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D. Castro and Ion, G., Changes in the University Research Approach: Challenges for Academics’ Scientific Productivity, Higher Education Policy, no. 32, pp. 681–699, 2019.
A. Sánchez-Martí, Muñoz-Moreno, J. L., and Ion, G., Diseño y validación de un cuestionario de percepción del aprendizaje a través del feedback entre iguales en Educación Superior, Revista iberoamericana de diagnóstico y evaluación psicológica, pp. 113-128, 2019.
D. Rodríguez-Gómez, Ion, G., Mercader, C., and López-Crespo, S., Factors promoting informal and formal learning strategies among schools leaders, Studies in Continuing Education, vol. 41, pp. 1-16, 2019.
L. Venegas-Ramos, Gestión de la acción tutorial en la Universidad Chilena, 2019.
G. Ion, Sánchez-Martí, A., and Agud, I., Giving or receiving feedback: which is more beneficial to student’ learning?, Assessment & Evaluation in Higher Education, vol. 44(1), pp. 124-138, 2019.
A. Idris, Ion, G., and Seery, A., Peer learning in international higher education: the experience of international students in an Irish university, Irish Educational Studies, vol. 38 (1), pp. 1-24, 2019.
I. Agud and Ion, G., Research-Based Learning in Initial Teacher Education in Catalonia., CEPS Journal, vol. 9, 2019.
G. Ion, Iftimescu, S., Proteasa, C., and Marin, E., Understanding the Role, Expectations, and Challenges That Policy-Makers Face in Using Educational Research, Education Sciences, vol. 9 (2), 2019.
G. Ion, Cano García, E., and Cabrera, N., Competency Assessment Tool (CAT). The evaluation of an innovative competency-based assessment experience in higher education, Technology, Pedagogy and Education , vol. 25, no. 5, pp. 631-648, 2016.
M. Feixas, Åkerlind, G., Ion, G., and Stes, A., Development and Socialization of Academics, Zeitschrift für Hochschulentwicklung (ZFHE), vol. 11, no. 5, pp. 9-24, 2016.
G. Ion and Iucu, R., The impact of postgraduate studies on the teachers’ practice, European Journal of Teacher Education, vol. 39, no. 5, pp. 602-615, 2016.


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