Divergent and convergent feedback: how science teachers conceptualise and practise oral feedback, and how students perceive it helps their learning

Campbell-Mapplebeck, Andrea L (2017) Divergent and convergent feedback: how science teachers conceptualise and practise oral feedback, and how students perceive it helps their learning. PhD thesis, University of York.

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Awarding institution: University of York
Academic Units: The University of York > Department of Education (York)
Identification Number/EthosID (e.g. uk.bl.ethos.123456): uk.bl.ethos.759875
Depositing User: Andrea L Campbell-Mapplebeck
Date Deposited: 23 Nov 2018 16:16
Last Modified: 19 Feb 2020 13:03

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