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|Title:||A study of academic development in universities through innovative approaches in teaching, assessment and feedback|
da Silva Lopes, B
|Keywords:||Teacher;Student;Engagement;Undergraduate studies;Institutional;Professional changes|
|Citation:||Third International Seminar on Research on Questioning, Department of Education, University of Aveiro, Portugal, (11 - 13 June 2015)|
|Abstract:||The research-funded project we describe here has been conducted over the extensive period 2001–15. The research problem relates to the institutional and professional changes required to promote and encourage greater teacher and student engagement in learning across undergraduate studies. The emphasis in this paper is upon impact. Research can be seen as systematic inquiry for the creation and development of knowledge, and the process of measuring and describing the impact of academic research is becoming increasingly important in Europe and around the world. To measure impact requires some measure of both the generation of knowledge and the value of the knowledge generated. Knowledge itself is immeasurable, at best it is observed through expressions of knowledge such as publications, papers, patents, and students’ and, in this case, teachers’ perceptions.|
|Appears in Collections:||Dept of Education Research Papers|
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