| 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 | 436 | 2017 |
| ‘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 | 258 | 2017 |
| Designing effective feedback processes in higher education: A learning-focused approach N Winstone, D Carless Routledge, 2019 | 216 | 2019 |
| Responsibility-sharing in the giving and receiving of assessment feedback RA Nash, NE Winstone Frontiers in psychology 8, 1519, 2017 | 99 | 2017 |
| Teacher feedback literacy and its interplay with student feedback literacy D Carless, N Winstone Teaching in Higher Education, 1-14, 2020 | 95 | 2020 |
| 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 | 87 | 2018 |
| 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 | 72 | 2016 |
| 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 | 58 | 2012 |
| Pedagogic frailty and resilience in the university IM Kinchin, NE Winstone Springer, 2017 | 57 | 2017 |
| 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 | 57 | 2016 |
| The need to disentangle assessment and feedback in higher education NE Winstone, D Boud Studies in higher education 47 (3), 656-667, 2022 | 52 | 2022 |
| 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 | 51 | 2019 |
| ‘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 | 46 | 2020 |
| 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 | 45 | 2014 |
| 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 | 44 | 2017 |
| 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 | 37 | 2016 |
| Building feedback literacy: Students’ perceptions of the Developing Engagement with Feedback Toolkit NE Winstone, G Mathlin, RA Nash Frontiers in Education 4, 39, 2019 | 35 | 2019 |
| 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 | 35 | 2018 |
| The Developing Engagement with Feedback Toolkit (DEFT) NE Winstone, RA Nash Higher Education Academy, 2016 | 30 | 2016 |
| 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 | 29 | 2020 |
Robert A. NashReader in Psychology, Aston UniversityVerified email at aston.ac.uk
