Feedback is one of the most powerful influences on student achievement, yet it is difficult to implement productively within the constraints of a mass higher education system. Designing Effective Feedback Processes in Higher Education: A Learning-Focused Approach addresses the challenges of developing effective feedback processes in higher education, combining theory and practice to equip and empower educators. It places less emphasis on what teachers do in terms of providing commentary, and more emphasis on how students generate, make sense of, and use feedback for ongoing improvement. Including discussions on promoting student engagement with feedback, technology-enabled feedback, and effective peer feedback, this book: Contributes to the theory and practice of feedback in higher education by showcasing new paradigm feedback thinking focused on dialogue and student uptake Synthesises the evidence for effective feedback practice Provides contextualised examples of successful innovative feedback designs analysed in relation to relevant literature Highlights the importance of staff and student feedback literacy in developing productive feedback partnerships Supports higher education teachers in further developing their feedback practice. Designing Effective Feedback Processes in Higher Education: A Learning-Focused Approach contributes to the theory and practice of higher education pedagogy by re-evaluating how feedback processes are designed and managed. It is a must-read for educators, researchers, and academic developers in higher education who will benefit from a guide to feedback research and practice that addresses well recognised challenges in relation to assessment and feedback.
Feedback is one of the most powerful influences on student achievement, yet it is difficult to implement productively within the constraints of a mass higher education system. Designing Effective Feedback Processes in Higher Education: A Learning-Focused Approach addresses the challenges of developing effective feedback processes in higher education, combining theory and practice to equip and empower educators. It places less emphasis on what teachers do in terms of providing commentary, and more emphasis on how students generate, make sense of, and use feedback for ongoing improvement. Including discussions on promoting student engagement with feedback, technology-enabled feedback, and effective peer feedback, this book: Contributes to the theory and practice of feedback in higher education by showcasing new paradigm feedback thinking focused on dialogue and student uptake Synthesises the evidence for effective feedback practice Provides contextualised examples of successful innovative feedback designs analysed in relation to relevant literature Highlights the importance of staff and student feedback literacy in developing productive feedback partnerships Supports higher education teachers in further developing their feedback practice. Designing Effective Feedback Processes in Higher Education: A Learning-Focused Approach contributes to the theory and practice of higher education pedagogy by re-evaluating how feedback processes are designed and managed. It is a must-read for educators, researchers, and academic developers in higher education who will benefit from a guide to feedback research and practice that addresses well recognised challenges in relation to assessment and feedback.
World-wide in scope and focusing on the second half of the 20th century, this work provides biographies and discographies of some 500 composers and conductors of light and popular orchestral music, including film, show, theatre and mood music. The book is arranged in two sequences: 1) Biographies and select discographies, both arranged alphabetically, of the well-known and better-known conductors and composers. These entries also include a list of suggested reading for those wishing to further their studies; and 2) Select discographies of conductors about whom little or no biographical information is available. The bibliography at the end of the book covers discographical sources, popular music and film music. This is the first time that the lives and recordings of such artists as Kostelanetz, Faith, and Gould as well as the orchestral recordings of such great popular composers as Gershwin, Kern, Porter, Rodgers, Berlin and Coward have been documented and presented in an encyclopedic form.
From the bestselling author of No Logo—the gripping story of how America’s “free market” polices exploited crises and shock for three decades from Pinochet’s coup in Chile in 1973 to the "War on Terror." In her groundbreaking reporting, Naomi Klein introduced the term "disaster capitalism." Whether covering Baghdad after the U.S. occupation, Sri Lanka in the wake of the tsunami, or New Orleans post-Katrina, she witnessed something remarkably similar. People still reeling from catastrophe were being hit again, this time with economic "shock treatment," losing their land and homes to rapid-fire corporate makeovers. The Shock Doctrine retells the story of one the most dominant ideologies of our time: Milton Friedman's free market economic revolution. In contrast to the popular myth of this movement's peaceful global victory, Klein shows how it has exploited moments of shock and extreme violence in order to implement its economic policies in so many parts of the world from Latin America and Eastern Europe to South Africa, Russia, and Iraq. At the core of disaster capitalism is the use of cataclysmic events to advance radical privatization combined with the privatization of the disaster response itself. Klein argues that by capitalizing on crises, created by nature or war, the disaster capitalism complex now exists as a booming new economy, and is the violent culmination of a radical economic project that has been incubating for fifty years.
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