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Harris, Lois Ruth
หน่วยงาน Central Queensland University, Australia
- Harris, Lois Ruth.
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# หัวเรื่อง
ปี พ.ศ. 2557
1 Classifying feedback using Hattie & Timperley’s feedback typology: examining the content of New Zealand students’ written peer- and self-assessment comments
2 Teacher aides’ definitions of reading: what understandings of reading underpin their work with students?
3 The future of self-assessment in classroom practice : reframing self- assessment as a core competency
ปี พ.ศ. 2556
4 Opportunities and obstacles to consider when using peer- and self-assessment to improve student learning: case studies into teachers' implementation
5 Student self-assessment
6 Exploring the content of teachers' feedback: what are teachers actually providing to students
ปี พ.ศ. 2555
7 Teacher beliefs about feedback within an assessment for learning environment endorsement of improved learning over student well-being /
8 Student pictures of feedback: feedback is for learning and from teachers
ปี พ.ศ. 2554
9 New Zealand and Louisiana practicing teachers’ conceptions of feedback: impact of assessment of learning versus assessment for learning policies?
10 Level of schooling effects on student conceptions of assessment: the impact of high-stakes assessments on secondary students’ beliefs
11 Phenomenographic perspectives on the structure of conceptions: the origins, purposes, strengths, and limitations of the what/how and referential/structural frameworks
12 ‘One assessment doesn’t serve all the purposes’ or does it?: New Zealand teachers describe assessment and feedback
13 Secondary teachers' conceptions of student engagement: engagement in learning or in schooling?
ปี พ.ศ. 2553
14 Delivering, modifying or collaborating?: examining three teacher conceptions of how to facilitate student engagement
15 Mixing interview and questionnaire methods: practical problems in aligning data
16 “My teacher’s judgement matters more than mine”: comparing teacher and student perspectives on self-assessment practices in the classroom
ปี พ.ศ. 2552
17 The complexity of teachers’ conceptions of assessment: tensions between the needs of schools and students
18 Heightened conceptions of assessment as school accountability: understanding the impact of improvement-oriented assessment resources on New Zealand teachers’ conceptions of assessment
19 The structure of conceptions from a phenomenographic perspective: a review of the literature
20 "Drawing" out student conceptions: using pupils' pictures to examine their conceptions of assessment
21 “Drawing” out student conceptions: Using pupils’ pictures to examine their conceptions of assessment
ปี พ.ศ. 2551
22 Using phenomenography to investigating [sic] the conceptions of educational stakeholders in schools, neighborhoods, and communities
23 Evidence of method effects in teachers' conceptions of assessment contrasting interview and survey responses /
24 Secondary teachers’ conceptions of the purpose of assessment and feedback
25 Rethinking how we teach: teacher conceptions of how to engage students in secondary schools
26 A phenomenographic investigation of teacher conceptions of student engagement in learning
27 New Zealand teachers’ conceptions of the purpose of assessment: phenomenographic analyses of teachers’ thinking