Roles, relationships and emotions: Student teachers’ understanding of feedback as interpersonal C Elbra-Ramsay Research in Education 113 (1), 3-24, 2022 | 7 | 2022 |
Can'Quality Marking'be used to provide effective feedback within Higher Education? C Elbra-Ramsay University of Bedfordshire, 2011 | 5 | 2011 |
Assessment in HE initial teacher education: Competing contexts discourses and the unobtainable pursuit for fidelity C Elbra-Ramsay The Palgrave handbook of teacher education research, 341-365, 2023 | 2 | 2023 |
Understanding Feedback C Elbra-Ramsay Critical Publishing, 2021 | 2 | 2021 |
Navigating the Pedagogical, Relational and Moral economies of assessment: an Analysis of the Development of Student Teachers’ understandings of Feedback CM Elbra-Ramsay University of Leeds, 2019 | 2 | 2019 |
‘So, you want us to do the marking?!’–peer review and feedback to promote assessment as learning C Elbra-Ramsay, A Backhouse University of Bedfordshire, 2015 | 2 | 2015 |
An Evaluation of the School Experience Formative Assessment Continuum-One Year On K Parker, K Bloom, C Elbra-Ramsay UCET website, 2022 | | 2022 |
Double indemnity: dualities, tensions and loss in the moral economies of feedback M Clarke, C Elbra-Ramsay Asia-Pacific Journal of Teacher Education 50 (3), 266-281, 2022 | | 2022 |
Re-imagining the assessment of school-based practice K Parker, K Bloom, C Elbra-Ramsay | | 2021 |
Re-imagining the assessment of work-based practice C Elbra-Ramsay, K Parker, K Bloom | | 2021 |
Modifying the language of feedback to promote a continuous learning climate K Bloom, C Elbra-Ramsay | | 2019 |
Flexing verbal formative feedback to achieve different outcomes: lessons from school K Bloom, C Elbra-Ramsay | | 2018 |
Moving beyond the ‘Initial’in Initial Teacher Education: The role of ITE in supporting and developing new teachers C Elbra-Ramsay, L Whitfield | | 2018 |
Finding time to talk; the benefits of dialogic interviews in developing pedagogical understanding and resilience within ITE students C Elbra-Ramsay | | 2018 |
Partnership models–one size fits all? C Elbra-Ramsay, D Scott | | 2016 |
Student teachers’ conceptions of feedback C Elbra-Ramsay | | 2016 |
Using social media to develop student teachers’ understanding of children’s literature C Elbra-Ramsay English 4-11 53, 2015 | | 2015 |
Using social media to enhance understanding of children's literature C Elbra-Ramsay, A Baker | | 2014 |
Using a visualiser to support peer assessment and feedback in academic writing C Elbra-Ramsay, A Backhouse | | 2013 |
Developing Boys' Literacy at Key Stage One C Elbra-Ramsay English 4-11, 2000 | | 2000 |