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Outputs (235)

Using computer-aided assessment (1999)
Book Chapter
Sambell, K., Sambell, A., & Sexton, G. (1999). Using computer-aided assessment. In L. McDowell (Ed.), Using Information Technology in Teaching, Learning & Assessment. Northumbria University, MARCET

No abstract available.

Rethinking feedback : an assessment for learning perspective (2007)
Book
Sambell, K., Gibson, M., & Montgomery, C. (2007). Rethinking feedback : an assessment for learning perspective. Northumbria University Press

Feedback is becoming an increasingly vexed issue in higher education. Lecturers routinely spend a great deal of time reading and annotating students’ work, only to worry that students are really only interested in a single piece of information: t... Read More about Rethinking feedback : an assessment for learning perspective.

Seeing the signs : involving students as researchers across the disciplines via a research-based teaching framework (2009)
Book
Sambell, K. (2009). Seeing the signs : involving students as researchers across the disciplines via a research-based teaching framework. Northumbria University

The work reported in this guide was undertaken as part of a Northumbria University Research-informed Teaching project called ‘Seeing the Signs: involving students as researchers across the disciplines.’ The project supported the transfer of the pion... Read More about Seeing the signs : involving students as researchers across the disciplines via a research-based teaching framework.

Using enquiry-based learning to support research informed teaching in the first-year experience (2009)
Book
Sambell, K. (2009). Using enquiry-based learning to support research informed teaching in the first-year experience. Northumbria University

This guide discusses a project that was funded by Northumbria University’s research-informed teaching (RiT) initiative: ‘The Impact of Enquiry-Based Learning: student perspectives of the links between discipline-based research, teaching and studentsh... Read More about Using enquiry-based learning to support research informed teaching in the first-year experience.

Studying early childhood: Part 3 - visits, observations, placements and dissertations (2010)
Journal Article
Sambell, K. (2010). Studying early childhood: Part 3 - visits, observations, placements and dissertations. Nursery World, 25, 15-18

Most early childhood degrees include 'real-world' experiences in early years settings and a related final-year project or dissertation. Make the most of these learning opportunities by bringing your critical thinking skills with you on the placement.

Studying early childhood: Part 2 - reading, writing and producing assignments (2010)
Journal Article
Sambell, K. (2010). Studying early childhood: Part 2 - reading, writing and producing assignments. Nursery World, 28, 15-18

When studying early childhood at degree level, it's vital to become fluent in appropriate ways of talking and writing about relevant ideas and concepts. This helps you produce effective assignments during the degree itself but, most importantly, also... Read More about Studying early childhood: Part 2 - reading, writing and producing assignments.

Studying early childhood: Part 1 - becoming an active learner (2010)
Journal Article
Sambell, K. (2010). Studying early childhood: Part 1 - becoming an active learner. Nursery World, 23,

When making the transition to studying at degree level, students will be challenged to think in new and unaccustomed ways, with different study practices than they have used before. Embarking on any degree involves a step-change in a student's approa... Read More about Studying early childhood: Part 1 - becoming an active learner.

Informal feedback : feedback via participation (2015)
Report
Sambell, K. (2014). Informal feedback : feedback via participation. Hong Kong: Centre for the enhancement of teaching and learning (CELT)

This Briefing has been written by Professor Kay Sambell at the invitation of the HKU Wise Assessment Project. Its theme, capitalising on opportunities for informal feedback to enhance learning, has been explored by Professor Sambell in a number of pu... Read More about Informal feedback : feedback via participation.

Assessment workshops: ‘feeding forward, backward and side-to-side’. (2016)
Digital Artefact
Urquhart, E. (2016). Assessment workshops: ‘feeding forward, backward and side-to-side’

As practitioners, we are constantly aware of the importance of proactively feeding-forward into assessment whilst also using feedback assessments to help shape tailored support. As a conduit for this, I run a dedicated ‘assessment workshop’ for every... Read More about Assessment workshops: ‘feeding forward, backward and side-to-side’..

(Un)translatable queer? Or what is lost and can be found in translation... (2012)
Book Chapter
Kulpa, R., Mizielińska, J., & Stasinska, A. (2012). (Un)translatable queer? Or what is lost and can be found in translation... In S. Mesquita, M. K. Wiedlack, & K. Lasthofer (Eds.), Import - Export - Transport. Queer Theory, Queer Critique, and Activism in Motion (115-145). Zaglossus

Perhaps some of the most interesting recent developments in queer studies are those books criticizing the US American bias within the discipline (e.g., Hemmings 2007; Mizielinska 2010; Downing and Gillett 2011), and a move towards embracing “non-West... Read More about (Un)translatable queer? Or what is lost and can be found in translation....

Practice led Research Methodologies (2017)
Presentation / Conference Contribution
Macleod, K. (2017, March). Practice led Research Methodologies. Paper presented at School of Arts & Creative industries Research Seminar, Edinburgh Napier University

The research question and methodology that I will talk about today sit around a project I’m currently developing, known as Asylum Armada Documentary & Research project, based around local knowledge of the events of the Spanish Armada’s escape from En... Read More about Practice led Research Methodologies.

Student generated content: pedagogy and practice (2013)
Journal Article
Fotheringham, J., & Smyth, K. (2013). Student generated content: pedagogy and practice. Social Media: Challenges and opportunities for education in modern society: Research Papers, 1(1), 5-8

Digitally supported pedagogical approaches made possible by developments in technology, and in particular by Web 2.0, are continuing to create new opportunities for learning, teaching and assessment in Higher Education. The use of student-generated c... Read More about Student generated content: pedagogy and practice.

Developing and Supporting the Curriculum : Curriculum: Directions, decisions and debate (2012)
Digital Artefact
Fotheringham, J., Strickland, K., & Aitchison, K. (2012). Developing and Supporting the Curriculum : Curriculum: Directions, decisions and debate

This paper provides an overview of the factors which may effect, stimulate or be the cause of curriculum changes in higher education in Scotland. This overview leads to a series of questions which could be used to encourage debate within and across i... Read More about Developing and Supporting the Curriculum : Curriculum: Directions, decisions and debate.

Publish and be damned: exploring problem-based learning through the establishment of a University press (2016)
Book Chapter
Gray, A. (2016). Publish and be damned: exploring problem-based learning through the establishment of a University press. In C. Penman, & M. Foster (Eds.), Innovations in Learning and TeachingEdinburgh: Merchiston Publishing

A pedagogic research publication showing new teaching approaches in higher education. This collection of chapters gives voice to academics from different disciplines across Edinburgh Napier University who have all embarked on a quest to question, cha... Read More about Publish and be damned: exploring problem-based learning through the establishment of a University press.

Live Projects, Risk versus Reward (2015)
Presentation / Conference Contribution
Gray, A. (2015, July). Live Projects, Risk versus Reward. Paper presented at The Generation and Regeneration of Books, Montreal

The 23rd annual SHARP conference was be held in Longueuil/Montreal (Canada), Tuesday, 7 July, to Friday, 10 July 2015. Hosted by the Groupe de recherches et d'études sur le livre au Québec, the University of Sherbrooke, McGill University and the Bibl... Read More about Live Projects, Risk versus Reward.

Thinking, Doing, Publishing - Pedogical Research on the Go (2017)
Presentation / Conference Contribution
Gray, A., Penman, C., & Foster, M. (2017, February). Thinking, Doing, Publishing - Pedogical Research on the Go. Paper presented at Innovations in Teaching and Supporting Learning, Edinburgh Napier University

Joint Presentation with Christine Penman and Monika Foster Available at - http://blogs.napier.ac.uk/teachingfellows/teaching-fellows-conference-2017-2/