Amnon Glassner
Biographic Data
| ID | 2747822 |
|---|---|
| NAME | Amnon Glassner |
| GIVEN NAMES | Amnon |
| FAMILY NAME | Glassner |
| SIGNATURE | GLASSNER A |
| AFFILIATIONS | Kaye Academic College of Education |
| ORCID | 0000-0002-4927-2045 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Integrating heutagogy and critical thinking
Ongoing and holistic self assessment as a developmental practice
This study examines Ongoing and Holistic Self Assessment (OHSA) as a process-oriented framework for cultivating evaluative judgement and learner agency in higher education. Drawing on two qualitative datasets, reflective journals from undergraduate students engaged in OHSA and reflective essays from Ultra-Orthodox women participating in a heutagogically designed course, the study explores how different distributions of evaluative authority shape …
Pupils' evaluation and generation of evidence and explanation in argumentation
Background. Studies on argument have found that participants tend to prefer explanations to evidence. This apparent bias toward explanation has been qualified recently by research that has found it to diminish with the availability of evidence.Aim. This study examines the use of explanation versus evidence in the context of argumentation with reference to the goals of particular argument situations.Sample. Seventy-nine eighth-grade pupils at a re…
Pupils' evaluation and generation of evidence and explanation in argumentation
Background. Studies on argument have found that participants tend to prefer explanations to evidence. This apparent bias toward explanation has been qualified recently by research that has found it to diminish with the availability of evidence.Aim. This study examines the use of explanation versus evidence in the context of argumentation with reference to the goals of particular argument situations.Sample. Seventy-nine eighth-grade pupils at a re…
Pupils' evaluation and generation of evidence and explanation in argumentation
Background. Studies on argument have found that participants tend to prefer explanations to evidence. This apparent bias toward explanation has been qualified recently by research that has found it to diminish with the availability of evidence.Aim. This study examines the use of explanation versus evidence in the context of argumentation with reference to the goals of particular argument situations.Sample. Seventy-nine eighth-grade pupils at a re…
Integrating heutagogy and critical thinking
Ongoing and holistic self assessment as a developmental practice
This study examines Ongoing and Holistic Self Assessment (OHSA) as a process-oriented framework for cultivating evaluative judgement and learner agency in higher education. Drawing on two qualitative datasets, reflective journals from undergraduate students engaged in OHSA and reflective essays from Ultra-Orthodox women participating in a heutagogically designed course, the study explores how different distributions of evaluative authority shape …
Adult and Continuing Education Topics (2 works) · Higher education (2 works) · Argument (complex analysis) (1 work) · Argumentation theory (1 work) · Causal model (1 work) · Cognitive psychology (1 work) · Conceptual model (1 work) · Context (archaeology) (1 work) · Educational Leadership and Innovation (1 work) · Educational Strategies and Epistemologies (1 work)