Naomi Winstone
University of Surrey
Higher educationDevelopmental psychologySociologyMathematics educationInclusion (education)PsychologyPolitical scienceCognitive psychologyPedagogyStudent engagementConcept mapAutismPerceptionPsychological interventionContext (language use)Intervention (counseling)Public relationsComputer scienceProcess (engineering)CurriculumMedical educationLiteracyEngineering ethicsFocus groupSocial psychologyDiscipline
86Publications
15H-index
846Citations
Publications 86
Newest
#1Naomi Winstone (University of Surrey)H-Index: 15
#2David Carless (HKU: University of Hong Kong)H-Index: 34
In education systems across the world, teachers are under increasing quality assurance scrutiny in relation to the provision of feedback comments to students. This is particularly pertinent in high...
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#1Veronica Rovagnati (UKC: University of Kent)
#2Edd Pitt (UKC: University of Kent)H-Index: 8
Last. Naomi Winstone (University of Surrey)H-Index: 15
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Emerging research and examples from practice support the idea of feedback literacies as socio-material competencies. Such a conception highlights the contextual and social aspect of literacies but ...
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#1Marion HeronH-Index: 4
#2Emma MedlandH-Index: 6
Last. Edd PittH-Index: 8
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#1Naomi Winstone (University of Surrey)H-Index: 15
#2Rola Ajjawi (Deakin University)H-Index: 21
Last. David Boud (Middlesex University)H-Index: 77
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The increasing prominence of neoliberal agendas in international higher education has led to greater weight being ascribed to student satisfaction, and the national surveys through which students e...
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#1Naomi Winstone (University of Surrey)H-Index: 15
#2David Boud (Middlesex University)H-Index: 77
Last. Marion Heron (University of Surrey)H-Index: 4
view all 4 authors...
Feedback is a term used so frequently that it is commonly taken that there is a shared view about what it means. However, in recent years, the notion of feedback as simply the provision of informat...
1 CitationsSource
#1Kelly E. Matthews (UQ: University of Queensland)H-Index: 18
#2Joanna Tai (Deakin University)
Last. Naomi Winstone (University of Surrey)H-Index: 15
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Participatory approaches are receiving renewed attention in the ‘students as partners’ (SaP) and ‘feedback’ discourse communities, respectively. SaP scholars tend to focus on pedagogy (pedagogical ...
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#1Kieran Balloo (University of Surrey)H-Index: 5
#2Naomi Winstone (University of Surrey)H-Index: 15
A significant challenge currently facing the higher education sector is how to address differential student outcomes in terms of attainment and continuation gaps at various stages of students’ transitions. Worryingly, there appears to be a ‘deficit’ discourse among some university staff in which differential outcomes are perceived to be due to student deficiencies. This may be exacerbated by institutional analyses placing an over-emphasis on the presence of the gaps rather than the causes. The p...
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#1Robert A. NashH-Index: 16
#2Naomi Winstone (University of Surrey)H-Index: 15
Last. Samantha E. A. GregoryH-Index: 4
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Feedback is invaluable for learning, yet people frequently fail to remember their feedback. Recent studies have demonstrated that people are better at recalling evaluative, past-oriented feedback than directive, future-oriented feedback. This paper tests one possible explanation: namely, that people neglect to search their memory for directive information they have encoded. Participants (N = 759), attempted to recall feedback they had read about their own (Experiment 1) or another person's perfo...
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#1Naomi Winstone (University of Surrey)H-Index: 15
#2Edd Pitt (UKC: University of Kent)H-Index: 8
Last. Robert A. Nash (Aston University)H-Index: 16
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Many policies and processes in higher education reinforce a conception of feedback as being the transmission of information, thus placing primary responsibility on educators for delivering this inf...
3 CitationsSource
#1Karen Gravett (University of Surrey)H-Index: 7
#2Ian M. Kinchin (University of Surrey)H-Index: 32
Last. Naomi Winstone (University of Surrey)H-Index: 15
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ABSTRACTStudents as partners (SaP) practices are emerging in today’s universities as a means to offer a more participative agenda, and to transform institutional cultures within an increasingly eco...
9 CitationsSource