Credibility in educational development: trustworthiness, expertise, and identification
暂无分享,去创建一个
[1] J. Britnell,et al. 1: DEVELOPING COMPETENCY MODELS OF FACULTY DEVELOPERS , 2010 .
[2] Soo Young Rieh,et al. Developing a unifying framework of credibility assessment: Construct, heuristics, and interaction in context , 2008, Inf. Process. Manag..
[3] J. H. Davis,et al. An Integrative Model of Organizational Trust: Past, Present, and Future , 2007 .
[4] Tony Becher,et al. Academic Tribes and Territories: Intellectual Enquiry and the Cultures of Disciplines , 1991 .
[5] K. Taylor,et al. Academic development as institutional leadership: An interplay of person, role, strategy, and institution , 2005 .
[6] E. Lind. Fairness heuristic theory: Justice judgments as pivotal cognitions in organizational relations. , 2001 .
[7] Robert Hauptman,et al. The Fall of the Faculty: The Rise of the All-Administrative University and Why It Matters , 2012 .
[8] A. A. Lumsdaine. Communication and persuasion , 1954 .
[9] Betwixt and between: academic developers in the margins , 2012 .
[10] P. Lamal. The Fall of the Faculty: The Rise of the All-Administrative University and Why it Matters , 2012 .
[11] Ann Bainbridge Frymier. The use of affinity‐seeking in producing liking and learning in the classroom , 1994 .
[12] K. Sutherland. Holistic academic development: Is it time to think more broadly about the academic development project? , 2018, International Journal for Academic Development.
[13] P. Blackmore,et al. Strategic leadership in academic development , 2006 .
[14] Nina Hansen,et al. An Integrative Model of Social Identification , 2016, Personality and social psychology review : an official journal of the Society for Personality and Social Psychology, Inc.
[15] J. R. French,et al. The bases of social power. , 1959 .
[16] Paul Blackmore,et al. Motivation in academic life: a prestige economy , 2011 .
[17] J. Timmermans. Identifying threshold concepts in the careers of educational developers , 2014 .
[18] RiehSoo Young,et al. Developing a unifying framework of credibility assessment , 2008 .
[19] Guido Möllering,et al. Introduction: Understanding organizational trust – foundations, constellations, and issues of operationalisation , 2004 .
[20] M. Burgan. What Ever Happened to the Faculty?: Drift and Decision in Higher Education , 2006 .
[21] A. Diefenderfer. Faculty Development in the Age of Evidence: Current Practices, Future Imperatives by Andrea L. Beach etal (review) , 2018, The Review of Higher Education.
[22] S. Roy,et al. The components of trustworthiness for higher education: a transnational perspective , 2015 .
[23] Wieland Wermke. Teachers’ Trust in Knowledge Sources for Continuing Professional Development: Investigating Trust and Trustworthiness in School Systems , 2014 .
[24] Alenoush Saroyan. Agency matters: academic developers’ quests and achievements , 2014 .
[25] Paul Trowler,et al. Teaching and Learning Regimes: Implicit theories and recurrent practices in the enhancement of teaching and learning through educational development programmes , 2002 .
[26] P. Knight,et al. Effectiveness and ethics in educational development: Changing contexts, changing notions , 1998 .
[27] N. Roberts,et al. Second-hand knowledge: An inquiry into cognitive authority: P. Wilson. London: Greenwood Press, 1983. 210 pp. ISBN 0 313 23763 8. £28.95. , 1985 .
[28] C. Popovic,et al. Advancing practice in academic development , 2016 .
[29] Paul L. Witt,et al. Learner Empowerment and Teacher Evaluations as Functions of Teacher Power Use in the College Classroom , 2008 .
[30] Jason J. Teven,et al. Teacher Influence in the Classroom: A Preliminary Investigation of Perceived Instructor Power, Credibility, and Student Satisfaction , 2005 .
[31] James Goodman,et al. Academic Casualization in Australia: Class Divisions in the University , 2010 .
[32] Alenoush Saroyan,et al. Building teaching capacities in higher education : a comprehensive international model , 2010 .
[33] B. J. Fogg,et al. Persuasive technology: using computers to change what we think and do , 2002, UBIQ.
[34] Isabeau Iqbal,et al. Small significant networks as birds of a feather , 2018, International Journal for Academic Development.
[35] J. H. Davis,et al. An Integrative Model Of Organizational Trust , 1995 .
[36] T. Englund,et al. Trends in the practices of academic developers: trajectories of higher education? , 2018 .
[37] O. Sjaastad. Epilogue , 1891, The Hospital.
[38] H. Tajfel,et al. An integrative theory of intergroup conflict. , 1979 .
[39] M. Houtte,et al. Trust and School Life , 2014 .
[40] B. J. Fogg,et al. The elements of computer credibility , 1999, CHI '99.
[41] M. Houtte,et al. Trust and School Life: The Role of Trust for Learning, Teaching, Leading, and Bridging. , 2014 .
[42] Celia Whitchurch,et al. Reconstructing Identities in Higher Education: The rise of 'Third Space' professionals , 2012 .
[43] 8: A COACHING‐BASED FRAMEWORK FOR INDIVIDUAL CONSULTATIONS , 2011 .
[44] A. Brew. Research and the academic developer: A new agenda , 2002 .
[45] S. Worchel,et al. The Social psychology of intergroup relations , 1979 .
[46] Adrianna Kezar,et al. Mental Models and Implementing New Faculty Roles , 2018 .
[47] David Baume,et al. Enhancing staff & educational development , 2004 .
[48] P. Sarangapani. Soft Disciplines and Hard Battles , 2011 .
[49] A family of strangers: the fragmented nature of academic development , 2008 .
[50] Brent A. Scott,et al. Trust, trustworthiness, and trust propensity: a meta-analytic test of their unique relationships with risk taking and job performance. , 2007, The Journal of applied psychology.
[51] K. M. Plank. Intersections of Identity and Power in Educational Development , 2019, New Directions for Teaching and Learning.
[52] T. Roxå,et al. Significant conversations and significant networks – exploring the backstage of the teaching arena , 2009 .
[53] J. Dienhart,et al. Moral and Amoral Conceptions of Trust, with an Application in Organizational Ethics , 2013 .
[54] David A. Green,et al. Family portrait: a profile of educational developers around the world , 2016 .
[55] How academic is academic development? , 2014 .
[56] Soo Young Rieh. Judgment of information quality and cognitive authority in the Web , 2002, J. Assoc. Inf. Sci. Technol..
[57] K. Charmaz. The legacy of Anselm Strauss in constructivist grounded theory , 2008 .
[58] B. Leibowitz. Reflections on academic development: what is in a name? , 2014 .
[59] A. Voci. The link between identification and in-group favouritism: effects of threat to social identity and trust-related emotions. , 2006, The British journal of social psychology.
[60] B. Fogg. The ethics of persuasive technology , 2003 .
[61] M. Frenay,et al. Academic development and educational developers: perspectives from different European higher education contexts , 2010 .
[62] Paul Schrodt,et al. A Meta-Analytical Review of Teacher Credibility and its Associations with Teacher Behaviors and Student Outcomes , 2009 .