Dialogic feedback as divergent assessment for learning: an ecological approach to teacher professional development

Critical Studies in Education

Volumn 57, Issue 3, 2016, Pages 277-295

  Charteris, Jennifer ^a  

^a UNIVERSITY OF NEW ENGLAND   (Australia)

Author keywords

assessment; classroom school based research; critical theory; pedagogy; teacher education

Indexed keywords

EID: 84941362707     PISSN: 17508487     EISSN: 17508495     Source Type: Journal    
DOI: 10.1080/17508487.2015.1057605     Document Type: Article

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