LEADER 03410oam 2200649I 450 001 9910777367203321 005 20230422043051.0 010 $a1-134-55807-4 010 $a1-134-55808-2 010 $a1-280-05327-5 010 $a0-203-01767-6 024 7 $a10.4324/9780203017678 035 $a(CKB)1000000000002909 035 $a(EBL)215031 035 $a(OCoLC)437067325 035 $a(SSID)ssj0000153983 035 $a(PQKBManifestationID)11181731 035 $a(PQKBTitleCode)TC0000153983 035 $a(PQKBWorkID)10407853 035 $a(PQKB)10547371 035 $a(MiAaPQ)EBC215031 035 $a(OCoLC)70763629 035 $a(EXLCZ)991000000000002909 100 $a20180331d2000 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aFeedback for learning /$fedited by Susan Askew ; written by members of the group Assessment, Guidance and Effective Learning at the Institute of Education, University of London 210 1$aLondon ;$aNew York :$cRoutledge/Falmer,$d2000. 215 $a1 online resource (192 p.) 300 $aDescription based upon print version of record. 311 $a0-415-23772-6 311 $a0-415-23771-8 327 $aBook Cover; Title; Copyright; Contents; 1 Gifts ping pong and loops linking feedback and learning; 2 Teacher feedback strategies in primary classrooms new evidence; 3 Getting it right distance marking as accessible and effective feedback in the primary classroom; 4 Dialogue discussion and feedback views of secondary school students on how others help their learning; 5 Feedback between teachers; 6 Student views on careers education and guidance what sort of feedback to careers co ordinators; 7 Learning from research 327 $a8 Communications between school and home correction consultation or conversation for learning9 Promoting organisational learning in schools the role of feedback; 10 Value added feedback for the purpose of school self evaluation; 11 Using your initiative feedback to an LEA on a school improvement initiative; Index 330 $aTeachers may be surrounded by feedback and involved in it every day, but the notion is poorly analysed and poorly used. Feedback for Learning provides an important collection of contributions to the highly topical theme of feedback to support learning.The book spans three major areas which affect all teachers:*young people's learning*teachers' learning *organisational learning.The authors critically examine the assumption that feedback necessarily has positive learning outcomes and describe models and practices which are more likely to result in effective learning 606 $aFeedback (Psychology) 606 $aInteraction analysis in education 606 $aLearning 606 $aLearning, Feedback (Psychology) 615 4$aFeedback (Psychology). 615 4$aInteraction analysis in education. 615 4$aLearning. 615 4$aLearning, Feedback (Psychology). 676 $a370.15/23 676 $a370.1523 701 $aAskew$b Sue$01511447 712 02$aUniversity of London.$bInstitute of Education.$bAssessment, Guidance and Effective Learning. 801 0$bAU-PeEL 801 1$bAU-PeEL 801 2$bAU-PeEL 906 $aBOOK 912 $a9910777367203321 996 $aFeedback for learning$93744753 997 $aUNINA LEADER 02736nam 2200589 a 450 001 9910959891303321 005 20251117080603.0 010 $a1-00-344614-0 010 $a1-000-97608-4 010 $a1-003-44614-0 010 $a1-57922-577-2 035 $a(CKB)2670000000161090 035 $a(EBL)911889 035 $a(OCoLC)781635687 035 $a(SSID)ssj0000668585 035 $a(PQKBManifestationID)12313148 035 $a(PQKBTitleCode)TC0000668585 035 $a(PQKBWorkID)10700191 035 $a(PQKB)11525940 035 $a(Au-PeEL)EBL911889 035 $a(CaPaEBR)ebr10545752 035 $a(MiAaPQ)EBC911889 035 $a(EXLCZ)992670000000161090 100 $a20110725d2012 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aNew realities in the management of student affairs $eemerging specialist roles and structures for changing times /$fedited by Ashley Tull and Linda Kuk 205 $a1st ed. 210 $aSterling, Va. $cStylus$d2012 215 $a1 online resource (246 p.) 300 $aDescription based upon print version of record. 311 08$a1-57922-575-6 320 $aIncludes bibliographical references and index. 327 $apt. 1. Introduction, contexts, and current practices with specialist roles and structures -- pt. 2. Emerging specialist roles within student affairs organizations -- pt. 3. Institutional and organizational implications of emerging specialist roles and structures in student affairs organizations. 330 $aStudent affairs organizations are at a crossroads. They face expanding enrollments; a concomitant increased need for often more complex services; changing demographics; a growing cohort of nontraditional and first-generation students; shifting and more demanding responsibilities; and increased expectations from the greater campus community, parents, and external constituents. These challenges are intensified by the accelerating speed of advancements in technology, globalization, innovation, and student consumerism; and by the long-term reality of shrinking resources, and limitations on the abi 606 $aStudent affairs services$zUnited States$xAdministration 606 $aOrganizational effectiveness$zUnited States 615 0$aStudent affairs services$xAdministration. 615 0$aOrganizational effectiveness 676 $a371.4 701 $aTull$b Ashley$f1972-$01875742 701 $aKuk$b Linda$f1950-$01596025 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910959891303321 996 $aNew realities in the management of student affairs$94486969 997 $aUNINA