Folgen
Simon Barrie
Simon Barrie
Bestätigte E-Mail-Adresse bei westernsydney.edu.au - Startseite
Titel
Zitiert von
Zitiert von
Jahr
Understanding what we mean by the generic attributes of graduates
SC Barrie
Higher education 51, 215-241, 2006
11112006
A research‐based approach to generic graduate attributes policy
SC Barrie*
Higher Education Research & Development 23 (3), 261-275, 2004
1004*2004
A conceptual framework for the teaching and learning of generic graduate attributes
SC Barrie
Studies in higher education 32 (4), 439-458, 2007
6632007
Students’ perceptions of teaching quality in higher education: The perspective of currently enrolled students
P Ginns, M Prosser, S Barrie
Studies in higher education 32 (5), 603-615, 2007
3982007
Influences on the assessment of graduate attributes in higher education
C Hughes, S Barrie
Assessment & Evaluation in Higher Education 35 (3), 325-334, 2010
2382010
The national graduate attributes project: Integration and assessment of graduate attributes in curriculum
S Barrie, C Hughes, C Smith
Sydney: Australian Learning and Teaching Council, 2009
2232009
Rethinking generic graduate attributes
S Barrie
HERDSA news 27 (1), 1-6, 2005
1782005
Early impact and outcomes of an institutionally aligned, student focused learning perspective on teaching quality assurance
S Barrie, P Ginns, M Prosser
Assessment & Evaluation in Higher Education 30 (6), 641-656, 2005
1512005
A comparison of productivity and learning outcome in individual and cooperative physical therapy clinical education models
RK Ladyshewsky, SC Barrie, VM Drake
Physical therapy 78 (12), 1288-1298, 1998
1441998
Collegiality: Leading us into fantasy–the paradoxical resilience of collegiality in academic leadership
G Kligyte, S Barrie
Higher Education Research & Development 33 (1), 157-169, 2014
1092014
Building community in academic settings: The importance of flexibility in a structured mentoring program
R Ewing, M Freeman, S Barrie, A Bell, D O’Connor, F Waugh, C Sykes
Mentoring & tutoring: partnership in learning 16 (3), 294-310, 2008
922008
Reliability of single-item ratings of quality in higher education: A replication
P Ginns, S Barrie
Psychological reports 95 (3), 1023-1030, 2004
922004
Generic graduate attributes: Citizens for an uncertain future
SC Barrie, M Prosser
Higher Education Research and Development, 243-246, 2004
842004
The linking of national teaching performance indicators to improvements in teaching and learning in classrooms
S Barrie, P Ginns
Quality in Higher Education 13 (3), 275-286, 2007
762007
Assessing and assuring Australian graduate learning outcomes: principles and practices within and across disciplines: Final Report 2014
S Barrie, C Hughes, G Crisp, A Bennison
Office for Learning and Teaching, Department of Education, 2014
662014
Development, evaluation and use of a student experience survey in undergraduate science laboratories: the advancing science by enhancing learning in the laboratory student …
SC Barrie, RB Bucat, MA Buntine, K Burke da Silva, GT Crisp, AV George, ...
International Journal of Science Education 37 (11), 1795-1814, 2015
612015
Advancing Chemistry by Enhancing Learning in the Laboratory (ACELL): a model for providing professional and personal development and facilitating improved student laboratory …
MA Buntine, JR Read, SC Barrie, RB Bucat, GT Crisp, AV George, ...
Chemistry Education Research and Practice 8 (2), 232-254, 2007
612007
Academic life in the measured university: Pleasures, paradoxes and politics
T Peseta, S Barrie, J McLean
Higher Education Research & Development 36 (3), 453-457, 2017
592017
Ways of thinking and practising: Highlighting the complexities of higher education curriculum
S Barradell, S Barrie, T Peseta
Innovations in Education and Teaching International 55 (3), 266-275, 2018
542018
Using a student-focused learning perspective to align academic development with institutional quality assurance
M Prosser, SC Barrie
Towards strategic staff development in higher education, 191-221, 2003
462003
Das System kann den Vorgang jetzt nicht ausführen. Versuchen Sie es später erneut.
Artikel 1–20