Supplemental material
European Journal of Engineering Education
Volume 46, 2021 - Issue 1
Regular Articles
Perceptions of practical knowledge of learning and feedback among academic teachers
Marieke Thurlingsa Eindhoven School of Education, Eindhoven University of Technology, Eindhoven, NetherlandsCorrespondence[email protected]
https://orcid.org/0000-0002-7447-9750View further author information
https://orcid.org/0000-0002-7447-9750View further author information & Migchiel van Diggelenb Welten Institute, Open University of the Netherlands, Eindhoven, Netherlands;c Industrial Design, Eindhoven University of Technology, Eindhoven, Netherlandshttps://orcid.org/0000-0003-0939-191XView further author information
https://orcid.org/0000-0003-0939-191XView further author informationRelated Research Data
Relations between teachers' approaches to teaching and students' approaches to learning
Source:
Springer Science and Business Media LLC
“I feel disappointed”: EFL university students’ emotional responses towards teacher written feedback
Source:
Elsevier BV
Video, student voice and assessment feedback
Source:
Wiley
Qualitative Quality: Eight “Big-Tent” Criteria for Excellent Qualitative Research
Source:
SAGE Publications
Exploring feedback and student characteristics relevant for personalizing feedback strategies
Source:
Elsevier BV
Feedback on feedback practice: perceptions of students and academics
Source:
Informa UK Limited
Teachers' developing ideas and practices about mathematics performance assessment: Successes, stumbling blocks, and implications for professional development
Source:
Elsevier BV
The Power of Feedback
Source:
American Educational Research Association (AERA)
Reflection
Source:
Routledge
How approaches to teaching are affected by discipline and teaching context
Source:
Informa UK Limited
Consequences of individual feedback on behavior in organizations.
Source:
American Psychological Association (APA)
Teacher knowledge and the knowledge base of teaching
Source:
Elsevier BV
Academic Environments in Detail: Holland’s Theory at the Subdiscipline Level
Source:
Springer Science and Business Media LLC
Teachers’ beliefs and intentions concerning teaching in higher education
Source:
Springer Science and Business Media LLC
From monologue to dialogue: improving written feedback processes in mass higher education
Source:
Informa UK Limited
Feedback in clinical education
Source:
Wiley
Revisiting academics' beliefs about teaching and learning
Source:
Springer Science and Business Media LLC
The impact of metacognitive practice and teacher feedback on academic achievement in mathematics
Source:
Wiley
What Makes for Effective Feedback: Staff and Student Perspectives.
Source:
Informa UK Limited
Integrating data-based decision making, Assessment for Learning and diagnostic testing in formative assessment
Source:
Informa UK Limited
Multi-Method Triangulation in a Qualitative Study on Teachers' Practical Knowledge: An Attempt to Increase Internal Validity
Source:
Springer Science and Business Media LLC
Espoused teaching paradigms of college faculty
Source:
Springer Science and Business Media LLC
Professional development and reform in science education: The role of teachers' practical knowledge
Source:
Wiley
Peer review of laboratory reports for engineering students
Source:
Informa UK Limited
Exploring cultures of feedback practice: the adoption of learning-focused feedback practices in the UK and Australia
Source:
Informa UK Limited
Professionalising Teaching Practice in Higher Education: A study of disciplinary variation and 'teaching-scholarship'
Source:
Informa UK Limited
Exploring language teachers' practical knowledge about teaching reading comprehension
Source:
Elsevier BV
The disjunction between lecturers' conceptions of teaching and their claimed educational practice
Source:
Springer Science and Business Media LLC
Promoting reflection in professional courses: The challenge of context
Source:
Informa UK Limited
Getting the Message Across: The problem of communicating assessment feedback
Source:
Informa UK Limited
Department-level Cultures and the Improvement of Learning and Teaching
Source:
Informa UK Limited
The reflective diary as a method for the formative assessment of self-regulated learning
Source:
Taylor & Francis
Student teachers eliciting mentors’ practical knowledge and comparing it to their own beliefs
Source:
Elsevier BV
Students’ approaches to learning and teachers’ approaches to teaching in higher education
Source:
Informa UK Limited
The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory.
Source:
American Psychological Association (APA)
Making Sense of Assessment Feedback in Higher Education
Source:
American Educational Research Association (AERA)
Handbook of Formative Assessment in the Disciplines
Source:
Routledge
EJEE Special Issue: Learning for Learning: Formative Assessment Practices in Engineering Education
Source:
Informa UK Limited
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