Graham Gibbs
Biographic Data
| ID | 172085 |
|---|---|
| NAME | Graham Gibbs |
| GIVEN NAMES | Graham |
| FAMILY NAME | Gibbs |
| SIGNATURE | GIBBS G |
| AFFILIATIONS | Oxford Brookes University |
| VERIFIED | No |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 18 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1984 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 3 |
The Networking of Abuse
Coercive control has been shown to be far more damaging for victims psychologically than physical violence. Linked to this, domestic violence perpetrators are increasingly turning to the online world to enact control and abuse. Women are most likely to be killed once they have separated from their abusers, and perpetrators harness the online realm to continue the abuse long after a relationship has ended, with devastating consequences. This artic…
Analyzing Biographies and Narratives
This chapter examines what the analysis of narratives, stories and biographies has added to qualitative research and looks at the sources and functions of narratives. It examines the particular content and themes of life histories or biographies. These general features are put into context for analysis by a set of practical approaches to analysis and by examination of an example narrative. The chapter ends with a discussion of the structure of na…
The whole is greater than the sum of its parts
Audits of 23 degree programmes in eight universities showed wide variations in assessment patterns and feedback. Scores from Assessment Experience Questionnaire returns revealed consistent relationships between characteristics of assessment and student learning responses, including a strong relationship between quantity and quality of feedback and a clear sense of goals and standards, and between both these scales and students’ overall satisfacti…
Are assessment environments gendered? An analysis of the learning responses of male and female students to different assessment environments
There is considerable variation between male and female Bachelor degree performance at Oxford and Cambridge (Oxbridge) where male students attain more First and Third Class degrees and female students attain more Second Class degrees. Various hypotheses have been put forward to explain this phenomenon including the possibility that the distinctive Oxbridge assessment environment, very different from those at both pre‐ and post‐92 universities, mi…
Characterising programme‐level assessment environments that support learning
This article outlines a methodology for characterising features of programme‐level assessment environments so that the relationship between features of the assessment environment and students’ learning response can be studied. The methodology was developed through the detailed case study of nine undergraduate degree programmes: one in each of three contrasting discipline areas in each of three contrasting universities. Each case study involved ex…
The Impact Of Training Of University Teachers on their Teaching Skills, their Approach to Teaching and the Approach to Learning of their Students
This article reports a study on the effectiveness of university teachers’ training involving 22 universities in 8 countries. A training group of teachers and their students were studied at the start of their training and one year later. A control group of new teachers received no training and both they and their students were studied in the same way. Evidence is reported of changes over time relating to three measures: (i) student ratings of thei…
Measuring Teachers' Repertoire of Teaching Methods
This research note reports an attempt to develop a measure of higher education teachers' repertoire of teaching methods. It summarises: • the rationale for wanting such a measure; • the stages of development of the inventory; • data from the use of the inventory with 141 teachers; • relationships between TMI scale scores and scale scores on two other instruments: the ATI and SEEQ; • problems with the inventory and proposals for the development of…
The Evaluation of the Student Evaluation of Educational Quality Questionnaire (Seeq) in UK Higher Education
The Student Evaluation of Educational Quality Questionnaire (SEEQ) is one of the most thoroughly developed and widely used student feedback questionnaires in the USA with a robust factor structure, excellent reliability and reasonable validity. Student feedback questionnaires used in the UK rarely have these desirable characteristics. This paper reports on the use of the SEEQ with 1297 students in nine institutions in the UK. Factor analysis larg…
Improving Teaching, Learning and Assessment
Mechanisms which underlie quality in research have exact parallels which show us how to improve the quality of teaching, learning and assessment. These mechanisms operate in two main ways-within institutions, and across institutions through disciplines. Geography should exploit Funding Council initiatives to build a scholarly community of teachers which matches its community of researchers. This paper suggests a possible focus of attention for at…
Class size, coursework assessment and student performance in geography
Despite increases in student numbers, a decline in resources and an accompanying increase in class sizes, the overall performance of students in geography in the UK has improved over the past decade. This paradox is explored by examining the relationship between module enrolment and student performance in geography modules at Oxford Brookes University over a period of 10 years alongside changes in the pattern of teaching and assessment. No relati…
Class size and student performance
The literature on class size and student performance is reviewed. Student performance and class size in a large modular course was studied over a period of 10 years, involving over 5,000 modules and 250,000 student grades. The hypothesis that students would perform less well in larger classes was confirmed. A small but highly significant negative relationship between module enrolment and grades was found and students in larger classes stood signi…
The Possibility of Politics
Fending for yourself
Five geographers, entering teaching in British higher education for the first time, were interviewed about their experiences in the initial year of their new appointments. This paper explores their experiences of making the transition to their new jobs and the wide variety of problems encountered in coming to terms with teaching, research and administration. Conclusions are drawn concerning the development of effective teaching, integration of ne…
Son of teaching tips, or 106 interesting ways to teach
An approach to improving teaching is described which consists of simply offering teachers a wide range of alternative classroom techniques. Extracts from two collections of teaching techniques, on lecturing and on seminars and tutorials, are presented and commented on to illustrate the approach. Doubts concerning the advisability of offering ‘tips’ to teachers are discussed
Break up your lectures
Expounding for an hour is, we argue, a relatively poor way of teaching a large group during a 'lecture' period. Problems with such conventional lectures are discussed and a method outlined which overcomes some of these problems. In this method, which we shall call structured lectures, the lecture period is divided up into segments. Only some of these segments involve the lecturer talking. In others students discuss topics or complete exercises se…
Break up your lectures
Expounding for an hour is, we argue, a relatively poor way of teaching a large group during a 'lecture' period. Problems with such conventional lectures are discussed and a method outlined which overcomes some of these problems. In this method, which we shall call structured lectures, the lecture period is divided up into segments. Only some of these segments involve the lecturer talking. In others students discuss topics or complete exercises se…
Improving Teaching, Learning and Assessment
Mechanisms which underlie quality in research have exact parallels which show us how to improve the quality of teaching, learning and assessment. These mechanisms operate in two main ways-within institutions, and across institutions through disciplines. Geography should exploit Funding Council initiatives to build a scholarly community of teachers which matches its community of researchers. This paper suggests a possible focus of attention for at…
Fending for yourself
Five geographers, entering teaching in British higher education for the first time, were interviewed about their experiences in the initial year of their new appointments. This paper explores their experiences of making the transition to their new jobs and the wide variety of problems encountered in coming to terms with teaching, research and administration. Conclusions are drawn concerning the development of effective teaching, integration of ne…
Class size and student performance
The literature on class size and student performance is reviewed. Student performance and class size in a large modular course was studied over a period of 10 years, involving over 5,000 modules and 250,000 student grades. The hypothesis that students would perform less well in larger classes was confirmed. A small but highly significant negative relationship between module enrolment and grades was found and students in larger classes stood signi…
Class size, coursework assessment and student performance in geography
Despite increases in student numbers, a decline in resources and an accompanying increase in class sizes, the overall performance of students in geography in the UK has improved over the past decade. This paradox is explored by examining the relationship between module enrolment and student performance in geography modules at Oxford Brookes University over a period of 10 years alongside changes in the pattern of teaching and assessment. No relati…
Break up your lectures
Expounding for an hour is, we argue, a relatively poor way of teaching a large group during a 'lecture' period. Problems with such conventional lectures are discussed and a method outlined which overcomes some of these problems. In this method, which we shall call structured lectures, the lecture period is divided up into segments. Only some of these segments involve the lecturer talking. In others students discuss topics or complete exercises se…
Son of teaching tips, or 106 interesting ways to teach
An approach to improving teaching is described which consists of simply offering teachers a wide range of alternative classroom techniques. Extracts from two collections of teaching techniques, on lecturing and on seminars and tutorials, are presented and commented on to illustrate the approach. Doubts concerning the advisability of offering ‘tips’ to teachers are discussed
Fending for yourself
Five geographers, entering teaching in British higher education for the first time, were interviewed about their experiences in the initial year of their new appointments. This paper explores their experiences of making the transition to their new jobs and the wide variety of problems encountered in coming to terms with teaching, research and administration. Conclusions are drawn concerning the development of effective teaching, integration of ne…
The Possibility of Politics
Class size, coursework assessment and student performance in geography
Despite increases in student numbers, a decline in resources and an accompanying increase in class sizes, the overall performance of students in geography in the UK has improved over the past decade. This paradox is explored by examining the relationship between module enrolment and student performance in geography modules at Oxford Brookes University over a period of 10 years alongside changes in the pattern of teaching and assessment. No relati…
Class size and student performance
The literature on class size and student performance is reviewed. Student performance and class size in a large modular course was studied over a period of 10 years, involving over 5,000 modules and 250,000 student grades. The hypothesis that students would perform less well in larger classes was confirmed. A small but highly significant negative relationship between module enrolment and grades was found and students in larger classes stood signi…
Improving Teaching, Learning and Assessment
Mechanisms which underlie quality in research have exact parallels which show us how to improve the quality of teaching, learning and assessment. These mechanisms operate in two main ways-within institutions, and across institutions through disciplines. Geography should exploit Funding Council initiatives to build a scholarly community of teachers which matches its community of researchers. This paper suggests a possible focus of attention for at…
The Evaluation of the Student Evaluation of Educational Quality Questionnaire (Seeq) in UK Higher Education
The Student Evaluation of Educational Quality Questionnaire (SEEQ) is one of the most thoroughly developed and widely used student feedback questionnaires in the USA with a robust factor structure, excellent reliability and reasonable validity. Student feedback questionnaires used in the UK rarely have these desirable characteristics. This paper reports on the use of the SEEQ with 1297 students in nine institutions in the UK. Factor analysis larg…
Measuring Teachers' Repertoire of Teaching Methods
This research note reports an attempt to develop a measure of higher education teachers' repertoire of teaching methods. It summarises: • the rationale for wanting such a measure; • the stages of development of the inventory; • data from the use of the inventory with 141 teachers; • relationships between TMI scale scores and scale scores on two other instruments: the ATI and SEEQ; • problems with the inventory and proposals for the development of…
The Impact Of Training Of University Teachers on their Teaching Skills, their Approach to Teaching and the Approach to Learning of their Students
This article reports a study on the effectiveness of university teachers’ training involving 22 universities in 8 countries. A training group of teachers and their students were studied at the start of their training and one year later. A control group of new teachers received no training and both they and their students were studied in the same way. Evidence is reported of changes over time relating to three measures: (i) student ratings of thei…
Characterising programme‐level assessment environments that support learning
This article outlines a methodology for characterising features of programme‐level assessment environments so that the relationship between features of the assessment environment and students’ learning response can be studied. The methodology was developed through the detailed case study of nine undergraduate degree programmes: one in each of three contrasting discipline areas in each of three contrasting universities. Each case study involved ex…
Are assessment environments gendered? An analysis of the learning responses of male and female students to different assessment environments
There is considerable variation between male and female Bachelor degree performance at Oxford and Cambridge (Oxbridge) where male students attain more First and Third Class degrees and female students attain more Second Class degrees. Various hypotheses have been put forward to explain this phenomenon including the possibility that the distinctive Oxbridge assessment environment, very different from those at both pre‐ and post‐92 universities, mi…
Analyzing Biographies and Narratives
This chapter examines what the analysis of narratives, stories and biographies has added to qualitative research and looks at the sources and functions of narratives. It examines the particular content and themes of life histories or biographies. These general features are put into context for analysis by a set of practical approaches to analysis and by examination of an example narrative. The chapter ends with a discussion of the structure of na…
The whole is greater than the sum of its parts
Audits of 23 degree programmes in eight universities showed wide variations in assessment patterns and feedback. Scores from Assessment Experience Questionnaire returns revealed consistent relationships between characteristics of assessment and student learning responses, including a strong relationship between quantity and quality of feedback and a clear sense of goals and standards, and between both these scales and students’ overall satisfacti…
The Networking of Abuse
Coercive control has been shown to be far more damaging for victims psychologically than physical violence. Linked to this, domestic violence perpetrators are increasingly turning to the online world to enact control and abuse. Women are most likely to be killed once they have separated from their abusers, and perpetrators harness the online realm to continue the abuse long after a relationship has ended, with devastating consequences. This artic…
Psychology (13 works) · Mathematics education (12 works) · Evaluation of Teaching Practices (11 works) · Computer Science (10 works) · Political science (8 works) · Higher education (7 works) · Pedagogy (7 works) · Student Assessment and Feedback (5 works) · Engineering (4 works) · Medical education (4 works)