Professor Carol Evans

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	All	Since 2020
Citations	4518	2178
h-index	29	19
i10-index	42	28

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Co-authors

Michael WaringUniversity of LeedsVerified email at leeds.ac.uk
Maria KozhevnikovNational University of SingaporeVerified email at nus.edu.sg
Eva CoolsVlerick Business School, DBA Manager & Research ManagerVerified email at vlerick.com
Zarina M. CharlesworthProfessor of Management Sciences & EMBA Programme Director at the University of Applied Sciences ofVerified email at he-arc.ch
Alex ForsytheProfessor, University of WolverhamptonVerified email at chiralityconsulting.com
Camille B. Kandiko HowsonCentre for Higher Education Research & Scholarship, Imperial College LondonVerified email at imperial.ac.uk
Mary Jane HarkinsAssociate Professor, Mount Saint Vincent UniversityVerified email at msvu.ca
Eugene Sadler-SmithProfessor of Organizational Behaviour, Surrey Business School, University of SurreyVerified email at surrey.ac.uk
Kieran BallooUniversity of SurreyVerified email at surrey.ac.uk
Stephen M. KosslynActive Learning Sciences and Foundry CollegeVerified email at activelearningsciences.com
Andri ChristodoulouUniversity of SouthamptonVerified email at soton.ac.uk
Martin GraffReader in PsychologyVerified email at Southwales.ac.uk
Dr Nicholas FairKnowledge Engineer, IT Innovation, University of SouthamptonVerified email at soton.ac.uk
Robert SternbergProfessor of Psychology, Cornell UniversityVerified email at cornell.edu
Jan VermuntProfessor of Learning Sciences and Educational Innovation, Eindhoven University of TechnologyVerified email at tue.nl
Daniel MuijsUniversity of SouthamptonVerified email at soton.ac.uk
Young Jane MProfessor of Cancer Epidemiology, University of Sydney, SOuRCeVerified email at sydney.edu.au
Glenn HardakerKAUSTVerified email at kaust.edu.sa
Li-fang ZhangProfessor of Psychology and Education, The University of Hong KongVerified email at hku.hk
Vincent DoncheProfessor, University of Antwerp, BelgiumVerified email at uantwerpen.be

Professor Carol Evans

Griffith University

Verified email at griffith.edu.au

assessment self regulation individual differences higher education


Title Sort by citations Sort by year Sort by title	Cited by Cited by	Year
Making sense of assessment feedback in higher education C Evans Review of educational research 83 (1), 70-120, 2013	1636	2013
Cognitive style as environmentally sensitive individual differences in cognition: A modern synthesis and applications in education, business, and management M Kozhevnikov, C Evans, SM Kosslyn Psychological science in the public interest 15 (1), 3-33, 2014	347	2014
Understanding pedagogy: Developing a critical approach to teaching and learning M Waring, C Evans Routledge, 2014	222	2014
Exploring the relationship between cognitive style and teaching style C Evans* Educational psychology 24 (4), 509-530, 2004	177	2004
Engaged student learning: High impact strategies to enhance student achievement C Evans, D Mujis, D Tomlinson Higher Education Academy, 2015	132	2015
Learning in higher education–how cognitive and learning styles matter C Evans, E Cools, ZM Charlesworth Teaching in Higher Education 15 (4), 467-478, 2010	123	2010
Building teachers’ research literacy: integrating practice and research C Evans, M Waring, A Christodoulou Research Papers in Education 32 (4), 403-423, 2017	109	2017
Making sense of learning gain in higher education C Evans, C Kandiko Howson, A Forsythe Higher Education Pedagogies 3 (1), 1-45, 2018	101	2018
Field independence: Reviewing the evidence C Evans, JTE Richardson, M Waring British Journal of Educational Psychology 83 (2), 210-224, 2013	99	2013
Exploring teaching styles and cognitive styles: evidence from school teachers in Canada. C Evans, MJ Harkins, JD Young North American Journal of Psychology 10 (3), 2008	98	2008
Towards inclusive teacher education: Sensitising individuals to how they learn C Evans, M Waring Educational Psychology 26 (4), 499-518, 2006	80	2006
What constitutes high quality higher education pedagogical research. C Evans, C., Kandiko-Howson C., , Forsythe, A., & Edwards Assessment & Evaluation in Higher Education., 2020	79*	2020
Student teacher assessment feedback preferences: The influence of cognitive styles and gender C Evans, M Waring Learning and Individual Differences 21 (3), 271-280, 2011	78	2011
Exploring students' perceptions of feedback in relation to cognitive styles and culture C Evans, M Waring Styles of Practice in Higher Education, 39-58, 2016	71	2016
Learning styles in education and training: problems, politicisation and potential C Evans, E Sadler‐Smith Education+ Training 48 (2/3), 77-83, 2006	71	2006
Enhancing assessment feedback practice in higher education: The EAT framework C Evans University of Southampton, 2016	69	2016
Transparency isn't spoon-feeding: how a transformative approach to the use of explicit assessment criteria can support student self-regulation K Balloo, C Evans, A Hughes, X Zhu, N Winstone Frontiers in Education 3, 69, 2018	66	2018
Learning transitions in higher education D Scott, G Hughes, P Burke, C Evans, D Watson, C Walter Springer, 2013	64	2013
Applications of styles in educational instruction and assessment C Evans, M Waring Handbook of intellectual styles: Preferences in cognition, learning, and …, 2012	53	2012
The place of cognitive style in pedagogy: Realizing potential in practice C Evans, M Waring, L Zhang, R Sternberg Perspectives on the nature of intellectual styles, 169-208, 2009	53	2009

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