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Дата выпуска 1989
Формат application.pdf
Издатель Taylor & Francis Group
Копирайт Copyright Taylor and Francis Group, LLC
Название A strategy for staff development
Тип research-article
DOI 10.1080/0268051890040111
Electronic ISSN 1469-9958
Print ISSN 0268-0513
Журнал Open Learning: The Journal of Open, Distance and e-Learning
Том 4
Первая страница 48
Последняя страница 51
Выпуск 1
Библиографическая ссылка Open University. August 1986. Tutors Area Policy and Procedures August, Internal Document
Библиографическая ссылка Of these staff, 25 were tutor‐counsellors, 38 were specialist tutors at Foundation level and 41 were post‐foundation tutors. (Seventeen had dual roles, being post‐foundation tutors as well as either Foundation course tutors or tutor‐counsellors.)
Библиографическая ссылка Copies of the questionnaire are available from Judith Metcalfe
Библиографическая ссылка Anne Andrews, Stephen Baker, Lloyd Boardman, Alan Cox, Jane Fox, Hilary Laine, Roger Lintonbon and Gordon Worrall
Библиографическая ссылка Sheddick, A. and Brown, C. 1988. ‘Tutorial and counselling staff perceptions of staff development’. Open Learning, 3(1) This article reports the results of a questionnaire with similar objectives in the South Region of the OU; however, it asked more general questions about staff development activities, was sent to all part‐time staff in the Region and had only a 40 per cent response rate
Библиографическая ссылка Cole, S., Coats, M. and LenteU, H. 1987. Towards a new emphasis in monitoring’. Open Learning, 2(3)
Библиографическая ссылка Edwards, D. and Metcalfe, J. A. 1988. More than merely monitoring’. Open Learning, 3(2)
Библиографическая ссылка Fage, J. and Mills, R. 1986. ‘Student‐tutor feedback in the Open University’. Open Learning, 1(3)
Библиографическая ссылка Fage, J. and Mills, R. 1987. ‘Student‐tutor feedback: some responses’. Open Learning, 2(2)
Библиографическая ссылка Bradshaw, P. 1987. ‘Feedback forms and forms of feed‐back’. Open Learning, 2(2)
Библиографическая ссылка Metcalfe, J. A. 1987. ‘Developing constructive and non‐threatening feedback’. Open Learning, 2(2)

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