Exploring Talk in School / Mercer, Neil ; Hodgkinson, Steve  

Público ISBD Ningún comentario para este título. Título : Exploring Talk in School  : Inspired by the Work of Douglas Barnes Tipo de documento: documento electrónico Autores: Mercer, Neil ; Hodgkinson, Steve Editorial: Sage Publications Ltd. Fecha de publicación: 2008 Número de páginas: 1 online resource (xviii, 189 pages) ISBN/ISSN/DL: 978-1-4462-0572-3 Palabras clave:   Barnes  Barnes  Douglas R.  Communication in education.  Interaction analysis in education.  Oral communication. Clasificación: 371.102/2 Enlace de acceso : https://elibro-net.biblioproxy.umanizales.edu.co/es/lc/umanizales/titulos/131835 Exploring Talk in School  : Inspired by the Work of Douglas Barnes [documento electrónico] / Mercer, Neil ; Hodgkinson, Steve . - Sage Publications Ltd., 2008 . - 1 online resource (xviii, 189 pages). ISBN : 978-1-4462-0572-3 Palabras clave:   Barnes  Barnes  Douglas R.  Communication in education.  Interaction analysis in education.  Oral communication. Clasificación: 371.102/2 Enlace de acceso : https://elibro-net.biblioproxy.umanizales.edu.co/es/lc/umanizales/titulos/131835

Feedback in Higher and Professional Education. Understanding it and doing it well / Boud, David ; Molloy, Elizabeth  

Público ISBD Ningún comentario para este título. Título : Feedback in Higher and Professional Education. Understanding it and doing it well : understanding it and doing it well Tipo de documento: documento electrónico Autores: Boud, David ; Molloy, Elizabeth Editorial: Taylor & Francis Group Fecha de publicación: 2012 Número de páginas: 1 online resource (ix, 229 pages) : Il.: illustration ISBN/ISSN/DL: 978-1-135-10747-5 Nota general: Includes index. Palabras clave:   Communication in education.  Motivation in education.  Feedback (Psychology)  Education  Higher.  Professional education. Clasificación: 371.102/2 Resumen: "Learners complain that they do not get enough feedback, and educators resent that although they put considerable time into generating feedback, students take little notice of it. Both parties agree that it is very important. Feedback in Higher and Professional Education explores what needs to be done to make feedback more effective. It examines the problem of feedback and suggests that there is a lack of clarity and shared meaning about what it is and what constitutes doing it well. It argues that new ways of thinking about feedback are needed. There has been considerable development in research on feedback in recent years, but surprisingly little awareness of what needs to be done to improve it and good ideas are not translated into action. The book provides a multi-disciplinary and international account of the role of feedback in higher and professional education. It challenges three conventional assumptions about feedback in learning: - That feedback constitutes one-way flow of information from a knowledgeable person to a less knowledgeable person. - That the job of feedback is complete with the imparting of performance-related information. - That a generic model of best-practice feedback can be applied to all learners and all learning situations"-- Enlace de acceso : https://elibro-net.biblioproxy.umanizales.edu.co/es/lc/umanizales/titulos/133112 Feedback in Higher and Professional Education. Understanding it and doing it well : understanding it and doing it well [documento electrónico] / Boud, David ; Molloy, Elizabeth . - Taylor & Francis Group, 2012 . - 1 online resource (ix, 229 pages) : : illustration. ISBN : 978-1-135-10747-5 Includes index. Palabras clave:   Communication in education.  Motivation in education.  Feedback (Psychology)  Education  Higher.  Professional education. Clasificación: 371.102/2 Resumen: "Learners complain that they do not get enough feedback, and educators resent that although they put considerable time into generating feedback, students take little notice of it. Both parties agree that it is very important. Feedback in Higher and Professional Education explores what needs to be done to make feedback more effective. It examines the problem of feedback and suggests that there is a lack of clarity and shared meaning about what it is and what constitutes doing it well. It argues that new ways of thinking about feedback are needed. There has been considerable development in research on feedback in recent years, but surprisingly little awareness of what needs to be done to improve it and good ideas are not translated into action. The book provides a multi-disciplinary and international account of the role of feedback in higher and professional education. It challenges three conventional assumptions about feedback in learning: - That feedback constitutes one-way flow of information from a knowledgeable person to a less knowledgeable person. - That the job of feedback is complete with the imparting of performance-related information. - That a generic model of best-practice feedback can be applied to all learners and all learning situations"-- Enlace de acceso : https://elibro-net.biblioproxy.umanizales.edu.co/es/lc/umanizales/titulos/133112

¿Puedo yo, profesor, ser un eficaz comunicador? / Sugranyes Fuentes, Gertrudis  

Público ISBD Ningún comentario para este título. Título : ¿Puedo yo, profesor, ser un eficaz comunicador? Tipo de documento: documento electrónico Autores: Sugranyes Fuentes, Gertrudis ; Gan Fat, Lourdes ; e-libro, Corp ; Aladro Alonso, Nancy Editorial: El Cid Editor | apuntes Fecha de publicación: 2009 Número de páginas: 10 p. Palabras clave:   Educaci{acute}on.  Profesores.  Comunicaci{acute}on.  Alumnos.  Communication in education.  Interaction analysis in education.  Teacher-student relationships. Clasificación: 371.102/2 Enlace de acceso : https://elibro-net.biblioproxy.umanizales.edu.co/es/lc/umanizales/titulos/29615 ¿Puedo yo, profesor, ser un eficaz comunicador? [documento electrónico] / Sugranyes Fuentes, Gertrudis ; Gan Fat, Lourdes ; e-libro, Corp ; Aladro Alonso, Nancy . - El Cid Editor | apuntes, 2009 . - 10 p. Palabras clave:   Educaci{acute}on.  Profesores.  Comunicaci{acute}on.  Alumnos.  Communication in education.  Interaction analysis in education.  Teacher-student relationships. Clasificación: 371.102/2 Enlace de acceso : https://elibro-net.biblioproxy.umanizales.edu.co/es/lc/umanizales/titulos/29615

Reconceptualising Feedback in Higher Education / Merry, Stephen ; Yorke, Mantz  

Público ISBD Ningún comentario para este título. Título : Reconceptualising Feedback in Higher Education  : Developing Dialogue with Students Tipo de documento: documento electrónico Autores: Merry, Stephen ; Yorke, Mantz Editorial: Taylor & Francis Group Fecha de publicación: 2013 Número de páginas: 1 online resource (xxi, 217 pages) : Il.: illustration ISBN/ISSN/DL: 978-0-203-52281-3 Palabras clave:   Communication in education.  Feedback (Psychology)  Education  Higher. Clasificación: 371.102/2 Nota de contenido: bla Surveys of 'the student experience' and the politics of feedback / Mantz Yorke -- Feedback: what students want / Alex Bols and Kate Wicklow -- Feedback on feedback: uncrossing wires across sectors / Maddalena Taras -- Assessment feedback: an 'agenda for change' / Margaret Price, Karen Handley, Berry O'Donovan, Chris Rust and Jill Millar -- Opening up feedback: teaching learners to see / D. Royce Sadler -- Building 'standards frameworks': the role of guidance and feedback in supporting the achievement of learners / Sue Bloxham -- Involving students in the scholarship of assessment: student voices on the feedback 'agenda for change' / Kay Sambell -- Feedback unbound: from master to usher / Jan McArthur and Mark Huxham -- Feedback and feedforward: student responses and their implications / Mirabelle Walker -- Sustainable feedback and the development of student self-evaluative capacities / David Carless -- Students' social learning practice as a way of learning from tutor feedback / Paul Orsmond, Stephen Merry and Karen Handley -- Integrating feedback with classroom teaching: using exemplars to scaffold learning / Graham Hendry -- An assessment compact: changing the way an institution thinks about assessment and feedback / Chris Rust, Margaret Price, Karen Handley, Berry O'Donovan and Jill Millar -- Fostering institutional change in feedback practice through partnership / Graham Holden and Chris Glover -- Making learning-oriented assessment the experience of all our students: supporting institutional change / Mark Russell, Dominic Bygate and Helen Barefoot -- Achieving transformational or sustainable educational change / Steve Draper and David Nicol -- Conclusion and reflections / Stephen Merry, Margaret Price, David Carless and Maddalena Taras. Enlace de acceso : https://elibro-net.biblioproxy.umanizales.edu.co/es/lc/umanizales/titulos/132062 Reconceptualising Feedback in Higher Education  : Developing Dialogue with Students [documento electrónico] / Merry, Stephen ; Yorke, Mantz . - Taylor & Francis Group, 2013 . - 1 online resource (xxi, 217 pages) : : illustration. ISBN : 978-0-203-52281-3 Palabras clave:   Communication in education.  Feedback (Psychology)  Education  Higher. Clasificación: 371.102/2 Nota de contenido: bla Surveys of 'the student experience' and the politics of feedback / Mantz Yorke -- Feedback: what students want / Alex Bols and Kate Wicklow -- Feedback on feedback: uncrossing wires across sectors / Maddalena Taras -- Assessment feedback: an 'agenda for change' / Margaret Price, Karen Handley, Berry O'Donovan, Chris Rust and Jill Millar -- Opening up feedback: teaching learners to see / D. Royce Sadler -- Building 'standards frameworks': the role of guidance and feedback in supporting the achievement of learners / Sue Bloxham -- Involving students in the scholarship of assessment: student voices on the feedback 'agenda for change' / Kay Sambell -- Feedback unbound: from master to usher / Jan McArthur and Mark Huxham -- Feedback and feedforward: student responses and their implications / Mirabelle Walker -- Sustainable feedback and the development of student self-evaluative capacities / David Carless -- Students' social learning practice as a way of learning from tutor feedback / Paul Orsmond, Stephen Merry and Karen Handley -- Integrating feedback with classroom teaching: using exemplars to scaffold learning / Graham Hendry -- An assessment compact: changing the way an institution thinks about assessment and feedback / Chris Rust, Margaret Price, Karen Handley, Berry O'Donovan and Jill Millar -- Fostering institutional change in feedback practice through partnership / Graham Holden and Chris Glover -- Making learning-oriented assessment the experience of all our students: supporting institutional change / Mark Russell, Dominic Bygate and Helen Barefoot -- Achieving transformational or sustainable educational change / Steve Draper and David Nicol -- Conclusion and reflections / Stephen Merry, Margaret Price, David Carless and Maddalena Taras. Enlace de acceso : https://elibro-net.biblioproxy.umanizales.edu.co/es/lc/umanizales/titulos/132062

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