Amani Bell
Amani Bell
Associate Professor, University of Sydney
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Zitiert von
Zitiert von
The benefits of peer observation of teaching for tutor development
A Bell, R Mladenovic
Higher Education 55 (6), 735-752, 2008
Looking for professor right: Mentee selection of mentors in a formal mentoring program
A Bell, L Treleaven
Higher Education 61 (5), 545-561, 2011
A critical evaluation of the usefulness of a coding scheme to categorise levels of reflective thinking
A Bell, J Kelton, N McDonagh, R Mladenovic, K Morrison
Assessment & Evaluation in Higher Education 36 (7), 797-815, 2011
Students’ perceptions of the usefulness of marking guides, grade descriptors and annotated exemplars
A Bell, R Mladenovic, M Price
Assessment & Evaluation in Higher Education 38 (7), 769-788, 2013
Building community in academic settings: the importance of flexibility in a structured mentoring program
R Ewing, M Freeman, S Barrie, A Bell, D O’Connor, F Waugh, C Sykes
Mentoring & Tutoring: Partnership in Learning 16 (3), 294-310, 2008
Factors affecting educational innovation with in class electronic response systems
M Freeman, A Bell, C Comerton-Forde, J Pickering, P Blayney
Australasian Journal of Educational Technology 23 (2), 2007
Learning by observing a peer’s teaching situation
GD Hendry, A Bell, K Thomson
International Journal for Academic Development 19 (4), 318-329, 2014
Supporting the reflective practice of tutors: what do tutors reflect on?
A Bell, R Mladenovic, R Segara
Teaching in Higher Education 15 (1), 57-70, 2010
Situated learning, reflective practice and conceptual expansion: effective peer observation for tutor development
A Bell, R Mladenovic
Teaching in Higher Education 20 (1), 24-36, 2015
Engaging professional learning in online environments
A Bell, G Morris
Australasian Journal of Educational Technology 25 (5), 2009
Students as ambassadors and researchers of assessment renewal: Puzzling over the practices of university and academic life
T Peseta, A Bell, A Clifford, A English, J Janarthana, C Jones, M Teal, ...
International Journal for Academic Development 21 (1), 54-66, 2016
How tutors understand and engage with reflective practices
A Bell, R Mladenovic
Reflective Practice 14 (1), 1-11, 2013
Students as co-inquirers in Australian higher education: Opportunities and challenges
A Bell
Teaching & Learning Inquiry 4 (2), 81-90, 2016
Peer observation of teaching: the case for learning just by watching
K Thomson, A Bell, G Hendry
Higher education research & development 34 (5), 1060-1062, 2015
Business students’ insights into their development of ethical decision-making
R Mladenovic, N Martinov-Bennie, A Bell
Journal of Business Ethics 155 (1), 275-287, 2019
The potential of student narratives to enhance quality in higher education
C Hamshire, R Forsyth, A Bell, M Benton, R Kelly-Laubscher, M Paxton, ...
Quality in HigHer education 23 (1), 50-64, 2017
Supporting peer observation of teaching: Collegiality, conversations, and autonomy
A Bell, K Thomson
Innovations in Education and Teaching International 55 (3), 276-284, 2018
Deliberative democracy for curriculum renewal
A Bell, L Carson, L Piggott
The student engagement handbook: Practice in higher education, 499-508, 2013
In conversation together: Student ambassadors for cultural competence
A Bell, T Peseta, S Barahona, S Jeong, L Lan, R Menzies, T Trieu, A Wen
Teaching and Learning Together in Higher Education 1 (21), 5, 2017
Evaluating the process and product of a student-staff partnership for curriculum redesign in film studies
A Bell, S Potter, LA Morris, M Strbac, A Grundy, MZ Yawary
Innovations in Education and Teaching International 56 (6), 740-750, 2019
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