| The benefits of peer observation of teaching for tutor development A Bell, R Mladenovic Higher Education 55, 735-752, 2008 | 366 | 2008 |
| Looking for professor right: Mentee selection of mentors in a formal mentoring program A Bell, L Treleaven Higher Education 61, 545-561, 2011 | 174 | 2011 |
| A critical evaluation of the usefulness of a coding scheme to categorise levels of reflective thinking A Bell, J Kelton, N McDonagh, R Mladenovic, K Morrison Assessment & Evaluation in Higher Education 36 (7), 797-815, 2011 | 139 | 2011 |
| Students’ perceptions of the usefulness of marking guides, grade descriptors and annotated exemplars A Bell, R Mladenovic, M Price Assessment & Evaluation in Higher Education 38 (7), 769-788, 2013 | 138 | 2013 |
| Situated learning, reflective practice and conceptual expansion: Effective peer observation for tutor development A Bell, R Mladenovic Teaching in Higher Education 20 (1), 24-36, 2015 | 112 | 2015 |
| Learning by observing a peer’s teaching situation GD Hendry, A Bell, K Thomson International Journal for Academic Development 19 (4), 318-329, 2014 | 101 | 2014 |
| Building community in academic settings: The importance of flexibility in a structured mentoring program R Ewing, M Freeman, S Barrie, A Bell, D O’Connor, F Waugh, C Sykes Mentoring & tutoring: partnership in learning 16 (3), 294-310, 2008 | 93 | 2008 |
| Business students’ insights into their development of ethical decision-making R Mladenovic, N Martinov-Bennie, A Bell Journal of Business Ethics 155, 275-287, 2019 | 73 | 2019 |
| Supporting the reflective practice of tutors: what do tutors reflect on? A Bell, R Mladenovic, R Segara Teaching in Higher Education 15 (1), 57-70, 2010 | 70 | 2010 |
| Factors affecting educational innovation with in class electronic response systems M Freeman, A Bell, C Comerton-Forde, J Pickering, P Blayney Australasian Journal of Educational Technology 23 (2), 2007 | 62 | 2007 |
| Students as ambassadors and researchers of assessment renewal: Puzzling over the practices of university and academic life T Peseta, A Bell, A Clifford, A English, J Janarthana, C Jones, M Teal, ... International Journal for Academic Development 21 (1), 54-66, 2016 | 49 | 2016 |
| A multimodal assessment framework for higher education J Ross, JS Curwood, A Bell E-learning and Digital Media 17 (4), 290-306, 2020 | 48 | 2020 |
| Is health professional education making the most of the idea of ‘students as partners’? Insights from a qualitative research synthesis S Barradell, A Bell Advances in Health Sciences Education 26 (2), 513-580, 2021 | 46 | 2021 |
| Engaging professional learning in online environments A Bell, G Morris Australasian Journal of Educational Technology 25 (5), 2009 | 46 | 2009 |
| Supporting peer observation of teaching: Collegiality, conversations, and autonomy A Bell, K Thomson Innovations in Education and Teaching International 55 (3), 276-284, 2018 | 45 | 2018 |
| How tutors understand and engage with reflective practices A Bell, R Mladenovic Reflective Practice 14 (1), 1-11, 2013 | 45 | 2013 |
| Peer observation of teaching: The case for learning just by watching K Thomson, A Bell, G Hendry Higher education research & development 34 (5), 1060-1062, 2015 | 44 | 2015 |
| Students as co-inquirers in Australian higher education: Opportunities and challenges. A Bell Teaching & Learning Inquiry 4 (2), n2, 2016 | 43 | 2016 |
| The potential of student narratives to enhance quality in higher education C Hamshire, R Forsyth, A Bell, M Benton, R Kelly-Laubscher, M Paxton, ... Quality in Higher Education 23 (1), 50-64, 2017 | 36 | 2017 |
| Understanding experiences of first generation university students: Culturally responsive and sustaining methodologies A Bell, LJ Santamaría Bloomsbury Publishing, 2018 | 35 | 2018 |
Mark FreemanUniversity of Sydneyبريد إلكتروني تم التحقق منه على sydney.edu.au
