theory of Change to evaluate socially-situated, inquiry-based academic professional development. Studies in Educational Evaluation 61, pages 196-208.
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Tara T. Lineweaver & Tonya R. Bergeson. (2019) Generating Civically-Engaged Undergraduate Student Scientists in General Education Classrooms. Frontiers in Psychology 10.
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Irma Meijerman, Jan Nab & Andries S. Koster. (2016) Designing and implementing an inquiry-based undergraduate curriculum in pharmaceutical sciences. Currents in Pharmacy Teaching and Learning 8:6, pages 905-919.
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Gregory Hum, Cheryl Amundsen & Esma Emmioglu. (2015) Evaluating a teaching development grants program: Our framework, process, initial findings, and reflections. Studies in Educational Evaluation 46, pages 29-38.
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Susan B. Fowler. (2014) Teaching Research. Clinical Nurse Specialist 28:4, pages 205-208.
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