Facilitating Researcher Independence Through Supervision as Dialogue
Author:
Publisher
Springer International Publishing
Link
https://link.springer.com/content/pdf/10.1007/978-3-031-42875-3_7
Reference16 articles.
1. Ashtarian, S., & Weisi, H. (2016). A comparative study of the use of affective markers in supervision comments: Case of native versus non-native supervision comments. RELC Journal, 47(2). https://doi.org/10.1177/0033688216631172
2. Elliot, D. L., Bengtsen, S. S. E., Guccione, K., & Kobayashi, S. (2020). The hidden curriculum in doctoral education. Palgrave Macmillan.
3. Gurr, G. (2001). Negotiating the “Rackety Bridge” – A dynamic model for aligning supervisory style with research student development. Higher Education Research and Development, 20(1), 81–2 (85). https://doi.org/10.1080/07924360120043882
4. Heron, J. (1975). Six category intervention analysis. Tavistock Institute.
5. Kiley, M., & Wisker, G. (2009). Threshold concepts in research education and evidence of threshold crossing. Higher Education Research & Development, 28, 431–434.
1.学者识别学者识别
2.学术分析学术分析
3.人才评估人才评估
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