Lois Harris
| Name | Lois Harris |
|---|---|
| Job title | Casual Academic |
| Research institute | Institute for Learning Sciences and Teacher Education (ILSTE) |
| Faculty of Education and Arts |
Research outputs
‘So you can make it fast or make it up’: K–12 teachers’ perspectives on technology’s affordances and constraints when supporting distance education learning
Kate Ames, Lois Ruth Harris, Joanne Dargusch and Corey Bloomfield. (2021) ‘So you can make it fast or make it up’: K–12 teachers’ perspectives on technology’s affordances and constraints when supporting distance education learning. The Australian Educational Researcher. 48, p. 359–376. https://doi.org/10.1007/s13384-020-00395-8Journal article
Catering for diversity in the digital age: Reconsidering equity in assessment practices
Harris, Lois Ruth and Dargusch, Joanne. (2020) Catering for diversity in the digital age: Reconsidering equity in assessment practices. In In Margaret Bearman, Phillip Dawson, Rola Ajjawi, Joanne Tai and David Boud (Ed.). Re-imagining University Assessment in a Digital World pp. 95-110 Springer Nature. https://doi.org/10.1007/978-3-030-41956-1Book chapter
Catering for ‘very different kids’: distance education teachers’ understandings of and strategies for student engagement
Harris, Lois, Dargusch, Joanne, Ames, Kate and Bloomfield, Corey. (2020) Catering for ‘very different kids’: distance education teachers’ understandings of and strategies for student engagement. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2020.1735543Journal article
Not playing the game: student assessment resistance as a form of agency
Harris, Lois, Brown, Gavin T.L. and Dargusch, Joanne. (2018) Not playing the game: student assessment resistance as a form of agency. The Australian Educational Researcher. 45(1), pp. 125 - 140. https://doi.org/10.1007/s13384-018-0264-0Journal article
Methods in feedback research
Brown, Gavin T. L. and Harris, Lois. (2018) Methods in feedback research. In In A. A. Lipnevich and J. K. Smith (Ed.). The Cambridge Handbook of Instructional Feedback pp. 97 - 119 Cambridge University Press (Anthem Press). https://doi.org/10.1017/9781316832134Book chapter
Using multi-group confirmatory factor analysis to evaluate cross-cultural research: identifying and understanding non-invariance
Brown, Gavin T.L., Harris, Lois, O'Quin, Chrissie and Lane, Kenneth E.. (2017) Using multi-group confirmatory factor analysis to evaluate cross-cultural research: identifying and understanding non-invariance. International Journal of Research and Method in Education. 40(1), pp. 66 - 90. https://doi.org/10.1080/1743727X.2015.1070823Journal article
Creating first-year assessment support: lecturer perspectives and student access
Dargusch, Joanne, Harris, Lois, Reid-Searl, Kerry and Taylor, Benjamin A.. (2017) Creating first-year assessment support: lecturer perspectives and student access. Distance Education. 38(1), pp. 106 - 122. https://doi.org/10.1080/01587919.2017.1299566Journal article
Understanding teacher aides’ definitions of reading: implications for classroom practice
Harris, Lois, Davidson, Christina R. and Aprile, Kerry T.. (2015) Understanding teacher aides’ definitions of reading: implications for classroom practice. The Australian Educational Researcher. 42(5), pp. 627 - 644. https://doi.org/10.1007/s13384-015-0181-4Journal article
Analysis of New Zealand primary and secondary student peer- and self-assessment comments: applying Hattie and Timperley’s feedback model
Harris, Lois, Brown, Gavin T.L. and Harnett, Jennifer A.. (2015) Analysis of New Zealand primary and secondary student peer- and self-assessment comments: applying Hattie and Timperley’s feedback model. Assessment in Education. 22(2), pp. 265 - 281. https://doi.org/10.1080/0969594X.2014.976541Journal article
'I can sort of slot into many different roles': examining teacher aide roles and their implications for practice
Harris, Lois and Aprile, Kerry T.L.. (2015) 'I can sort of slot into many different roles': examining teacher aide roles and their implications for practice. School Leadership and Management. 35(2), pp. 140 - 162. https://doi.org/10.1080/13632434.2014.992774Journal article
Understanding classroom feedback practices: a study of New Zealand student experiences, perceptions, and emotional responses
Harris, Lois, Brown, Gavin T.L. and Harnett, Jennifer A.. (2014) Understanding classroom feedback practices: a study of New Zealand student experiences, perceptions, and emotional responses. Educational Assessment, Evaluation and Accountability. 26(2), pp. 107 - 133. https://doi.org/10.1007/s11092-013-9187-5Journal article
Opportunities and obstacles to consider when using peer- and self-assessment to improve student learning: Case studies into teachers' implementation
Harris, Lois and Brown, Gavin T. L.. (2013) Opportunities and obstacles to consider when using peer- and self-assessment to improve student learning: Case studies into teachers' implementation. Teaching and Teacher Education. 36, pp. 101 - 111. https://doi.org/10.1016/j.tate.2013.07.008Journal article
131
total views of outputs0
total downloads of outputs25
views of outputs this month0
downloads of outputs this month