How conceptualising respect can inform feedback pedagogies

Zhou, Jiming, Dawson, Phillip, Tai, Joanna Hong-Meng and Bearman, Margaret 2020, How conceptualising respect can inform feedback pedagogies, Assessment and Evaluation in Higher Education, pp. 1-13, doi: 10.1080/02602938.2020.1733490.

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Title How conceptualising respect can inform feedback pedagogies
Author(s) Zhou, Jiming
Dawson, PhillipORCID iD for Dawson, Phillip orcid.org/0000-0002-4513-8287
Tai, Joanna Hong-MengORCID iD for Tai, Joanna Hong-Meng orcid.org/0000-0002-8984-2671
Bearman, MargaretORCID iD for Bearman, Margaret orcid.org/0000-0002-6862-9871
Journal name Assessment and Evaluation in Higher Education
Start page 1
End page 13
Total pages 13
Publisher Taylor & Frances
Place of publication London, Eng.
Publication date 2020
ISSN 0260-2938
1469-297X
Keyword(s) Respect
feedback
feedback literacy
peer learning
Social Sciences
Education & Educational Research
STUDENTS
DIALOGUE
Language eng
DOI 10.1080/02602938.2020.1733490
Indigenous content off
Field of Research 130103 Higher Education
130303 Education Assessment and Evaluation
1303 Specialist Studies in Education
1505 Marketing
1701 Psychology
Socio Economic Objective 930102 Learner and Learning Processes
HERDC Research category C1 Refereed article in a scholarly journal
Persistent URL http://hdl.handle.net/10536/DRO/DU:30135565

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