Gavin T. L. Brown

Education · 2004–2017

A researcher in the Science corpus: 23 papers; trusts 84 researchers and is trusted by 40 researchers here, as inferred from the citation graph.

Subfields

• Education — 203 citations into it; #295 of 11,309 by trust here, #566 by citations
• Developmental and Educational Psychology — 100 citations into it; #2,058 of 8,223 by trust here, #2,262 by citations
• Management Science and Operations Research — 49 citations into it; #8,042 of 11,946 by trust here, #7,262 by citations
• Social Psychology — 27 citations into it
• Information Systems and Management — 24 citations into it; #183 of 3,842 by trust here, #1,043 by citations
• Experimental and Cognitive Psychology — 23 citations into it
• Artificial Intelligence — 15 citations into it
• Information Systems — 15 citations into it

Whom Gavin T. L. Brown trusts overall

Their strongest outbound trust, strongest first, inferred from their citations.

1. B. Zimmerman
2. Heidi L. Andrade
3. Lois R. Harris
4. J. H. McMillan
5. John A. Ross
6. M. Boekaerts
7. Elizabeth R. Peterson
8. Gordon W. Cheung
9. Xitao Fan
10. Ernesto Panadero

Who trusts Gavin T. L. Brown overall

1. Zi Yan
2. Lois R. Harris
3. Ernesto Panadero
4. Gavin W. Fulmer
5. N. Barnes
6. F. M. Van der Kleij
7. Christopher DeLuca
8. Heidi L. Andrade
9. A. Jonsson
10. Lingbiao Gao

Papers from Gavin T. L. Brown's perspective

Ordered by how strongly the researchers Gavin T. L. Brown trusts endorse each paper. Same corpus, a different order for every researcher.

1. Attaining self-regulation: A social cognitive perspective.
2. Theories of Self-Regulated Learning and Academic Achievement: An Overview and Analysis
3. Evaluating Goodness-of-Fit Indexes for Testing Measurement Invariance
4. The Impact of Self- and Peer-Grading on Student Learning
5. The Role of Assessment in a Learning Culture
6. Teachers' conceptions of assessment: implications for policy and professional development
7. Student perspectives on rubric-referenced assessment
8. Sensitivity of Fit Indices to Model Misspecification and Model Types
9. Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects (The American Educational Research Journal)
10. A Review and Synthesis of the Measurement Invariance Literature: Suggestions, Practices, and Recommendations for Organizational Research

Their papers

• Handbook of Human and Social Conditions in Assessment (2016) — 104 citations
• Teacher beliefs about feedback within an assessment for learning environment: Endorsement of improved learning over student well-being (2012) — 125 citations
• A cyclical self-assessment process: towards a model of how students engage in self-assessment (2017) — 235 citations
• The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions (2016) — 332 citations
• Using multi-group confirmatory factor analysis to evaluate cross-cultural research: identifying and understanding non-invariance (2015) — 121 citations
• Chinese teachers’ conceptions of assessment for and of learning: Six competing and complementary purposes (2015) — 96 citations
• Student peer assessment (2015) — 87 citations
• Accuracy in student self-assessment: directions and cautions for research (2015) — 178 citations
• The Future of Self-Assessment in Classroom Practice: Reframing Self-Assessment as a Core Competency. (2014) — 179 citations
• Understanding classroom feedback practices: A study of New Zealand student experiences, perceptions, and emotional responses (2014) — 110 citations
• Opportunities and obstacles to consider when using peer- and self-assessment to improve student learning: Case studies into teachers' implementation (2013) — 181 citations
• Factors influencing early adolescents’ mathematics achievement: High-quality teaching rather than relationships (2013) — 51 citations
• Queensland teachers’ conceptions of assessment: The impact of policy priorities on teacher attitudes (2011) — 160 citations
• Teachers' Conceptions of Assessment in Chinese Contexts: A Tripartite Model of Accountability, Improvement, and Irrelevance. (2011) — 132 citations
• Self-regulation of assessment beliefs and attitudes: a review of the Students’ Conceptions of Assessment inventory (2011) — 88 citations
• Mixing interview and questionnaire methods: Practical problems in aligning data (2010) — 520 citations
• The complexity of teachers’ conceptions of assessment: tensions between the needs of schools and students (2009) — 113 citations
• Assessment for student improvement: understanding Hong Kong teachers’ conceptions and practices of assessment (2009) — 200 citations
• Unintended Consequences of using Tests to Improve Learning: How Improvement-Oriented Resources Heighten Conceptions of Assessment as School Accountability (2009) — 91 citations
• Use of interactive–informal assessment practices: New Zealand secondary students' conceptions of assessment (2009) — 100 citations