04095oam 2200721I 450 991077944490332120230803020234.01-135-10746-70-203-07433-51-283-89412-21-135-10747-510.4324/9780203074336 (CKB)2550000000710843(EBL)1101395(OCoLC)823389753(SSID)ssj0000801580(PQKBManifestationID)12390261(PQKBTitleCode)TC0000801580(PQKBWorkID)10793402(PQKB)10381927(MiAaPQ)EBC1101395(Au-PeEL)EBL1101395(CaPaEBR)ebr10640569(CaONFJC)MIL420662(OCoLC)823161356(FINmELB)ELB133112(EXLCZ)99255000000071084320180706d2013 uy 0engur|n|---|||||txtccrFeedback in higher and professional education understanding it and doing it well /edited by David Boud and Elizabeth MolloyAbingdon, Oxon :Routledge,2013.1 online resource (241 p.)Includes index.0-415-69229-6 0-415-69228-8 Cover; Title; Copyright; Contents; Acknowledgements; Contributors; 1 What is the problem with feedback?; 2 Changing conceptions of feedback; 3 Resituating feedback from the reactive to the proactive; 4 The impact of emotions in feedback; 5 Socio-cultural considerations in feedback; 6 Trust and its role in facilitating dialogic feedback; 7 Written feedback What is it good for and how can we do it well?; 8 Feedback in the digital environment; 9 Feedback in clinical procedural skills simulations; 10 Implementing multisource feedback; 11 The role of peers in feedback processes12 Utilising the voice of others The example of consumer-delivered feedback13 Decision-making for feedback; Index"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"--Provided by publisher.Communication in educationMotivation in educationFeedback (Psychology)Education, HigherProfessional educationCommunication in education.Motivation in education.Feedback (Psychology)Education, Higher.Professional education.371.102/2EDU000000EDU015000EDU002000bisacshBoud David1467290Molloy Elizabeth1555433MiAaPQMiAaPQMiAaPQBOOK9910779444903321Feedback in higher and professional education3817315UNINA03370nam 2200853 a 450 991014580450332120200520144314.01-5261-3737-21-84779-540-41-78170-009-51-280-70456-X97866107045691-84779-013-51-4175-6931-X10.7765/9781526137371(CKB)1000000000018171(EBL)242637(OCoLC)191925958(SSID)ssj0000157804(PQKBManifestationID)11161536(PQKBTitleCode)TC0000157804(PQKBWorkID)10140060(PQKB)11744489(StDuBDS)EDZ0000085799(Au-PeEL)EBL242637(CaPaEBR)ebr10071290(CaONFJC)MIL843709(OCoLC)179131218(Au-PeEL)EBL5121061(CaONFJC)MIL70456(OCoLC)1027204041(MiAaPQ)EBC242637(MiAaPQ)EBC5121061(oapen)https://directory.doabooks.org/handle/20.500.12854/26472(UkMaJRU)992979890724501631(DE-B1597)658910(DE-B1597)9781526137371(OCoLC)1408682188(EXLCZ)99100000000001817120020524d2002 uy 0engur||#---|||||txtrdacontentcrdamediacrrdacarrierFragmenting modernism Ford Madox Ford, the novel, and the Great War /Sara Haslam1st ed.Manchester, U.K. ;New York Manchester University Press ;New York Distributed exclusively in the USA by Palgrave2002Manchester : Manchester University Press, [2018]©20021 online resource (xii, 241 pages) digital file(s)Description based upon print version of record.First published: 2002.0-7190-6056-7 0-7190-6055-9 Includes bibliographical references (p. [223]-233) and index.Biography-in-brief of Ford Madox Ford -- Introduction -- 1. The narrative push -- 2. Novel perspectives -- 3. Personal perspectives -- 4. In sight of war -- 5. Imaginative visions -- 6. Visions in colour; religious visions -- 7. 'These fragments I have shored against my ruins' -- Bibliography -- Index.As a hero of the modernist literary revolution, Madox Ford is a fascinating figure of the time. Haslam explores continuity and crisis in artistic life during the early 20th century through a study of Ford's work and life, highlighting throughout the multi-faceted nature of modernism.Modernism (Literature)Great BritainWar stories, EnglishHistory and criticismWorld War, 1914-1918Great BritainLiterature and the warModernism (Literature)War stories, EnglishHistory and criticism.World War, 1914-1918Literature and the war.823/.912Haslam Sara800764Haslam Sara, MiAaPQMiAaPQMiAaPQBOOK9910145804503321Fragmenting modernism2006321UNINA