Currently browsing: Items authored or edited by Peter Knight

28 items in this list.
Generated on Thu Feb 2 23:00:53 2023 GMT.

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Blackwell, Alison; Bowes, Lindsey; Harvey, Lee; Hesketh, Anthony J. and Knight, Peter T. (2001). Transforming work experience in Higher Education. British Educational Research Journal, 27(3) pp. 269–285.

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Fenton-O'Creevy, Mark; Knight, Peter and Margolis, Judith (2006). A Practice-Centered Approach to Management Education. In: Wankel, Charles and DeFillippi, Robert eds. New Visions of Graduate Management Education. Research in Management Education and Development. Greenwich, CT: Information Age, pp. 103–123.

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Knight, Peter (2007). Grading, classifying and future learning. In: Boud, David and Falchikov, Nancy eds. Rethinking assessment in Higher Education : learning for the longer term. UK: Routledge, pp. 72–86.

Knight, Peter and Page, Anna (2007). The assessment of ‘wicked’ competences. Practice-based Professional Learning Centre, Centre for Excellence in Teaching and Learning, The Open University.

Knight, Peter; Tait, Jo and Yorke, Mantz (2006). The Professional learning of teachers in higher education. Studies in Higher Education, 31(3) pp. 319–339.

Knight, Peter (2006). Quality enhancement and educational professional development. Quality in Higher Education, 12(1) pp. 29–40.

Knight, Peter (2006). The local practices of assessment. Assessment & Evaluation in Higher Education, 31(4) pp. 435–452.

Knight, Peter (2005). Assessing complex achievements. In: McNay, Ian ed. Beyond mass Higher Education: Building on experience. UK: Open University Press, pp. 96–104.

Knight, Peter and Yorke, Mantz (2003). Assessment, learning and employability. Buckingham, UK: Open University Press.

Knight, Peter (2003). Evaluating the brokers. In: Jackson, Norman J. ed. Engaging and changing higher education through brokerage. Monitoring change in education. Aldershot, UK: Ashgate Publishing, pp. 86–106.

Knight, Peter T. and Yorke, Mantz (2002). Employability through the curriculum. Tertiary Education and Management, 8(4) pp. 261–276.

Knight, Peter (2002). Learning from Schools. Higher Education, 44(2) pp. 283–298.

Knight, Peter T. (2002). Summative assessment in Higher Education: practices in disarray. Studies in Higher Education, 27(3) pp. 275–286.

Knight, Peter (2002). Being a teacher in Higher Education. Maidenhead, UK: Society for Research in Higher Education and the Open University Press.

Knight, Peter T. (2002). The Achilles' Heel of Quality: the assessment of student learning. Quality in Higher Education, 8(1) pp. 107–115.

Knight, Peter (2002). A systemic approach to professional development: learning as practice. Teaching and Teacher Education, 18(3) pp. 229–241.

Knight, Peter and Trowler, Paul R. (2001). Exploring the implementation gap: theory and practices in change interventions. In: Trowler, Paul R. ed. Higher education policy and institutional change: intentions and outcomes in turbulent environments. Buckingham, UK: SRHE & Open University Press, pp. 142–163.

Knight, Peter T. (2001). Complexity and curriculum: a process approach to curriculum-making. Teaching in Higher Education, 6(3) 369 -381.

Knight, Peter T. (2001). Guest editorial: employability and quality. Quality in Higher Education, 7(2) pp. 93–95.

Knight, Peter T. and Trowler, Paul R. (2001). Departmental leadership in Higher Education. Buckingham, UK: Society for Research into Higher Education & Open University Press.

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Yorke, Mantz and Knight, Peter (2007). Evidence-informed pedagogy and the enhancement of student employability. Teaching in Higher Education, 12(2) pp. 157–170.

Yorke, Mantz and Knight, Peter (2006). Curricula for economic and social gain. Higher Education, 51(4) pp. 565–588.

Yorke, Mantz and Knight, Peter (2004). Self-theories: some implications for teaching and learning in higher education. Studies in Higher Education, 29(1) pp. 25–37.

Yorke, Mantz; Barnett, Greg; Bridges, Paul; Evanson, Peter; Haines, Chris; Jenkins, Don; Knight, Peter; Scurry, David; Stowell, Marie and Woolf, Harvey (2002). Does grading method influence honours degree classification? Assessment & Evaluation in Higher Education, 27(3) pp. 269–279.

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