Just Google it! Digital literacy and the epistemology of ignorance
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2018.1547276
A qualitative synthesis of video feedback in higher education
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2018.1471457
Facilitating epistemic fluency through design thinking: a strategy for the broader application of studio pedagogy within higher education
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2018.1461621
Student perceptions of teaching excellence: an analysis of student-led teaching award nomination data
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2018.1461620
‘Feedback interpreters’: the role of learning development professionals in facilitating university students’ engagement with feedback
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2018.1498076
Developing student research capability for a ‘post-truth’ world: three challenges for integrating research across taught programmes
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2018.1541173
Understanding the world today: the roles of knowledge and knowing in higher education
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2018.1544122
A typology for a social justice approach to assessment: learning from universal design and culturally sustaining pedagogy
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2018.1465405
Are we just engaging ‘the usual suspects’? Challenges in and practical strategies for supporting equity and diversity in student–staff partnership initiatives
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2019.1655396
Exploring transitions into the undergraduate university world using a student-centred framework
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2018.1511538
Designing for productive feedback: an analysis of two undergraduate courses in biology and engineering
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2019.1686699
Reproducing peace? A CRT analysis of Whiteness in the curriculum and teaching at a University of The UN
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2018.1476339
The intercultural deterritorialization of knowledge: Al-Ghazali and the enunciation of the educator’s Rihla
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2018.1542378
Assessment co-creation: an exploratory analysis of opportunities and challenges based on student and instructor perspectives
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2018.1498077
Ethically engaging international students: student generated material in an active blended learning model
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2019.1617264
Experts, knowledge and criticality in the age of ‘alternative facts’: re-examining the contribution of higher education
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2019.1578577
Rethinking the role of the academy: cognitive authority in the age of post-truth
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2018.1558198
Gazes in the post-colony: an analysis of African philosophies using Legitimation Code Theory
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2018.1476338
Undergraduate experiences of the research/teaching nexus across the whole student lifecycle
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2018.1544123
Implementing disability policy in teaching and learning contexts – shop floor constructivism or street level bureaucracy?
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2018.1491838
Student feedback literacy and engagement with feedback: a case study of Chinese undergraduate students
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2019.1648410
Letting the village be the teacher: a look at community-based learning in Northern Thailand
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2019.1579708
Academic identities in contemporary higher education: sustaining identities that value teaching
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2019.1632826
Incompatible enactments of learning outcomes? Leader, teacher and student experiences of an ambiguous policy object
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2018.1469486
Enhancing graduate employability attributes and capabilities formation: a service-learning approach
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2019.1672150
Language and learning advisors as a valuable but under-recognised workforce in higher education: a Bourdieuian analysis of their professional development in international education
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2018.1499079
Research on higher education: a perspective on the relations between Higher Education Studies and Discipline-Based Education Research
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2019.1634538
The (un)invited guest? Feminist pedagogy and guest lecturing
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2018.1527766
Avoiding cognitive biases: promoting good decision making in research methods courses
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2018.1557137
Higher expertise, pedagogic rights and the post-truth society
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2018.1532957
Articulating identities – the role of English language education in Indian universities
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2018.1547277
Navigating the discursive tensions of the public university: the case of a South African student
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2018.1485644
Pedagogic democracy versus pedagogic supremacy: migrant academics’ perspectives
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2019.1596078
What drives student success? Assessing the combined effect of transfer students and online courses
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2019.1686701
The analytical lens: developing undergraduate students’ critical dispositions in undergraduate EAP writing courses
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2018.1534822
The art of freedom in HE teacher development
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2018.1456422
Performing standards: a critical perspective on the contemporary use of standards in assessment
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2019.1678579
If at first you do not succeed: student behavior when provided feedforward with multiple trials for online summative assessments
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2019.1664454
Using assessed blogs to enhance student engagement
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2019.1662390
Classroom choice-making for Chinese master’s students: choice, motivation and learning contexts
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2018.1515194
Reflecting gendered experiences of student-staff partnership: a student standpoint using poetic transcription
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2019.1602761
Using open education practices across the Mediterranean for intercultural curriculum development in higher education
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2019.1696298
Modular/Block teaching: practices and challenges at higher education institutions of Ethiopia
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2019.1681391
Engaged or entitled? Study orientations among traditional and non-traditional business students
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2019.1646237
The identity (re)construction of international students in the process of academic literacy acquisition
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2019.1657398
Blueprints of distress?: Why quality assurance frameworks and disciplinary education cannot sustain a 21st-century education
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2019.1602762
Using vulnerability as a decolonial catalyst to re-cast the teacher as human(e)
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2019.1661376
Care as a threshold concept for teaching in the salutogenic university
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2019.1704726
In-house writing support: who uses supplemental resources, and how, and for what purpose?
来源期刊：Teaching in Higher EducationDOI：10.1080/13562517.2019.1657397
