Making sense and making use of feedback from focus groups

New Directions for Teaching and Learning

Volumn 2001, Issue 87, 2001, Pages 63-75

  Richard, Tiberius ^a  

^a UNIVERSITY OF TORONTO   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 79954854864     PISSN: 02710633     EISSN: 15360768     Source Type: Journal    
DOI: 10.1002/tl.29     Document Type: Article

References (6)

1. Cashin, W. E. “Student Ratings of Teaching: Recommendations for Use.” (IDEA paper no. 22.) Manhattan: Kansas State University, Center for Faculty Evaluation and Development, 1990.
2. Corbin, J and Strauss, A. Basics of Qualitative Research: Grounded Theory Procedures and Techniques. Thousand Oaks, Calif.: Sage, 1990.
3. Miles, M. B and Huberman, A. M. Qualitative Data Analysis. (2nd ed.) Thousand Oaks, Calif.: Sage, 1994.
4. Schön, D. A. The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books, 1983.
5. Tiberius, R. G and Billson, J. M. (eds.). The Social Context of Teaching and Learning. New Directions for Teaching and Learning, no. 45. San Francisco: Jossey-Bass, 1991.
6. Tiberius, R. G Sackin, H. D Janzen, K. R and Preece, M. “Alliances for Change: A Procedure for Improving Teaching Through Conversations with Learners and Partnerships with Colleagues.” Journal of Staff, Program, and Organization Development, 1993, 11, 11-23.