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Naomi Winstone
Naomi Winstone
Professor of Educational Psychology, University of Surrey
Verified email at surrey.ac.uk - Homepage
Title
Cited by
Cited by
Year
Supporting learners' agentic engagement with feedback: A systematic review and a taxonomy of recipience processes
NE Winstone, RA Nash, M Parker, J Rowntree
Educational psychologist 52 (1), 17-37, 2017
4362017
‘It'd be useful, but I wouldn't use it’: barriers to university students’ feedback seeking and recipience
NE Winstone, RA Nash, J Rowntree, M Parker
Studies in Higher Education 42 (11), 2026-2041, 2017
2582017
Designing effective feedback processes in higher education: A learning-focused approach
N Winstone, D Carless
Routledge, 2019
2162019
Responsibility-sharing in the giving and receiving of assessment feedback
RA Nash, NE Winstone
Frontiers in psychology 8, 1519, 2017
992017
Teacher feedback literacy and its interplay with student feedback literacy
D Carless, N Winstone
Teaching in Higher Education, 1-14, 2020
952020
Friendship motivations, challenges and the role of masking for girls with autism in contrasting school settings
A Cook, J Ogden, N Winstone
European Journal of Special Needs Education 33 (3), 302-315, 2018
872018
Charting the elements of pedagogic frailty
IM Kinchin, E Alpay, K Curtis, J Franklin, C Rivers, NE Winstone
Educational Research 58 (1), 1-23, 2016
722016
Reframing perceptions of the lecture from challenges to opportunities: Embedding active learning and formative assessment into the teaching of large classes.
N Winstone, L Millward
Psychology Teaching Review 18 (2), 31-41, 2012
582012
Pedagogic frailty and resilience in the university
IM Kinchin, NE Winstone
Springer, 2017
572017
What do students want most from written feedback information? Distinguishing necessities from luxuries using a budgeting methodology
NE Winstone, RA Nash, J Rowntree, R Menezes
Assessment & Evaluation in Higher Education 41 (8), 1237-1253, 2016
572016
The need to disentangle assessment and feedback in higher education
NE Winstone, D Boud
Studies in higher education 47 (3), 656-667, 2022
522022
Exploring cultures of feedback practice: the adoption of learning-focused feedback practices in the UK and Australia
N Winstone, D Boud
Higher Education Research & Development 38 (2), 411-425, 2019
512019
‘More than customers’: conceptions of students as partners held by students, staff, and institutional leaders
K Gravett, IM Kinchin, NE Winstone
Studies in Higher Education 45 (12), 2574-2587, 2020
462020
Eliciting rich dialogue through the use of activity-oriented interviews: Exploring self-identity in autistic young people
N Winstone, C Huntington, L Goldsack, E Kyrou, L Millward
Childhood 21 (2), 190-206, 2014
452014
Sometimes fish, sometimes fowl? Liminality, identity work and identity malleability in graduate teaching assistants
N Winstone, D Moore
Innovations in education and teaching international 54 (5), 494-502, 2017
442017
The experiences of learning, friendship and bullying of boys with autism in mainstream and special settings: A qualitative study
A Cook, J Ogden, N Winstone
British Journal of Special Education 43 (3), 250-271, 2016
372016
Building feedback literacy: Students’ perceptions of the Developing Engagement with Feedback Toolkit
NE Winstone, G Mathlin, RA Nash
Frontiers in Education 4, 39, 2019
352019
The impact of anonymous marking on students’ perceptions of fairness, feedback and relationships with lecturers
E Pitt, N Winstone
Assessment & Evaluation in Higher Education 43 (7), 1183-1193, 2018
352018
The Developing Engagement with Feedback Toolkit (DEFT)
NE Winstone, RA Nash
Higher Education Academy, 2016
302016
How effective is peer interaction in facilitating learning? A meta-analysis.
HR Tenenbaum, NE Winstone, PJ Leman, RE Avery
Journal of Educational Psychology 112 (7), 1303, 2020
292020
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