The role of academic developers in initiating, developing, and supporting student-staff partnerships in learning and teaching in higher education: a systematic narrative literature review and a new framework

Healey, Mick; Healey, Ruth L.

doi:10.1080/1360144x.2024.2338487

International Journal for Academic Development

2024

DOI: 10.1080/1360144x.2024.2338487

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The role of academic developers in initiating, developing, and supporting student-staff partnerships in learning and teaching in higher education: a systematic narrative literature review and a new framework

Mick Healey,

Ruth L. Healey

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2024

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Cited by 2 publications

References 59 publications

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A model of academic developers’ formation and growth of professional identity: a focus on the affective factors

Mori,

Wald,

Harland

2024

Higher Education Research & Development

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A model of academic developers’ formation and growth of professional identity: a focus on the affective factors

Mori,

Wald,

Harland

2024

Higher Education Research & Development

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Enhancing School-Age Care Environments Through Positive Interactions

KOSHERBAEVA,

BEGIMBETOVA,

ALPYSBAY

et al. 2024

Pedagogy and Psychology

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This research is devoted to the implementation of the School Educational Environment Rating Scale (SACERS) in Almaty schools, a project approved as a state initiative of the Republic of Kazakhstan for 2023-2025. The research aims to describe the SACERS scale, which includes 48 indicators assessed on a 7-point scale and allows for evaluation of the educational environment that promotes the development of students. Research method: In this research work, a mixed method. The quantitative component included bibliometric analysis data operations using R Studio software (version 2023.3.1.446) and a Google Forms survey administered to 99 students aged 10-13. The qualitative component involved semi-structured interviews with staff, parents, and teachers, in observations, focused on the “Interactions” subscales (27-34) of the SACERS scale. Integrating the findings with broader educational research, this analysis allowed for a detailed assessment of Almaty’s school environment. A comparison of Schools A and B revealed strong disciplinary norms, positive peer interactions, and effective communication between teachers and students. These results emphasize the importance of such elements in creating a positive school environment that promotes learners’s holistic development and global achievement.

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The role of academic developers in initiating, developing, and supporting student-staff partnerships in learning and teaching in higher education: a systematic narrative literature review and a new framework

Cited by 2 publications

References 59 publications

A model of academic developers’ formation and growth of professional identity: a focus on the affective factors

A model of academic developers’ formation and growth of professional identity: a focus on the affective factors

Enhancing School-Age Care Environments Through Positive Interactions

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