{"title":"探索反思性评估任务的批改：高等教育中土著盟友关系教育工作者的合作性自述","authors":"Louisa Remedios, Jessica Lees, Carolyn Cracknell, Joanne Bolton","doi":"10.1080/07294360.2024.2315045","DOIUrl":null,"url":null,"abstract":"The aim of this study was to closely examine the experiences of non-Indigenous academics in marking a single assessment task designed to promote cultural safety practice in a health professional pr...","PeriodicalId":48219,"journal":{"name":"Higher Education Research & Development","volume":"38 1","pages":""},"PeriodicalIF":2.6000,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Exploring the marking of a reflective assessment task: a collaborative autoethnography by educators navigating Indigenous allyship in higher education\",\"authors\":\"Louisa Remedios, Jessica Lees, Carolyn Cracknell, Joanne Bolton\",\"doi\":\"10.1080/07294360.2024.2315045\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The aim of this study was to closely examine the experiences of non-Indigenous academics in marking a single assessment task designed to promote cultural safety practice in a health professional pr...\",\"PeriodicalId\":48219,\"journal\":{\"name\":\"Higher Education Research & Development\",\"volume\":\"38 1\",\"pages\":\"\"},\"PeriodicalIF\":2.6000,\"publicationDate\":\"2024-03-05\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Higher Education Research & Development\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/07294360.2024.2315045\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Higher Education Research & Development","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/07294360.2024.2315045","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Exploring the marking of a reflective assessment task: a collaborative autoethnography by educators navigating Indigenous allyship in higher education
The aim of this study was to closely examine the experiences of non-Indigenous academics in marking a single assessment task designed to promote cultural safety practice in a health professional pr...
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