Georgeta Ion
Biographic Data
| ID | 6327754 |
|---|---|
| NAME | Georgeta Ion |
| GIVEN NAMES | Georgeta |
| FAMILY NAME | Ion |
| SIGNATURE | ION G |
| AFFILIATIONS | Universitat Autonòma de Barcelona |
| ORCID | 0000-0001-9915-0698 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Getting the Right Mix Between Research and Teaching
Integrating research into teaching gives future practitioners the opportunity to inform and enhance their own professional capacities and practices with research. This study analyses integration practices currently employed by a sample of 124 university teachers delivering teacher education and education studies courses from three research‐intensive universities in Catalonia (Spain), Poland, and England. Three particular aspects of their research…
Towards a model for success
Unlocking the potential of research‐informed practice
This survey‐based study delves into the intricate interplay of research utilisation in the pedagogical approaches of a sample of 534 teachers across Catalonia (Spain), Poland, and England. Applying Baudrillard's Theory of Consumption lenses, we present novel insights into the multifaceted aspects of research use, including its benefits, costs, and significance within the teaching profession. Our findings underscore the interdependencies among the…
Understanding and improving teachers’ research engagement
Making peer-feedback more efficient
Peer feedback benefits students’ learning at the university level. However, how it makes an impact on students’ learning and which defining factors in its design wield more significant influence are aspects that continue to require further analysis. This study is dedicated precisely to analyse how different feedback conditions impact students’ perception of their learning. Through a questionnaire administered to a sample of 410 university student…
World-wide barriers and enablers to achieving evidence-informed practice in education
A global push exists to bolster the connections between research and practice in education. However, fostering evidence-informed practice (EIP) has proven challenging. Indeed, this ‘problem’ requires simultaneously attending to multiple aspects/levels of education systems, and to the contexts within which they reside. As such, comparative analyses using systems approaches hold potential for achieving context-specific insights regarding how to fos…
Factors influencing students’ peer feedback uptake
Peer feedback is a strategy that allows students to be involved in the assessment process, making them more conscious about the teaching and learning activities. However, different instructional designs can influence learning in different ways. Our paper aims to identify whether peer feedback instructional designs influence students’ learning perceptions. We performed a comparative study at a Faculty of Education, tracking students during their f…
Giving or receiving feedback
Assessment is a key component of the education process and strategies involving peer-feedback are considered beneficial to student learning. This study aims to analyse the benefits giving and receiving feedback have for students’ development of cognitive and metacognitive, affective and professional competences. One-hundred and eighty-eight students enrolled in teacher education answered a survey. Results indicate that, after providing feedback, …
How can researchers facilitate the utilisation of research by policy-makers and practitioners in education
Interest in research utilisation in policy and practice has grown in the last few years for both academics and users. This interest is partly due to changes in higher education institutions in many countries that emphasise a research-centred approach, which prioritises the dissemination and transfer of research results to end users. The process represents a paradigm shift and a challenge, especially for countries in which the transition from a un…
Changes in the University Research Approach
Governance in Spanish Universities
This article reviews the current model of governance within Spanish universities, focusing on the areas of state regulation, academic goals, and organizational management. A qualitative approach was adopted for this research, comprising the use of a survey and a focus group. The conclusions of this study provide some insights into the new governance models being applied in Spanish universities and the implications of these models for academics, m…
How can researchers facilitate the utilisation of research by policy-makers and practitioners in education
Interest in research utilisation in policy and practice has grown in the last few years for both academics and users. This interest is partly due to changes in higher education institutions in many countries that emphasise a research-centred approach, which prioritises the dissemination and transfer of research results to end users. The process represents a paradigm shift and a challenge, especially for countries in which the transition from a un…
Changes in the University Research Approach
Understanding and improving teachers’ research engagement
Governance in Spanish Universities
This article reviews the current model of governance within Spanish universities, focusing on the areas of state regulation, academic goals, and organizational management. A qualitative approach was adopted for this research, comprising the use of a survey and a focus group. The conclusions of this study provide some insights into the new governance models being applied in Spanish universities and the implications of these models for academics, m…
Changes in the University Research Approach
Giving or receiving feedback
Assessment is a key component of the education process and strategies involving peer-feedback are considered beneficial to student learning. This study aims to analyse the benefits giving and receiving feedback have for students’ development of cognitive and metacognitive, affective and professional competences. One-hundred and eighty-eight students enrolled in teacher education answered a survey. Results indicate that, after providing feedback, …
How can researchers facilitate the utilisation of research by policy-makers and practitioners in education
Interest in research utilisation in policy and practice has grown in the last few years for both academics and users. This interest is partly due to changes in higher education institutions in many countries that emphasise a research-centred approach, which prioritises the dissemination and transfer of research results to end users. The process represents a paradigm shift and a challenge, especially for countries in which the transition from a un…
World-wide barriers and enablers to achieving evidence-informed practice in education
A global push exists to bolster the connections between research and practice in education. However, fostering evidence-informed practice (EIP) has proven challenging. Indeed, this ‘problem’ requires simultaneously attending to multiple aspects/levels of education systems, and to the contexts within which they reside. As such, comparative analyses using systems approaches hold potential for achieving context-specific insights regarding how to fos…
Factors influencing students’ peer feedback uptake
Peer feedback is a strategy that allows students to be involved in the assessment process, making them more conscious about the teaching and learning activities. However, different instructional designs can influence learning in different ways. Our paper aims to identify whether peer feedback instructional designs influence students’ learning perceptions. We performed a comparative study at a Faculty of Education, tracking students during their f…
Making peer-feedback more efficient
Peer feedback benefits students’ learning at the university level. However, how it makes an impact on students’ learning and which defining factors in its design wield more significant influence are aspects that continue to require further analysis. This study is dedicated precisely to analyse how different feedback conditions impact students’ perception of their learning. Through a questionnaire administered to a sample of 410 university student…
Towards a model for success
Unlocking the potential of research‐informed practice
This survey‐based study delves into the intricate interplay of research utilisation in the pedagogical approaches of a sample of 534 teachers across Catalonia (Spain), Poland, and England. Applying Baudrillard's Theory of Consumption lenses, we present novel insights into the multifaceted aspects of research use, including its benefits, costs, and significance within the teaching profession. Our findings underscore the interdependencies among the…
Understanding and improving teachers’ research engagement
Getting the Right Mix Between Research and Teaching
Integrating research into teaching gives future practitioners the opportunity to inform and enhance their own professional capacities and practices with research. This study analyses integration practices currently employed by a sample of 124 university teachers delivering teacher education and education studies courses from three research‐intensive universities in Catalonia (Spain), Poland, and England. Three particular aspects of their research…
Psychology (9 works) · Pedagogy (7 works) · Sociology (7 works) · Mathematics education (6 works) · Political science (6 works) · Educational Assessment and Improvement (5 works) · Higher education (5 works) · Medical education (5 works) · Public relations (5 works) · Computer Science (4 works)