2022 - Research.com Social Sciences and Humanities in Australia Leader Award
David Boud mainly focuses on Pedagogy, Higher education, Mathematics education, Experiential learning and Engineering ethics. David Boud combines Pedagogy and Reflection in his studies. He interconnects Lifelong learning, Assessment for learning, Formative assessment and Teaching method in the investigation of issues within Higher education.
His work carried out in the field of Mathematics education brings together such families of science as Curriculum, Medical education and Self-assessment. His Experiential learning research is multidisciplinary, relying on both Educational technology, Adult education, Learning experience and Reflective practice. His Engineering ethics research focuses on subjects like Context, which are linked to Educational assessment and Promotion.
David Boud spends much of his time researching Pedagogy, Higher education, Mathematics education, Engineering ethics and Medical education. His Pedagogy study is mostly concerned with Experiential learning, Curriculum, Educational research, Informal learning and Lifelong learning. His work focuses on many connections between Experiential learning and other disciplines, such as Educational technology, that overlap with his field of interest in Active learning.
His research integrates issues of Context, Public relations, Teaching method, Formative assessment and Professional development in his study of Higher education. His biological study spans a wide range of topics, including Judgement and Self-assessment. The various areas that David Boud examines in his Engineering ethics study include Practice theory and Knowledge management.
The scientist’s investigation covers issues in Higher education, Mathematics education, Engineering ethics, Judgement and Medical education. His Higher education study combines topics from a wide range of disciplines, such as Context, Professional development, Pedagogy, Teaching method and Public relations. His Mathematics education study integrates concerns from other disciplines, such as Curriculum and Action.
The concepts of his Engineering ethics study are interwoven with issues in Practice theory, Situated, Rubric, Adaptation and Authentic assessment. His Judgement research is multidisciplinary, incorporating perspectives in Peer assessment and Peer feedback. He studied Medical education and Cooperative learning that intersect with Group work.
Higher education, Judgement, Peer assessment, Formative assessment and Mathematics education are his primary areas of study. His Higher education study incorporates themes from Qualitative research, Pedagogy, Teaching method and Engineering ethics. His Pedagogy research integrates issues from University teachers and Empirical research.
The Peer assessment study combines topics in areas such as Constructive alignment, Peer learning, Self-regulated learning and Peer feedback. His research investigates the link between Formative assessment and topics such as Medical education that cross with problems in Work-based learning and Organizational effectiveness. His studies in Mathematics education integrate themes in fields like Self-management, Peer evaluation and Literacy.
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Reflection, turning experience into learning
David Boud;Rosemary Keogh;David Walker.
The Challenge of Problem Based Learning
David Boud;Grahame Feletti.
Enhancing learning through self assessment
Sustainable Assessment: Rethinking Assessment for the Learning Society.
Studies in Continuing Education (2000)
Peer Learning and Assessment
David Boud;Ruth Cohen;Jane Sampson.
Assessment & Evaluation in Higher Education (1999)
Aligning assessment with long‐term learning
David Boud;Nancy Falchikov.
Assessment & Evaluation in Higher Education (2006)
Developing Student Autonomy in Learning
Promoting reflection in professional courses: The challenge of context
David Boud;David Walker.
Studies in Higher Education (1998)
Using Experience For Learning
Using Journal Writing to Enhance Reflective Practice
New Directions for Adult and Continuing Education (2001)
Studies in Continuing Education
(Impact Factor: 2.133)
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