000			01920nam a2200349 i 4500
001			BDZ0036677318
003			StDuBDS
005			20210630181632.0
008			180730s2019 enka f b 001|0|eng|d
020			_a9781138599895 _c22.99 _qpaperback
040			_aStDuBDS _beng _cStDuBDS _dStDuBDSZ _erda
050		4	_aLB1027 _b.H3 2019
072		7	_aEDU _2ukslc
082	0	4	_223
100	1		_aHattie, John, _eauthor.
245	1	0	_aVisible learning : _bfeedback / _cJohn Hattie and Shirley Clarke.
260			_aLondon : _bRoutledge, _c2019.
300			_axi, 187 pages : _billustrations (black and white, and colour) ; _c25 cm
336			_atext _2rdacontent
336			_astill image _2rdacontent
337			_aunmediated _2rdamedia
338			_avolume _2rdacarrier
504			_aIncludes bibliographical references and index.
520	8		_aFeedback is arguably the most critical and powerful aspect of teaching and learning. Yet, there remains a paradox: why is feedback so powerful and why is it so variable? It is this paradox which this book aims to unravel and resolve. Combining research excellence, theory and vast teaching expertise, this book covers the principles and practicalities of feedback, including: the variability of feedback, the importance of surface, deep and transfer contexts, student to teacher feedback, peer to peer feedback, the power of within lesson feedback and manageable post-lesson feedback. With numerous case-studies, examples and engaging anecdotes woven throughout, the authors also shed light on what creates an effective feedback culture and provide the teaching and learning structures which give the best possible framework for feedback.
650		0	_aTeaching.
650		0	_aLearning.
650		0	_aTeacher-student relationships.
650		0	_aFeedback (Psychology)
650		7	_aEducation. _2ukslc
700	1		_aClarke, Shirley, _eauthor.
942			_2ddc _n0
999			_c83929 _d83929