Teaching and learning

By A. Lockey. Emergency Medicine Journal, 2001

1,126 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/8d239e519b3b4a92c5e06274f5e0dbc295c68e95

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

In Education

In Sociology and Political Science

Citations in the corpus

Constructive guidance and feedback for learning: the usefulness of exemplars, marking sheets and different types of feedback in a first year law subject (2011, background): “Orsmond et al. provided student groups with exemplars of a poster assignment, “simply as illustrations of different design styles” (p. 317) to help them develop self and peer assessment criteria for their own poster work. Students “discussed in their groups and with staff the merits of individual po”
Internationalising the content of higher education: the need for a curriculum perspective (2010, background): “Wimpenny et al. (2005) report on an Erasmus-Socrates funded Intensive Programme for nurses on Cultures in European Nursing, and describe the problem with the use of English seen in relation to the subject matter of the course in the following way: There was a grappling with the language idea that…”
New Pathways into Robotics: Strategies for Broadening Participation (2008, background): “In Project Inter-Actions, parents and children worked together on robotics projects as a way to share cultural traditions and family heritage (Bers et al., 2004).”
Teacher perspectives on integrating ICT into subject teaching: commitment, constraints, caution, and change (2005, background): “Finally, in making use of information gained from electronic sources, especially the Internet, comments from all English and four Science departments (yet none in mathematics) emphasised the importance of ‘critical literacy’ (e.g. Collins et al. 1997).”
Self and Peer Assessments in Active Learning Model to Increase Metacognitive Awareness and Cognitive Abilities (2017, background): “Learners play an active role alongside other learning components; therefore, it is not only the lecturer and students who are active, but all components as well (Hermawan, 2007).”
Seven strong claims about successful school leadership revisited (2020, background): “There is also the emerging field of system leadership that originated in England, where school leaders were encouraged to take greater responsibility for neighbouring schools, particularly those that are failing and underperforming (Hopkins 2009; Higham, Hopkins, and Matthews 2009).”
Active learning (2013, neutral): “If the objectives of a course are to promote long-term retention of information, to motivate students toward further learning, to allow students to apply information in new settings, or to develop students' thinking skills, discussion is preferable to lecture (McKeachie, Pintrich, Lin, & Smith, 1986”
Concrete-Pictorial-Abstract: Surveying its origins and charting its future (2015, background): “A number of writers (e.g., Edge, 2006, Wong, 2010) attributed the theoretical roots of the CPA to Bruner’s (1966) “enactive”, “iconic”, and “symbolic”.”
Enhancing the quality of argumentation in school science (2004, background): “, Dillon, 1994) or in other disciplines (Andrews, 1995), only a little has been situated within the specific context of the science classroom.”
Creativity in technology education: providing children with glimpses of their inventive potential (2009, background): “Parachutes and highways are exemplars of particular classes, the one as a prototypic safe landing mechanism, the other as a facilitator of traffic. Metaphors indeed make possible connections among unlike entities, through principles of association (e.g., Gentner and Jeziorski 1993). This quality mak”