More than a checkpoint: the pedagogic potential of a dialogic approach to doctoral progression assessment
Author:
Affiliation:
1. School of Education and Childhood, University of the West of England, Bristol, UK
Publisher
Informa UK Limited
Subject
Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/02602938.2023.2283841
Reference41 articles.
1. AHRC. 2020. Training Grant Funding Guide 2019–20 . Arts Humanities Research Council. Accessed July 19 2023. https://www.ukri.org/wp-content/uploads/2021/10/AHRC-08102021-TrainingGrantFundingGuide-2020.pdf
2. Bartlett, C. L., and D. Eacersall. 2019. “Confirmation of Candidature: An Autoethnographic Reflection from the Dual Identities of Student and Research Administrator.” In Traversing the Doctorate: Reflections and Strategies from Students, Supervisors and Administrators, edited by T. M. Machin, M. Clarà, and P. A. Danaher, 29–56. Cham, Switzerland: Palgrave Macmillan.
3. Black, P., and D. Wiliam. 1998. Inside the Black Box: Raising Standards through Classroom Assessment. London: Granada Learning.
4. Excellence in University Assessment
5. Selecting a Research Approach: Paradigm, Methodology and Methods;Chilisa B.;Doing Social Research: A Global Context,2012
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