David Carle
Biographic Data
| ID | 1048322 |
|---|---|
| NAME | David Carle |
| GIVEN NAMES | David |
| FAMILY NAME | Carle |
| SIGNATURE | CARLE D |
| AFFILIATIONS | University of Hong Kong |
| ORCID | 0000-0003-1449-5174 |
| VERIFIED | Yes |
| TOTAL WORKS | 55 |
| TOTAL CITATIONS | 227 |
| AUTHOR COUNT | 55 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1997 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 8 |
Teacher feedback dilemmas and the use of GenAI: Challenges or opportunities?
Teachers face a variety of challenges in designing and implementing feedback processes. This study explores how teacher feedback dilemmas are entangled with people, space, time and technologies. In the first phase of the research, interviews with twenty-six teachers from twenty Chinese universities identified teacher feedback dilemmas, and a second phase involved a case study which demonstrated the potential of GenAI in supporting the mediation o…
From feedback literacy to feedback fluency: Building habits and automaticity in generating and using feedback
This conceptual paper introduces feedback fluency as a novel way of thinking about the long-term development of student feedback literacy. Feedback fluency is defined as habits and automaticity in generating and using feedback productively in varying sociocultural contexts. The theoretical foundations of feedback fluency emanate from academic literacies and sociocultural approaches to feedback research. Key feedback fluency features involve achie…
Students’ motivations for feedback seeking: The value of combined monitoring and inquiry
Feedback seeking involves proactive student roles in inquiring from others or monitoring progress independently. Feedback seeking has promising potential to aid performance, but students are often insufficiently motivated to engage in seeking feedback. Guided by self-determination theory, this research explores the diverse motivations driving students’ feedback seeking behaviours and how these experiences shape their further motivation. Through s…
Towards an idealized model of feedback uptake: Longitudinal development of feedback literacy from a social constructivist perspective
One of the potentials and challenges for the implementation of effective feedback processes lies in promoting and enacting purposeful student uptake of teacher written feedback. The theoretical framework in addressing this puzzle emanates from the inter-related concepts of social constructivist approaches to feedback and student feedback literacy. Feedback from a social constructivist perspective is underpinned by social and relational interactio…
Research Protocol for Forging New Families in Contemporary Contexts: The Online Sperm Donation Project
People looking for sperm ('recipients') and people providing sperm ('donors') are increasingly connecting via informal online platforms, such as 'connection websites' and social networking sites. Typically, research has not focused on this route to conception. Little is known about how people involved in online sperm donation initiate, negotiate, sustain or end their relationships with each other, how power or influence operates within this conte…
Feedback seeking and student reflective feedback literacy: A sociocultural discourse analysis
Investigating variation in undergraduate students’ feedback seeking experiences: Towards the integration of feedback seeking within the curriculum
Feedback seeking research envisages pro-active student roles in feedback processes but students seem to hesitate to seek feedback from their teachers despite the potential benefits it offers. Appreciating variation in students’ experiences of feedback seeking is crucial for understanding this issue. This phenomenographic interview-based research investigated variation in the experiences of 24 undergraduate students regarding feedback seeking. An …
Feedback literacy-as-event: Relationality, space and temporality in feedback encounters
Research on student and teacher feedback literacies is currently a flourishing sub-field of higher education, as scholars seek to address the durable and dissatisfying dilemmas that feedback processes represent. To date, however, higher education scholarship has been dominated by cognitive and humanist conceptions of feedback literacies, with the focus primarily placed upon how teachers and students might become more feedback literate. Drawing up…
Feedback as socialization in doctoral education: Towards the Enactment of Authentic Feedback
Feedback processes are crucial in doctoral supervision but require adaptation to meet the changing nature of the doctorate, and increasing impetus to publish during the candidature. This study builds on concepts of authentic feedback and feedback literacy to chart possibilities for the development of feedback socialization in doctoral education. Semi-structured interviews with twenty doctoral supervisors in a faculty of education in Hong Kong aim…
Disciplinary perspectives on feedback processes: Towards signature feedback practices
Feedback processes are situated within the norms and practices of disciplinary learning activities. Through a sociocultural lens, this study seeks to understand disciplinary feedback possibilities and challenges through a study of four different disciplines at a research-intensive English medium university. Two soft applied and two hard applied disciplines were selected: architecture, education, engineering and medicine. Research methods comprise…
Transgressing the boundaries of ‘students as partners’ and ‘feedback’ discourse communities to advance democratic education
Participatory approaches are receiving renewed attention in the ‘students as partners’ (SaP) and ‘feedback’ discourse communities, respectively. SaP scholars tend to focus on pedagogy (pedagogical partnerships) and curriculum (co-creation). Assessment and feedback, as connective and relational practices that bridge these two domains, receive less empirical and conceptual attention as partnership praxis. Both share commitments to participatory for…
Teacher feedback literacy and its interplay with student feedback literacy
Feedback processes are difficult to manage, and the accumulated frustrations of teachers and students inhibit the learning potential of feedback. In this conceptual paper, challenges to the development of effective feedback processes are reviewed and a new framework for teacher feedback literacy is proposed. The framework comprises three dimensions: a design dimension focuses on designing feedback processes for student uptake and enabling student…
Teacher feedback literacy, feedback regimes and iterative change: Towards enhanced value in feedback processes
This paper discusses teacher capacities for implementing learning-focused feedback processes within the social contexts of feedback regimes. Data are derived from longitudinal interviews carried out with six recipients of an award for good feedback practice; supplemented by documentary analysis of feedback artefacts; and an interview with the key instigator of the feedback award. Key elements of teacher feedback literacy are highlighted: designin…
Feedback literacy: A critical review of an emerging concept
From teacher transmission of information to student feedback literacy: Activating the learner role in feedback processes
For feedback processes to be effective, they need to involve students actively in generating, processing and responding to feedback information. Teacher transmission approaches are unlikely to provide a good investment of time and resources because they fail to draw sufficiently on student agency. In this conceptual article, it is argued that students need to be at the centre of feedback processes in making productive use of feedback inputs of va…
Eliciting, processing and enacting feedback: Mechanisms for embedding student feedback literacy within the curriculum
Recent feedback literature suggests that the development of student feedback literacy has potential to address problems in current feedback practice. Students’ feedback literacy involves developing the capacity to make the most of feedback opportunities by active involvement in feedback processes. How the development of student feedback literacy can be embedded within the undergraduate curriculum has not yet been discussed in any depth. This conc…
Conceptions of excellent teaching: A phenomenographic study of winners of awards for teaching excellence
Academics nowadays are increasingly expected to implement high-quality teaching, what is frequently referred to as ‘excellent teaching’. Understandings of academics’ conceptions of excellent teaching are, however, limited, despite extensive research on different aspects of quality teaching. To address this gap, there is a need to expand the somewhat limited understanding of teaching as being located mainly within a subject matter and address the …
Discipline-specific feedback literacies: A framework for curriculum design
Feedback literacy is an important graduate attribute that supports students’ future work capacities. This study aimed to develop a framework through which discipline-specific feedback literacies, as a set of socially situated skills, can be developed within core curricula. The framework is developed through a content analysis of National Qualifications Frameworks from six countries and UK Subject Benchmark Statements for multiple disciplines, ana…
Self-assessment is about more than self: The enabling role of feedback literacy
Both student feedback literacy and self-assessment are crucial for developing self-regulated and lifelong learning in higher education. The relationship between these two concepts is important but as yet understudied. Using self-assessment to develop students’ feedback literacy has been mentioned in relevant literature, but how feedback literacy can facilitate self-assessment practice remains unclear. The purpose of this conceptual article is two…
Signature feedback practices in the creative arts: Integrating feedback within the curriculum
Without teacher and student feedback literacy, it is difficult for feedback processes to fulfil their potential. Feedback literacy development within the arts or humanities is, however, under-researched. The current study fills this gap by illustrating how educators in the performative creative arts designed signature feedback practices to facilitate the development of student feedback literacy. Opportunities for feedback literacy development wer…
A systematic review of the educational uses and effects of exemplars
Authentic feedback: Supporting learners to engage in disciplinary feedback practices
How can learners be supported to engage productively in the kinds of feedback practices they may encounter after they graduate? This article introduces a novel concept of authentic feedback to denote processes which resemble the feedback practices of the discipline, profession or workplace. Drawing on the notion of authentic assessment, a framework for authentic feedback is proposed with five dimensions: realism, cognitive challenge, affective ch…
Theorising how teachers manage the use of exemplars: Towards mediated learning from exemplars
Exemplars are samples which illustrate dimensions of quality and enable students to understand assessment expectations. The theoretical basis for using exemplars lies principally in social constructivist approaches to assessment and the notion of tacit knowledge. Through a constructivist grounded theory methodology, this paper theorises how twelve teachers of English for Academic Purposes managed the process of using exemplars. Data collection in…
The Long Run: A Story About Filmmaking as Qualitative Research
Against the logic that if you aren't a film maker, you shouldn't make films, we hope to shed light on why qualitative researchers might consider a filmmaking journey. Research-based films are an accessible genre through which to raise issues in an empowering way, about the lives of stigmatized and marginalized people. For us, a vital step in the production of films has been through writing stories and songs. As a reflexive resource, a song anchor…
Designing Effective Feedback Processes in Higher Education: A Learning-Focused Approach
Feedback is one of the most powerful influences on student achievement, yet it is difficult to implement productively within the constraints of a mass higher education system. Designing Effective Feedback Processes in Higher Education: A Learning-Focused Approach addresses the challenges of developing effective feedback processes in higher education, combining theory and practice to equip and empower educators. It places less emphasis on what tea…
The development of student feedback literacy: Enabling uptake of feedback
Student feedback literacy denotes the understandings, capacities and dispositions needed to make sense of information and use it to enhance work or learning strategies. In this conceptual paper, student responses to feedback are reviewed and a number of barriers to student uptake of feedback are discussed. Four inter-related features are proposed as a framework underpinning students' feedback literacy: appreciating feedback; making judgments; man…
Differing perceptions in the feedback process
Feedback is central to the development of effective learning, yet is comparatively underresearched. This article seeks to examine the notion of written feedback on assignments and argue that this feedback process is more complex than is sometimes acknowledged. The author illustrates the problematic nature of assignment feedback by drawing on a large‐scale questionnaire survey conducted across eight universities, and then analysing the issue in mo…
Good practices in team teaching in Japan, South Korea and Hong Kong
Factors in the implementation of task-based teaching in primary schools
The suitability of task-based approaches for secondary schools: Perspectives from Hong Kong
Developing sustainable feedback practices
Feedback is central to the development of student learning, but within the constraints of modularized learning in higher education it is increasingly difficult to handle effectively. This article makes a case for sustainable feedback as a contribution to the reconceptualization of feedback processes. The data derive from the Student Assessment and Feedback Enhancement project, involving in‐depth semi‐structured interviews with a purposive sample …
Issues in Teachers' Reinterpretation of a Task-Based Innovation in Primary Schools
Although task-based teaching is frequently practiced in contemporary English language teaching, it is underresearched in state school settings. This article contributes to filling this gap in the literature by using qualitative case study data to explore how a task-based innovation was implemented in three primary school classrooms in Hong Kong. Analysis of classroom observation and interview data shows how the case study teachers reinterpreted a…
Managing Systemic Curriculum Change: A Critical Analysis of Hong Kong's Target-Oriented Curriculum Initiative
Throughness: A Story About Songwriting as Auto/Ethnography
A recent special issue of Qualitative Inquiry (December 2016) throws a welcome spotlight on the place of songs within qualitative research. In this essay, I share a story that contributes to the gathering conversation around music and songs as a (perhaps unique) form of qualitative inquiry. My contribution focuses specifically on song writing as a form of research, which has received limited attention to date within the qualitative inquiry litera…
A case study of curriculum implementation in Hong Kong
Feedback as socialization in doctoral education: Towards the Enactment of Authentic Feedback
Feedback processes are crucial in doctoral supervision but require adaptation to meet the changing nature of the doctorate, and increasing impetus to publish during the candidature. This study builds on concepts of authentic feedback and feedback literacy to chart possibilities for the development of feedback socialization in doctoral education. Semi-structured interviews with twenty doctoral supervisors in a faculty of education in Hong Kong aim…
Finding a Counter Story at an Inclusive, Adapted, Sport and Adventurous Training Course for Injured, Sick, and Wounded Soldiers: Drawn In-Drawn Out
Over the past 3 years, we have been members of a Leeds Beckett University research team evaluating an inclusive adapted multi-activity sport and adventurous training course for injured, sick, and wounded soldiers. For the most part, the course has been successful in its aims with many soldiers reporting profound changes to their mental health and well-being, future hopes, and motivation. Yet, there have been a small number of soldiers who do not …
When Two Worlds Collide: A Story About Collaboration, Witnessing, and Life Story Research With Soldiers Returning From War
The story we share here stems from our research with British military personnel who are adapting to life with a physical and/or psychological disability after serving in the Iraq or Afghanistan wars. Throughout our research, we have struggled to answer the kinds of questions that plague qualitative researchers: How might we gain insights into intense, traumatic, even life-changing experiences? Should we be inviting individuals to recount or revis…
The Long Run: A Story About Filmmaking as Qualitative Research
Against the logic that if you aren't a film maker, you shouldn't make films, we hope to shed light on why qualitative researchers might consider a filmmaking journey. Research-based films are an accessible genre through which to raise issues in an empowering way, about the lives of stigmatized and marginalized people. For us, a vital step in the production of films has been through writing stories and songs. As a reflexive resource, a song anchor…
"New Technologies of Representation, Collaborative Autoethnographies, and "Taking it Public: "An Example From "Facilitating Communication on Sexual Topics in Education
New technologies for representing and communicating autoethnographies make it possible to be publicly visible in new and interesting ways that weren't possible prior to the digital revolution. An important ingredient in this process is the Internet platforms that can make the digitization of performances accessible across the world, even for short, modest creations from less experienced digital storytellers and film makers. As an illustration of …
Research Protocol for Forging New Families in Contemporary Contexts: The Online Sperm Donation Project
People looking for sperm ('recipients') and people providing sperm ('donors') are increasingly connecting via informal online platforms, such as 'connection websites' and social networking sites. Typically, research has not focused on this route to conception. Little is known about how people involved in online sperm donation initiate, negotiate, sustain or end their relationships with each other, how power or influence operates within this conte…
Managing Systemic Curriculum Change: A Critical Analysis of Hong Kong's Target-Oriented Curriculum Initiative
A case study of curriculum implementation in Hong Kong
Drowning the Dream: California's Water Choices at the Millennium
Journal Article Drowning the Dream: California's Water Choices at the Millennium and Groundwater Management in the West Get access Drowning the Dream: California's Water Choices at the Millennium. By Carle David. (Westport, CT: Praeger, 2000. xix + 235 pp. Illustrations, maps, bibliography, index. $45.00.)Groundwater Management in the West. By Ashley Jeffrey S. Smith Zachary A.. (Lincoln: University of Nebraska Press, 1999. 319 pp. Glossary, note…
The 'Mini-Viva' as a Tool to Enhance Assessment for Learning
This paper reports on an action research project which aimed to promote assessment for learning within a summative assignment. In an attempt to provide enhanced feedback to students, the process of their group assignment involved lecturer feedback at various stages. A particular focus was on a 'mini-viva', whereby students explained and justified to the lecturer selected aspects of their assignment after it was submitted but before a mark was awa…
Factors in the implementation of task-based teaching in primary schools
Issues in Teachers' Reinterpretation of a Task-Based Innovation in Primary Schools
Although task-based teaching is frequently practiced in contemporary English language teaching, it is underresearched in state school settings. This article contributes to filling this gap in the literature by using qualitative case study data to explore how a task-based innovation was implemented in three primary school classrooms in Hong Kong. Analysis of classroom observation and interview data shows how the case study teachers reinterpreted a…
Water and the California Dream: Choices for the New Millennium
Journal Article Water and the California Dream: Choices for the New Millennium Get access Water and the California Dream: Choices for the New Millennium. By Carle David. (San Francisco: Sierra Club Books, 2003. xix + 235 pp. Illustrations, maps, bibliography, index. $16.95, £11.95, paper.) Donald C. Jackson Donald C. Jackson Lafayette College Search for other works by this author on: Oxford Academic Google Scholar Western Historical Quarterly, Vo…
Peer feedback: The learning element of peer assessment
This paper focuses on peer feedback in relation to assessment processes. It examines the rationale for peer feedback, emphasizing its potential for enhanced student learning. We draw on relevant literature to argue that the dominance of peer assessment processes using grades can undermine the potential of peer feedback for improving student learning. The paper throws further light on the issue by drawing on a large-scale questionnaire survey of t…
Good practices in team teaching in Japan, South Korea and Hong Kong
Differing perceptions in the feedback process
Feedback is central to the development of effective learning, yet is comparatively underresearched. This article seeks to examine the notion of written feedback on assignments and argue that this feedback process is more complex than is sometimes acknowledged. The author illustrates the problematic nature of assignment feedback by drawing on a large‐scale questionnaire survey conducted across eight universities, and then analysing the issue in mo…
Learning‐oriented assessment: Conceptual bases and practical implications
This paper focuses on the potential of the learning aspects of assessment. The term ‘learning‐oriented assessment’ is introduced and three elements of it are elaborated: assessment tasks as learning tasks; student involvement in assessment as peer‐ or self‐evaluators; and feedback as feedforward. I also indicate how learning‐oriented assessment was promoted at the institutional level through a reflective analysis of a major funded project. Implic…
The suitability of task-based approaches for secondary schools: Perspectives from Hong Kong
Abandoning The Performance Narrative: Two Women's Stories of Transition from Professional Sport
Despite its potential to illuminate psychological processes within socio-cultural contexts, examples of narrative research are rare in sport psychology. In this study, we employed an analysis of narrative to explore two women's stories of living in, and withdrawing from, professional tournament golf gathered through life history interviews conducted over 6 years. Our findings suggest that immersion in elite sport culture shaped these women's iden…
Trust, distrust and their impact on assessment reform
This paper puts forward the case that one of the factors constraining principled learning‐oriented assessment practices is lack of trust. It examines a number of assessment dimensions in which trust or distrust plays a role. These issues are illustrated via a discussion of two different iterations of the same module taught in a teacher education institution. Through this example, the author analyses how accountability forces and distrust created …
Developing sustainable feedback practices
Feedback is central to the development of student learning, but within the constraints of modularized learning in higher education it is increasingly difficult to handle effectively. This article makes a case for sustainable feedback as a contribution to the reconceptualization of feedback processes. The data derive from the Student Assessment and Feedback Enhancement project, involving in‐depth semi‐structured interviews with a purposive sample …
Innovation in Language Teaching and Learning
The study of innovation in language education began to generate particular interest only from the 1980s onwards, with important early contributions including Kennedy (1988) from a UK perspective and Henrichsen (1989) from a US one.
Membership, golf and a story about Anna and me: Reflections on research in elite sport
While insider research has provided valuable insights across numerous fields including health and medicine, trauma and abuse, injury and rehabilitation, mental health, and same-sex attraction, insider approaches are rare in high performance sport. In this paper we share and reflect on a case from our own insider research in elite sport with the intention of: (i) highlighting the importance of insider perspectives in psychological research in spor…
The feedback triangle and the enhancement of dialogic feedback processes
This article explores some of the main barriers to the enhancement of feedback processes and proposes a framework for using dialogic feedback to foster productive student learning in the discipline. The framework suggests a feedback triangle focused on the content of feedback (cognitive dimension), the interpersonal negotiation of feedback (social-affective dimension) and the organisation of feedback provision (structural dimension). The interpla…
Narrative Transformation Among Military Personnel on an Adventurous Training and Sport Course
In the wake of recent wars, some military personnel face considerable physical and mental health problems. In this article I explore the effects of an adapted sport and inclusive adventurous training course for military personnel who have experienced physical injury and/or psychological trauma. Using a dialogical narrative approach, I analyzed stories shared by six soldiers during the course to explore the effects of involvement. Participation in…
Excellence in University Assessment: Learning from award-winning practice
Assessment in higher education is an area of intense current interest, not least due to its central role in student learning processes. Excellence in University Assessment is a pioneering text which contributes to the theory and practice of assessment through detailed discussion and analysis of award-winning teaching across multiple disciplines. It provides inspiration and strategies for higher education practitioners to improve their understandi…
Finding a Counter Story at an Inclusive, Adapted, Sport and Adventurous Training Course for Injured, Sick, and Wounded Soldiers: Drawn In-Drawn Out
Over the past 3 years, we have been members of a Leeds Beckett University research team evaluating an inclusive adapted multi-activity sport and adventurous training course for injured, sick, and wounded soldiers. For the most part, the course has been successful in its aims with many soldiers reporting profound changes to their mental health and well-being, future hopes, and motivation. Yet, there have been a small number of soldiers who do not …
Starting small in assessment change: Short in-class written responses
This paper is focused on an innovation which involved students being assessed on short written responses to an issue to be addressed in the following classroom session. The innovation was evaluated through a student survey; individual and focus-group interviews with participants; and the analysis of a critical friend. Positive findings included promoting student preparation and reflection; and enabling the teacher to understand students’ prior kn…
‘Only true friends could be cruelly honest’: Cognitive scaffolding and social-affective support in teacher feedback literacy
Feedback is an important but challenging aspect of higher education pedagogy. In addition to providing quality feedback, teachers are expected to develop students’ skills and awareness for effective feedback processes. This case study addresses both processes and products of a Chinese university English teacher’s feedback enabling practice by involving students in peer feedback on oral presentations. Data from classroom observations and interview…
Managing dialogic use of exemplars
The analysis of exemplars is a potentially powerful way of acquainting students with academic standards and supporting their capacities to make informed academic judgements. This paper investigates the role of dialogue in supporting students to develop their appreciation of the nature of quality work. The research derives from a project involving nine teachers in a Faculty of Education, and uses data from a single case to analyse the dialogic use…
When Two Worlds Collide: A Story About Collaboration, Witnessing, and Life Story Research With Soldiers Returning From War
The story we share here stems from our research with British military personnel who are adapting to life with a physical and/or psychological disability after serving in the Iraq or Afghanistan wars. Throughout our research, we have struggled to answer the kinds of questions that plague qualitative researchers: How might we gain insights into intense, traumatic, even life-changing experiences? Should we be inviting individuals to recount or revis…
Psychology (45 works) · Student Assessment and Feedback (37 works) · Pedagogy (35 works) · Mathematics education (29 works) · Computer Science (28 works) · Sociology (27 works) · Evaluation of Teaching Practices (23 works) · Political science (22 works) · Peer feedback (17 works) · Higher education (16 works)