Browse by UCL people
Group by: Type | Date
Number of items: 9.
Article
Dann, R;
(2019)
Feedback as a relational concept in the classroom.
The Curriculum Journal
, 30
(4)
pp. 352-374.
10.1080/09585176.2019.1636839.
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Dann, R;
(2019)
The Interrelation of Curriculum, Pedagogy and Assessment: understanding the struggle.
Research Intelligence
(138)
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Dann, R;
(2016)
Developing understanding of pupil feedback using Habermas’ notion of communicative action.
Assessment in Education: Principles, Policy & Practice
, 23
(3)
pp. 396-414.
10.1080/0969594X.2015.1056083.
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Dann, R;
(2016)
Understanding and enhancing pupils' learning progress in schools in deprived communities.
Education 3-13
, 44
(1)
pp. 19-31.
10.1080/03004279.2015.1122319.
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Dann, R;
(2015)
Developing the foundations for dialogic feedback in order to better understand the 'learning gap' from a pupil's perspective.
London Review of Education
, 13
(3)
pp. 5-20.
10.18546/LRE.13.3.03.
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Dann, R;
(2014)
Assessment as Learning: Blurring the Boundaries of Assessment and Learning for Theory, Policy and Practice.
Assessment in Education: Principles, Policy & Practice
, 21
(2)
pp. 149-166.
10.1080/0969594X.2014.898128.
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Dann, R;
Basford, J;
Booth, C;
O'Sullivan, R;
Scanlon, J;
Woodfine, C;
Wright, P;
(2019)
The impact of doctoral study on university lecturers’ construction of self within a changing higher education policy context.
Studies in Higher Education
, 44
(7)
pp. 1166-1182.
10.1080/03075079.2017.1421155.
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Report
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Richardson, M;
Dann, R;
(2018)
Good Practice in Assessment.
Institute of Education: London.
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Shain, F;
Dann, R;
Watts, L;
(2014)
Raising Attainment at Key Stage One in Stoke-on-Trent Phase One Report: Case Study Research 2014.
Keele University: Keele University, UK.
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