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Items where Author is "Winstone, N"

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Number of items: 29.

Article

Gravett, Karen, Kinchin, Ian and Winstone, Naomi (2020) Frailty in transition? Troubling the norms, boundaries and limitations of transition theory and practice Higher Education Research & Development.

Kinchin, Ian, Winstone, Naomi and Medland, Emma (2020) Considering the concept of recipience in student learning from a modified Bernsteinian perspective Studies in Higher Education.

Gregory, Samantha E. A., Winstone, Naomi E., Ridout, Nathan and Nash, Robert A. (2020) Weak memory for future-oriented feedback: investigating the roles of attention and improvement focus Memory, 28 (2). pp. 216-236.

Winstone, Naomi E., Hepper, Erica G. and Nash, Robert A. (2019) Individual differences in self-reported use of assessment feedback: The mediating role of feedback beliefs Educational Psychology.

Gravett, Karen, Kinchin, Ian M., Winstone, Naomi, Balloo, Kieran, Heron, Marion, Hosein, Anesa, Lygo-Baker, Simon and Medland, Emma (2019) The development of academics’ feedback literacy: experiences of learning from critical feedback via scholarly peer review Assessment & Evaluation in Higher Education. pp. 1-15.

Winstone, Naomi E., Mathlin, Georgina and Nash, Robert A. (2019) Building Feedback Literacy: Students’ Perceptions of the Developing Engagement With Feedback Toolkit Frontiers in Education, 4, 39. pp. 1-11.

Gravett, Karen, Kinchin, Ian M. and Winstone, Naomi E. (2019) ‘More than customers’: conceptions of students as partners held by students, staff, and institutional leaders Studies in Higher Education. pp. 1-14.

Harrington, Richard A, Scarborough, Peter, Hodgkins, Charo, Raats, Monique M, Cowburn, Gill, Dean, Moira, Doherty, Aiden, Foster, Charlie, Juszczak, Edmund, Ni Mhurchu, Cliona, Winstone, Naomi, Shepherd, Richard, Timotijevic, Lada and Rayner, Mike (2019) A pilot randomised controlled trial of a digital intervention aimed at improving food purchasing behaviour: the Front of pack Labels Impact on Consumer Choice (FLICC) study JMIR Formative Research.

Winstone, Naomi and Boud, David (2018) Exploring cultures of feedback practice: The adoption of learning-focused feedback practices in the UK and Australia Higher Education Research & Development, 38 (2). pp. 411-425.

Kinchin, Ian, Heron, Marion, Hosein, Anesa, Lygo-Baker, Simon, Medland, Emma, Morley, Dawn Angela and Winstone, Naomi (2018) Researcher-led academic development International Journal for Academic Development, 23 (4). pp. 339-354.

Balloo, Kieran, Evans, Carol, Hughes, Annie, Zhu, Xiaotong and Winstone, Naomi (2018) Transparency Isn't Spoon-Feeding: How a Transformative Approach to the Use of Explicit Assessment Criteria Can Support Student Self-Regulation Frontiers in Education, 3 (69), 69. pp. 1-11.

Cook, Anna, Ogden, Jane and Winstone, Naomi (2018) The impact of a school-based musical contact intervention on prosocial attitudes, emotions and behaviours: A pilot trial with autistic and neurotypical children Autism.

Gravett, Karen and Winstone, Naomi (2018) “Feedback interpreters”: the role of Learning Development professionals in facilitating university students’ engagement with feedback Teaching in Higher Education.

Nash, R, Winstone, Naomi, Gregory, S and Papps, Emily (2018) A memory advantage for past-oriented over future-oriented performance feedback Journal of Experimental Psychology: Learning, Memory, and Cognition., 44 (12). pp. 1864-1879.

Pitt, E and Winstone, Naomi (2018) The Impact of Anonymous Marking on Students’ Perceptions of Fairness, Feedback and Relationships with Lecturers Assessment and Evaluation in Higher Education, 43 (7). pp. 1183-1193.

Nash, RA and Winstone, Naomi (2017) Responsibility-sharing in the giving and receiving of assessment feedback Frontiers in Psychology, 8, 1519.

Hulme, JA and Winstone, Naomi (2017) Do no harm: Risk aversion versus risk management in the context of pedagogic frailty Knowledge Management & E-Learning: An International Journal (KM&EL), 9 (3). pp. 261-274.

Winstone, Naomi and Kinchin, Ian (2017) Teaching Sensitive Issues: Psychological Literacy as an antidote to Pedagogic Frailty Psychology Teaching Review, 23 (1). pp. 15-29.

Parker, M and Winstone, NE (2016) Students’ perceptions of interventions for supporting their engagement with feedback Practitioner Research in Higher Education, 10 (1). pp. 53-64.

Cook, Anna, Ogden, Jane and Winstone, Naomi (2016) The experiences of learning, friendships and bullying of boys with autism in mainstream and special settings: a qualitative study British Journal of Special Education, 43 (3). pp. 250-271.

Winstone, Naomi, Nash, R, Parker, M and Rowntree, J (2016) Supporting Learners’ Agentic Engagement with Feedback: A Systematic Review and a Taxonomy of Recipience Processes Educational Psychologist, 52 (1).

Winstone, Naomi and Moore, D (2016) Sometimes fish, sometimes fowl? Liminality, identity work and identity malleability in Graduate Teaching Assistants Innovations in Education and Teaching International, 54 (5). pp. 494-502.

Winstone, NE, Nash, RA, Rowntree, J and Parker, M (2016) 'It'd be useful, but I wouldn't use it': barriers to university students' feedback seeking and recipience Studies in Higher Education.

Winstone, Naomi, Nash, R, Rowntree, J and Menezes, R (2015) What do students want most from written feedback information? Distinguishing necessities from luxuries using a budgeting methodology Assessment and Evaluation in Higher Education.

Scarborough, P, Hodgkins, Charo, Raats, Monique, Harrington, RA, Cowburn, G, Dean, M, Doherty, A, Foster, C, Juszczak, E, Matthews, A, Mizdrak, A, Ni Mhurchu, C, Shepherd, Richard, Tiomotijevic, L, Winstone, N and Rayner, M (2015) Protocol for a pilot randomised controlled trial of an intervention to increase the use of traffic light food labelling in UK shoppers (the FLICC trial) Pilot and Feasibility Studies, 1 (21), 21.

Winstone, N and Witherspoon, K (2015) “It’s all about our great Queen”: The British National Anthem and National Identity in 8- to 10-year-old children. Psychology of Music.

Winstone, N, Huntington, C, Goldsack, L, Kyrou, E and Millward, L (2014) Eliciting rich dialogue through the use of activity-oriented interviews Exploring self-identity in autistic young people CHILDHOOD-A GLOBAL JOURNAL OF CHILD RESEARCH, 21 (2). pp. 190-206.

Winstone, N, Davis, A and Bruyn, BD (2012) Developmental Improvements in Perceptual Restoration: Can Young Children Reconstruct Missing Sounds in Noisy Environments? Infant and Child Development, 21 (3). pp. 287-297.

Thesis

Winstone, Naomi E. (2009) The Perceptual Restoration of Music in Young Children Doctoral thesis, University of Surrey.

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