The development of academics’ feedback literacy: experiences of learning from critical feedback via scholarly peer review

References

• Atjonen, P. 2018. “Ethics in Peer Review of Academic Journal Articles as Perceived by Authors in the Educational Sciences.” Journal of Academic Ethics 16(4): 359–376. doi:10.1007/s10805-018-9308-3.
   Web of Science ®Google Scholar
• Balloo, K., C. Evans, A. Hughes, X. Zhu, and N. Winstone. 2018. “Transparency Isn’t Spoon-Feeding: How a Transformative Approach to the Use of Explicit Assessment Criteria Can Support Student Self-Regulation.” Frontiers in Education 3(69): 1–11. doi:10.3389/feduc.2018.00069.
   Google Scholar
• Bearman, M., and E. Molloy. 2017. “Intellectual Streaking: The Value of Teachers Exposing Minds (and Hearts).” Medical Teacher 39(12): 1284–1285. doi:10.1080/0142159X.2017.1308475.
   PubMed Web of Science ®Google Scholar
• Bozalek, V., M. Zembylas, and T. Shefer. 2019. “Response-Able (Peer) Reviewing Matters in Higher Education: A Manifesto.” In Posthumanism and Higher Education, edited by C. Taylor and A., Bayley. London: Palgrave Macmillan.
   Google Scholar
• Braun, V., and V. Clarke. 2006. “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology 3(2): 77–101. doi:10.1191/1478088706qp063oa.
   Google Scholar
• Canagarajah, A. S. 1999. Resisting Linguistic Imperialism in English Teaching. Oxford: Oxford University Press.
   Google Scholar
• Casanave, C. P. 2005. Writing Games: Multicultural Case Studies of Academic Literacy Practices in Higher Education. London: Routledge.
   Google Scholar
• Clegg, S. 2009. “Forms of Knowing and Academic Development Practice.” Studies in Higher Education 34(4): 403–416. doi:10.1080/03075070902771937.
   Web of Science ®Google Scholar
• Carless, D., and D. Boud. 2018. “The Development of Student Feedback Literacy: Enabling Uptake of Feedback.” Assessment & Evaluation in Higher Education 43(8): 1315–1325. doi:10.1080/02602938.2018.1463354.
   Web of Science ®Google Scholar
• Day, N., and T. Porter. 2017. “Lacerations of the Soul: Rejection-Sensitive Business School Faculty and Perceived Publication Performance.” Journal of Leadership & Organizational Studies 25(1): 101–115. doi:10.1177/1548051817709008.
   Web of Science ®Google Scholar
• Deci, E.L., and R. M. Ryan. 2002. “The Paradox of Achievement: The Harder You Push, the Worse It Gets.” In Improving Academic Achievement, edited by J. Aronson, 61–87. San Diego, CA: Academic Press.
   Google Scholar
• Dobele, A. R. 2015. “Assessing the Quality of Feedback in the Peer-Review Process.” Higher Education Research & Development 34(5): 853–868.. doi:10.1080/07294360.2015.1011086.
   Web of Science ®Google Scholar
• Gravett, K., and N. Winstone. 2018. “Feedback Interpreters’: The Role of Learning Development Professionals in Facilitating University Students’ Engagement with Feedback.” Teaching in Higher Education 24(6): 723–738. doi:10.1080/13562517.2018.1498076.
   Web of Science ®Google Scholar
• Green, D. A., and D. Little. 2016. “Family Portrait: A Profile of Educational Developers around the World.” International Journal for Academic Development 21(2): 135–150. doi:10.1080/1360144X.2015.1046875.
   Web of Science ®Google Scholar
• Hartley, N., and A. Dobele. 2009. “Feathers in the Nest: Establishing a Supportive Environment for Women Researchers.” The Australian Educational Researcher 36(1): 43–58. doi:10.1007/BF03216891.
   Web of Science ®Google Scholar
• Hattie, J., and H. Timperley. 2007. “The Power of Feedback.” Review of Educational Research 77(1): 81–112. doi:10.3102/003465430298487.
   Web of Science ®Google Scholar
• Holliday, A. 2005. “How Is It Possible to Write?” Journal of Language, Identity, and Education 4(4): 304–309. doi:10.1207/s15327701jlie0404_6.
   Google Scholar
• Holliday, A. 2007. Doing and Writing Qualitative Research. London: Sage Publications.
   Google Scholar
• Horn, S. 2016. “The Social and Psychological Costs of Peer Review: Stress and Coping with Manuscript Rejection.” Journal of Management Inquiry 25(1): 11–26. doi:10.1177/1056492615586597.
   Web of Science ®Google Scholar
• Hyland, K. 2012. “Welcome to the Machine: Thoughts on Writing for Scholarly Publication.” Journal of Second Language Teaching and Research 01(01): 58–68. doi:10.5420/jsltr.01.01.3319.
   Google Scholar
• Impellizzeri, J., D. M. Savinsky, J. A. King, and L. Leitch-Alford. 2017. “Conceptual Mapping Task: An Effective Verification Tool for Qualitative Counseling Research.” Counseling Outcome Research and Evaluation 8(1): 31–47. doi:10.1080/21501378.2017.1327745.
   Google Scholar
• Jackson, L., M. A. Peters, L. Benade, N. Devine, S. Arndt, D. Forster, A. Gibbons, E. Grierson, P. Jandrić, G. Lazaroiu, et al. 2018. “Is Peer Review in Academic Publishing Still Working?” Open Review of Educational Research 5(1): 95–112. doi:10.1080/23265507.2018.1479139.
   Web of Science ®Google Scholar
• Kandiko, C. B., and I. M. Kinchin. 2013. “Developing Discourses of Knowledge and Understanding: Longitudinal Studies of PhD Supervision.” London Review of Education 11(1): 46–58. doi:10.1080/14748460.2012.761819.
   Google Scholar
• Kinchin, I. M., M. Heron, A. Hosein, S. Lygo-Baker, E. Medland, D. Morley, and N. Winstone. 2018. “Researcher-Led Academic Development.” International Journal for Academic Development 23(4): 339–354. doi:10.1080/1360144X.2018.1520111.
   Web of Science ®Google Scholar
• Kinchin, I. M., and N. E. Winstone. 2017. Pedagogic Frailty and Resilience in the University. Rotterdam: Sense.
   Google Scholar
• Land, R. 2004. Educational Development: Discourse, Identity and Practice. Berkshire: McGraw-Hill.
   Google Scholar
• Lave, J., and E. Wenger. 1991. Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.
   Google Scholar
• Lygo-Baker, S. 2006. “Re-Evaluating Values: The Impact of Academic Developers.” The International Journal of Learning: Annual Review 12(4): 11–18. doi:10.18848/1447-9494/CGP/v12i04/46637.
   Google Scholar
• Marton, F., and R. Säljö. 1976. “On Qualitative Differences in Learning I–Outcome and Process.” British Journal of Educational Psychology 46(1): 4–11. doi:10.1111/j.2044-8279.1976.tb02980.x.
   Web of Science ®Google Scholar
• Mercer, J. 2013. “Responses to Rejection: The Experiences of Six Women Early Career Researchers in the Education Department of an English University.” Women's Studies International Forum 38(38): 125–134. doi:10.1016/j.wsif.2013.03.008.
   Web of Science ®Google Scholar
• Molloy, E., and M. Bearman. 2018. “Embracing the Tension between Vulnerability and Credibility: ‘Intellectual Candour’ in Health Professions Education.” Medical Education 53(1): 32–41. doi:10.1111/medu.13649.
   PubMed Web of Science ®Google Scholar
• Paltridge, B., and S. Starfield. 2016. Getting Published in Academic Journals: Navigating the Publication Process. Ann Arbor: University of Michigan Press.
   Google Scholar
• Pitt, E., and L. Norton. 2017. “Now That’s the Feedback I Want!’ Students’ Reactions to Feedback on Graded Work and What They Do with It.” Assessment & Evaluation in Higher Education 42(4): 499–516. doi:10.1080/02602938.2016.1142500.
   Web of Science ®Google Scholar
• Price, M., K. Handley, and J. Millar. 2011. “Feedback: Focusing Attention on Engagement.” Studies in Higher Education 36(8): 879–896. doi:10.1080/03075079.2010.483513.
   Web of Science ®Google Scholar
• Reason, P. 1994. Participation in Human Inquiry. London: Sage.
   Google Scholar
• Shields, S. 2015. “My Work Is Bleeding: Exploring Students’ Emotional Responses to First-Year Assignment Feedback.” Teaching in Higher Education 20(6): 614–624. doi:10.1080/13562517.2015.1052786.
   Web of Science ®Google Scholar
• Smith, R. 2006. “Peer Review: A Flawed Process at the Heart of Science and Journals.” Journal of the Royal Society of Medicine 99(4): 178–182. doi:10.1258/jrsm.99.4.178.
   PubMed Web of Science ®Google Scholar
• Sutton, P. 2012. “Conceptualizing Feedback Literacy: Knowing, Being, and Acting.” Innovations in Education and Teaching International 49(1): 31–40. doi:10.1080/14703297.2012.647781.
   Web of Science ®Google Scholar
• Värlander, S. 2008. “The Role of Students’ Emotions in Formal Feedback Situations.” Teaching in Higher Education 13(2): 145–156. 10.1080/13562510801923195
   Web of Science ®Google Scholar
• Winstone, N., R. Nash, J. Rowntree, and M. Parker. 2017. “It’d Be Useful, but I Wouldn’t Use It’. Barriers to University Students’ Feedback Seeking and Recipience.” Studies in Higher Education 42(11): 2026–2041. doi:10.1080/03075079.2015.1130032.
   Web of Science ®Google Scholar
• Winstone, N., R. Nash, M. Parker, and J. Rowntree. 2017. “Supporting Learners’ Agentic Engagement with Feedback: A Systematic Review and a Taxonomy of Recipience Processes.” Educational Psychologist 52(1): 17–37. doi:10.1080/00461520.2016.1207538.
   Web of Science ®Google Scholar
• Xu, Y., and D. Carless. 2017. “Only True Friends Could Be Cruelly Honest”: Cognitive Scaffolding and Social-Affective Support in Teacher Feedback Literacy.” Assessment & Evaluation in Higher Education 42(7): 1082–1094. doi:10.1080/02602938.2016.1226759.
   Web of Science ®Google Scholar
• Zimmerman, B. J. 2008. “Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects.” American Educational Research Journal 45(1): 166–183. doi:10.3102/0002831207312909.
   Web of Science ®Google Scholar