'Now that's the feedback I want!' Students' reactions to feedback on graded work and what they do with it von Pitt, Edd, Norton, Lin

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Problematising the notion of 'the excellent teacher': daring to be vulnerable in higher education von Mangione, Daniela, Norton, Lin

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Problematising pedagogical action research in formal teaching courses and academic development: a collaborative autoethnography von Arnold, Lydia, Norton, Lin

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Editorial von Norton, Lin, Arnold, Lydia

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Editorial von Norton, Lin, Arnold, Lydia

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Editorial von Norton, Lin, Arnold, Lydia

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Lecturers' views of assessment design, marking and feedback in higher education: a case for professionalisation? von Norton, Lin, Floyd, Sarah, Norton, Bill

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Using assessment criteria as learning criteria: a case study in psychology von Norton, Lin

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Revitalising assessment design: What is holding new lecturers back? von Norton, Lin, Norton, Bill, Shannon, Lee

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The case for pedagogical action research in psychology learning and teaching von Norton, Lin

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Introduction to the Special Issue von Norton, Lin

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Action learning: how can it contribute to a collaborative process of pedagogical action research? von O'Siochru, Cathal, Norton, Lin, Pilkington, Ruth, Parr, Elizabeth, Anderson, Babs, Maslen, Joseph

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The Pressures of Assessment in Undergraduate Courses and their Effect on Student Behaviours von Norton, Lin S., Tilley, Alice J., Newstead, Stephen E., Franklyn-Stokes, Arlene

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Epistemic match: a pedagogical concept for understanding how students fit into the chosen subject von O'Siochru, Cathal, Norton, Lin

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Teachers' beliefs and intentions concerning teaching in higher education von Norton, Lin, u.a

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Analysing metalearning in first-year undergraduates through their reflective discussions and writing von Norton, Lin S., Owens, Tessa, Clark, Louise

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Metalearning in higher education von MEYER, Jan H. F, NORTON, Lin S

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New lecturers' beliefs about learning, teaching and assessment in higher education: the role of the PGCLTHE programme von Norton, Lin, Aiyegbayo, Olaojo, Harrington, Katherine, Elander, James, Reddy, Peter

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Self-assessment in coursework essays von Longhurst, Nigel, Norton, Lin S.

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Complex skills and academic writing: a review of evidence about the types of learning required to meet core assessment criteria von Elander, James, Harrington, Katherine, Norton, Lin, Robinson, Hannah, Reddy, Pete

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