Marion Heron
Biographic Data
| ID | 6303159 |
|---|---|
| NAME | Marion Heron |
| GIVEN NAMES | Marion |
| FAMILY NAME | Heron |
| SIGNATURE | HERON M |
| AFFILIATIONS | University of Surrey |
| ORCID | 0000-0002-6129-1265 |
| VERIFIED | Yes |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 21 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Disciplinary differences in educational dialogue: A comparative analysis of Foundation Year classrooms
Although there is emerging evidence on subject-based differences in educational dialogue in the school context little is known about how such differences manifest in higher education. This study examines disciplinary variation in dialogic practices across Foundation Year programmes in Engineering, Psychology, and Biological Sciences. Drawing on 93.5 h of student pair work around multiple-choice questions, we identify significant disciplinary diff…
Using an evidence-informed reflection tool to develop understandings of feedback talk
Research-based and practical reflection tools can enable systematic analysis of practice and contribute to deeper understandings of classroom processes. An empirically based, evidence-informed reflection tool was developed to support teachers to recognise feedback talk and how it is built into classroom interactions. The tool, titled the feedback talk framework, enabled teachers to reflect on their feedback talk and effect changes in practice and…
‘Now you’ve said it, it’s like a big light bulb!’: Enacting post observation feedback suggestions
Teaching observations have become a ubiquitous feature of teacher education programmes, development schemes and assessment regimes. Whilst the processes and procedures of classroom observation are well documented, the feedback which follows teaching observations has been given less attention. Most research into teaching observations focuses on eliciting teachers’ perspectives on their experiences of being observed. In contrast, we examine two asp…
Awareness, understandings, and teaching practices surrounding academic oracy in university preparation pathways
University preparation pathways are an important equity mechanism for opening access to higher education to under-represented students. A vital focus of pathways education is on the academic literacy practices needed for successful undergraduate study, and this appears to mainly focus on academic writing development. Therefore, despite academic speaking and listening – known as academic oracy – also holding a crucial role in supporting students’ …
I don’t like them to know I’m Syrian ’: Family language policy amongst Syrian refugees in Türkiye
Achieving inter-rater reliability in text-based studies: Challenges and strategies in functional language coding with NVivo
Observational feedback literacy: Designing post observation feedback for learning
The aim of teaching observations and post observation feedback in higher education is to support teachers to reflect on and improve their teaching. Yet, our understanding of tutors’ (observers’) and teachers’ (observees’) capacities for capitalising on these feedback opportunities is limited and there is little empirically derived advice for either the observer or the observee on the post observation feedback processes. We argue for the need to c…
Tutors’ beliefs about language and roles: Practice as language policy in EMI contexts
It has been well established that for all students, but particularly second language (L2) English speaking students, academic English speaking skills are key to developing specialist terminology and disciplinary content in an English as a medium of instruction (EMI) context. However, what is less clear in many contexts is the institutional language policy necessary to guide and support both L2 English speaking students and disciplinary tutors. In…
A genre-based study of professional reflective writing in higher education
There is a growing expectation internationally that teachers in higher education obtain professional recognition through accredited schemes which confer Fellowship status. Such schemes often require a written reflective submission to demonstrate effective teaching and professional experience. Yet despite this burgeoning interest, little is known about the generic features of professional reflective writing, and in particular, the ‘case study’ as …
Doctoral literacy practices as sites of connections, competition and discomfort
Due to a changing higher education sector, doctoral literacies are evolving. Students are increasingly expected to navigate a diverse range of literacy practices beyond the traditional monograph. Engaging ideas from the fields of Academic Literacies and New Literacy Studies, this study sought to explore what doctoral literacy practices students are engaged in and how these are acquired. Findings revealed that whilst some students maximised opport…
Scoping academic oracy in higher education: Knotting together forgotten connections to equity and academic literacies
Although the importance of developing students’ academic literacies has been well-established, academic oracy has been forgotten. There is a paucity of attention to oracy in higher education, despite the key role played by students’ oral communication in academic achievement and graduate employability. This study offers a scoping review of the international scholarly literature that does exist, to explore how oracy has been framed and discussed i…
Developing the relational in teacher feedback literacy: Exploring feedback talk
The higher education literature on feedback has generally explored spoken feedback delivered on a summative written assignment. In contrast, this study explores spoken feedback as part of the teacher – student dialogue in classroom interaction (i.e. feedback talk). Drawing on a discourse analysis approach we identified linguistic and rhetorical indicators of feedback talk and found a number of common patterns in six seminar events. Interviews wit…
Poems and pedagogic frailty: Uncovering the affective within teacher development through collective biography
To explore the affective domains embedded in academic development and teacher practice, a team of academic developers was invited to consider a poem and how it reflects the emotions and feelings underpinning experiences as teachers within Higher Education. We used a method of arts-informed, collective biography to evaluate a poem to draw upon and share memories to interrogate lived experiences. Our research is framed using the lens of pedagogic f…
International students’ linguistic transitions into disciplinary studies: A rhizomatic perspective
This paper offers a reconceptualisation of international students’ transitions into and through UK higher education. We present two case studies of students which explore their transitions in terms of their academic speaking skills from pre-sessional courses into their disciplinary studies. Students describe how the development of their confidence and performance in academic speaking was contingent on a number of factors and micro-moments, and ho…
From feedback-as-information to feedback-as-process: A linguistic analysis of the feedback literature
Feedback is a term used so frequently that it is commonly taken that there is a shared view about what it means. However, in recent years, the notion of feedback as simply the provision of information to students about their work has been substantially challenged and learning-centred views have been articulated. This paper employs a corpus linguistics approach to analyse the use of the term ‘feedback’ in research articles published in key higher …
Language, literacies and learning in the disciplines: A higher education perspective
An abstract is not available for this content. As you have access to this content, full HTML content is provided on this page. A PDF of this content is also available in through the ‘Save PDF’ action button
English for General Academic Purposes or English for Specific Purposes? Language Learning Needs of Medical Students at a Chinese University
The debate over the appropriacy of EGAP and ESP has been an ongoing concern in many higher education contexts. In this paper we discuss how teachers’ and students’ perceptions of English curriculum needs are reflected in the conflict between short-term goals, such as passing exams, and long-term goals, such as career development. Students, doctors and teachers at a medical university in the central part of China were asked about their needs throu…
Talking about talk: Tutor and student expectations of oracy skills in higher education
Although participation in academic speaking events is a key to developing disciplinary understanding, students for whom English is a second language may have limited access to these learning events due to an increasingly dialogic and active higher education pedagogy which places considerable demands on their oracy skills. Drawing on the Oracy Skills Framework we explore disciplinary tutors’ and students’ expectations of oracy skills required for …
Publishing and flourishing: Writing for desire in higher education
In the current performative climate of higher education, where academic outputs are highly valorised, professional academic writing has become ‘high stakes’ and is often framed as fraught with tension and anxiety. In this article, we contest the phrase ‘publish or perish’ and argue that is not necessarily helpful or, indeed, always true. Through interviews involving critical incidents with a team of academics, the authors found that tensions in e…
The development of academics’ feedback literacy: Experiences of learning from critical feedback via scholarly peer review
The emerging literature related to feedback literacy has hitherto focused primarily on students’ engagement with feedback, and yet an analysis of academics’ feedback literacy is also of interest to those seeking to understand effective strategies to engage with feedback. Data from concept map-mediated interviews and reflections, with a team of six colleagues, surface academics’ responses to receiving critical feedback via scholarly peer review. O…
Interdisciplinary collaborative writing for publication with exiled academics: The nature of relational expertise
This paper aims to provide insight and guidance for developing and leading interdisciplinary collaborative writing groups when working with researchers in Centre–Periphery contexts. The participants in this study were exiled Syrian academics domiciled in Turkey working in interdisciplinary project groups with their UK-Turkey-based academic mentors and UK-based workshop leaders. The groups were at the writing for publication stage of the project. …
I don’t like them to know I’m Syrian ’: Family language policy amongst Syrian refugees in Türkiye
Poems and pedagogic frailty: Uncovering the affective within teacher development through collective biography
To explore the affective domains embedded in academic development and teacher practice, a team of academic developers was invited to consider a poem and how it reflects the emotions and feelings underpinning experiences as teachers within Higher Education. We used a method of arts-informed, collective biography to evaluate a poem to draw upon and share memories to interrogate lived experiences. Our research is framed using the lens of pedagogic f…
The development of academics’ feedback literacy: Experiences of learning from critical feedback via scholarly peer review
The emerging literature related to feedback literacy has hitherto focused primarily on students’ engagement with feedback, and yet an analysis of academics’ feedback literacy is also of interest to those seeking to understand effective strategies to engage with feedback. Data from concept map-mediated interviews and reflections, with a team of six colleagues, surface academics’ responses to receiving critical feedback via scholarly peer review. O…
Interdisciplinary collaborative writing for publication with exiled academics: The nature of relational expertise
This paper aims to provide insight and guidance for developing and leading interdisciplinary collaborative writing groups when working with researchers in Centre–Periphery contexts. The participants in this study were exiled Syrian academics domiciled in Turkey working in interdisciplinary project groups with their UK-Turkey-based academic mentors and UK-based workshop leaders. The groups were at the writing for publication stage of the project. …
English for General Academic Purposes or English for Specific Purposes? Language Learning Needs of Medical Students at a Chinese University
The debate over the appropriacy of EGAP and ESP has been an ongoing concern in many higher education contexts. In this paper we discuss how teachers’ and students’ perceptions of English curriculum needs are reflected in the conflict between short-term goals, such as passing exams, and long-term goals, such as career development. Students, doctors and teachers at a medical university in the central part of China were asked about their needs throu…
Talking about talk: Tutor and student expectations of oracy skills in higher education
Although participation in academic speaking events is a key to developing disciplinary understanding, students for whom English is a second language may have limited access to these learning events due to an increasingly dialogic and active higher education pedagogy which places considerable demands on their oracy skills. Drawing on the Oracy Skills Framework we explore disciplinary tutors’ and students’ expectations of oracy skills required for …
Publishing and flourishing: Writing for desire in higher education
In the current performative climate of higher education, where academic outputs are highly valorised, professional academic writing has become ‘high stakes’ and is often framed as fraught with tension and anxiety. In this article, we contest the phrase ‘publish or perish’ and argue that is not necessarily helpful or, indeed, always true. Through interviews involving critical incidents with a team of academics, the authors found that tensions in e…
International students’ linguistic transitions into disciplinary studies: A rhizomatic perspective
This paper offers a reconceptualisation of international students’ transitions into and through UK higher education. We present two case studies of students which explore their transitions in terms of their academic speaking skills from pre-sessional courses into their disciplinary studies. Students describe how the development of their confidence and performance in academic speaking was contingent on a number of factors and micro-moments, and ho…
From feedback-as-information to feedback-as-process: A linguistic analysis of the feedback literature
Feedback is a term used so frequently that it is commonly taken that there is a shared view about what it means. However, in recent years, the notion of feedback as simply the provision of information to students about their work has been substantially challenged and learning-centred views have been articulated. This paper employs a corpus linguistics approach to analyse the use of the term ‘feedback’ in research articles published in key higher …
Language, literacies and learning in the disciplines: A higher education perspective
An abstract is not available for this content. As you have access to this content, full HTML content is provided on this page. A PDF of this content is also available in through the ‘Save PDF’ action button
A genre-based study of professional reflective writing in higher education
There is a growing expectation internationally that teachers in higher education obtain professional recognition through accredited schemes which confer Fellowship status. Such schemes often require a written reflective submission to demonstrate effective teaching and professional experience. Yet despite this burgeoning interest, little is known about the generic features of professional reflective writing, and in particular, the ‘case study’ as …
Doctoral literacy practices as sites of connections, competition and discomfort
Due to a changing higher education sector, doctoral literacies are evolving. Students are increasingly expected to navigate a diverse range of literacy practices beyond the traditional monograph. Engaging ideas from the fields of Academic Literacies and New Literacy Studies, this study sought to explore what doctoral literacy practices students are engaged in and how these are acquired. Findings revealed that whilst some students maximised opport…
Scoping academic oracy in higher education: Knotting together forgotten connections to equity and academic literacies
Although the importance of developing students’ academic literacies has been well-established, academic oracy has been forgotten. There is a paucity of attention to oracy in higher education, despite the key role played by students’ oral communication in academic achievement and graduate employability. This study offers a scoping review of the international scholarly literature that does exist, to explore how oracy has been framed and discussed i…
Developing the relational in teacher feedback literacy: Exploring feedback talk
The higher education literature on feedback has generally explored spoken feedback delivered on a summative written assignment. In contrast, this study explores spoken feedback as part of the teacher – student dialogue in classroom interaction (i.e. feedback talk). Drawing on a discourse analysis approach we identified linguistic and rhetorical indicators of feedback talk and found a number of common patterns in six seminar events. Interviews wit…
Poems and pedagogic frailty: Uncovering the affective within teacher development through collective biography
To explore the affective domains embedded in academic development and teacher practice, a team of academic developers was invited to consider a poem and how it reflects the emotions and feelings underpinning experiences as teachers within Higher Education. We used a method of arts-informed, collective biography to evaluate a poem to draw upon and share memories to interrogate lived experiences. Our research is framed using the lens of pedagogic f…
Observational feedback literacy: Designing post observation feedback for learning
The aim of teaching observations and post observation feedback in higher education is to support teachers to reflect on and improve their teaching. Yet, our understanding of tutors’ (observers’) and teachers’ (observees’) capacities for capitalising on these feedback opportunities is limited and there is little empirically derived advice for either the observer or the observee on the post observation feedback processes. We argue for the need to c…
Tutors’ beliefs about language and roles: Practice as language policy in EMI contexts
It has been well established that for all students, but particularly second language (L2) English speaking students, academic English speaking skills are key to developing specialist terminology and disciplinary content in an English as a medium of instruction (EMI) context. However, what is less clear in many contexts is the institutional language policy necessary to guide and support both L2 English speaking students and disciplinary tutors. In…
Using an evidence-informed reflection tool to develop understandings of feedback talk
Research-based and practical reflection tools can enable systematic analysis of practice and contribute to deeper understandings of classroom processes. An empirically based, evidence-informed reflection tool was developed to support teachers to recognise feedback talk and how it is built into classroom interactions. The tool, titled the feedback talk framework, enabled teachers to reflect on their feedback talk and effect changes in practice and…
‘Now you’ve said it, it’s like a big light bulb!’: Enacting post observation feedback suggestions
Teaching observations have become a ubiquitous feature of teacher education programmes, development schemes and assessment regimes. Whilst the processes and procedures of classroom observation are well documented, the feedback which follows teaching observations has been given less attention. Most research into teaching observations focuses on eliciting teachers’ perspectives on their experiences of being observed. In contrast, we examine two asp…
Awareness, understandings, and teaching practices surrounding academic oracy in university preparation pathways
University preparation pathways are an important equity mechanism for opening access to higher education to under-represented students. A vital focus of pathways education is on the academic literacy practices needed for successful undergraduate study, and this appears to mainly focus on academic writing development. Therefore, despite academic speaking and listening – known as academic oracy – also holding a crucial role in supporting students’ …
I don’t like them to know I’m Syrian ’: Family language policy amongst Syrian refugees in Türkiye
Achieving inter-rater reliability in text-based studies: Challenges and strategies in functional language coding with NVivo
Disciplinary differences in educational dialogue: A comparative analysis of Foundation Year classrooms
Although there is emerging evidence on subject-based differences in educational dialogue in the school context little is known about how such differences manifest in higher education. This study examines disciplinary variation in dialogic practices across Foundation Year programmes in Engineering, Psychology, and Biological Sciences. Drawing on 93.5 h of student pair work around multiple-choice questions, we identify significant disciplinary diff…
Pedagogy (17 works) · Psychology (17 works) · Mathematics education (13 works) · Reflective Practices in Education (12 works) · Sociology (12 works) · Computer Science (11 works) · Student Assessment and Feedback (10 works) · Political science (9 works) · Higher education (7 works) · Second Language Learning and Teaching (6 works)