Rebecca Schendel
Biographic Data
| ID | 6503157 |
|---|---|
| NAME | Rebecca Schendel |
| GIVEN NAMES | Rebecca |
| FAMILY NAME | Schendel |
| SIGNATURE | SCHENDEL R |
| AFFILIATIONS | University College London |
| ORCID | 0000-0002-2437-4643 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Tracing and contrasting understandings of the public good in contemporary U.S. higher education
Aid’ to higher education in a multiplex world: Exploring the diversity of donor discourses and rationales
Pedagogies for critical thinking at universities in Kenya, Ghana and Botswana: The importance of a collective ‘teaching culture
While critical thinking is widely regarded as a key outcome of higher education, research has shown that in practice it is only developed when certain conditions are in place, relating to the pedagogical approach, the nature of the curriculum and the level of challenge, amongst other factors. This article reports on findings from a four-year mixed methods study in Botswana, Ghana and Kenya, aiming to investigate the factors underpinning the succe…
Enablers of pedagogical change within universities: Evidence from Kenya, Ghana and Botswana
Quality of teaching and learning in higher education is increasingly recognised as a pressing issue on the African continent, and there have been various reform initiatives to transform classrooms and institutions. However, little is known about the factors that affect pedagogical change in institutions, and enable or constrain these innovations from taking root. This study explores the cases of eight diverse universities in Botswana, Ghana and K…
Beyond translation: Adapting a performance-task-based assessment of critical thinking ability for use in Rwanda
Critical thinking is frequently proposed as one of the most important learning outcomes of a university education. However, to date, it has been difficult to ascertain whether university students in low-income contexts are improving in their critical thinking skills, because the limited studies in this domain have relied on instruments developed in Western contexts, despite the clear dangers of such an approach. Cultural bias in assessment can be…
Critical thinking at Rwanda's public universities: Emerging evidence of a crucial development priority
Aid’ to higher education in a multiplex world: Exploring the diversity of donor discourses and rationales
Critical thinking at Rwanda's public universities: Emerging evidence of a crucial development priority
Enablers of pedagogical change within universities: Evidence from Kenya, Ghana and Botswana
Quality of teaching and learning in higher education is increasingly recognised as a pressing issue on the African continent, and there have been various reform initiatives to transform classrooms and institutions. However, little is known about the factors that affect pedagogical change in institutions, and enable or constrain these innovations from taking root. This study explores the cases of eight diverse universities in Botswana, Ghana and K…
Critical thinking at Rwanda's public universities: Emerging evidence of a crucial development priority
Beyond translation: Adapting a performance-task-based assessment of critical thinking ability for use in Rwanda
Critical thinking is frequently proposed as one of the most important learning outcomes of a university education. However, to date, it has been difficult to ascertain whether university students in low-income contexts are improving in their critical thinking skills, because the limited studies in this domain have relied on instruments developed in Western contexts, despite the clear dangers of such an approach. Cultural bias in assessment can be…
Enablers of pedagogical change within universities: Evidence from Kenya, Ghana and Botswana
Quality of teaching and learning in higher education is increasingly recognised as a pressing issue on the African continent, and there have been various reform initiatives to transform classrooms and institutions. However, little is known about the factors that affect pedagogical change in institutions, and enable or constrain these innovations from taking root. This study explores the cases of eight diverse universities in Botswana, Ghana and K…
Pedagogies for critical thinking at universities in Kenya, Ghana and Botswana: The importance of a collective ‘teaching culture
While critical thinking is widely regarded as a key outcome of higher education, research has shown that in practice it is only developed when certain conditions are in place, relating to the pedagogical approach, the nature of the curriculum and the level of challenge, amongst other factors. This article reports on findings from a four-year mixed methods study in Botswana, Ghana and Kenya, aiming to investigate the factors underpinning the succe…
Aid’ to higher education in a multiplex world: Exploring the diversity of donor discourses and rationales
Tracing and contrasting understandings of the public good in contemporary U.S. higher education
Political science (5 works) · Higher education (4 works) · Psychology (4 works) · Critical thinking (3 works) · Education and Critical Thinking Development (3 works) · Mathematics education (3 works) · Pedagogy (3 works) · Sociology (3 works) · Educational Strategies and Epistemologies (2 works) · Evaluation of Teaching Practices (2 works)