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Social Sciences and Humanities

D-Index
62
Citations
22885
World Ranking
1233
National Ranking
91

Overview

Michael Prosser is affiliated with the University of Melbourne in Australia and is an active researcher within the social sciences, with a focus on education and conservation-related fields. Their research contributions span interdisciplinary topics, integrating education practices with ecological and botanical studies.

Their recent publications cover a variety of subjects, reflecting a diverse academic portfolio. Notable papers include:

  • Phytosociology informs the conservation of species-rich meadows in hydrologically dynamic habitats: an example from British floodplains in a wider European context (2023), published in British & Irish Botany
  • Examining academics' changing approaches to teaching in response to the pandemic disruption: a phenomenographic approach (2024), published in Teaching in Higher Education
  • Freedom to innovate (2020), published in Educational Philosophy and Theory
  • The role of E-portfolios in higher education: The experience of pre-service teachers (2021), published in Journal of Digital Learning in Teacher Education
  • ePortfolios for self-regulated learning (2022), published in Pacific Journal of Technology Enhanced Learning

Frequent coauthors collaborating with Michael Prosser include:

  • Christopher Charles Deneen
  • Elisa Bone
  • Sarah French
  • Karena L. Waller
  • Maliheh Babaee

Their work is regularly published in venues such as:

  • Teaching in Higher Education
  • Educational Philosophy and Theory
  • Journal of Digital Learning in Teacher Education
  • British & Irish Botany
  • Pacific Journal of Technology Enhanced Learning

Michael Prosser's research fields concentrate primarily on social sciences, with a strong emphasis on education. They have contributed extensively to subfields including:

  • Education
  • Political Science and International Relations
  • Plant Science
  • Nature and Landscape Conservation
  • Ecology, Evolution, Behavior and Systematics

Key topics within their body of work encompass:

  • Higher Education Practises and Engagement
  • Evaluation of Teaching Practices
  • Reflective Practices in Education
  • Higher Education Governance and Development
  • Student Assessment and Feedback
  • Botany and Plant Ecology Studies
  • Ecology and Vegetation Dynamics Studies

Best Publications

  • Understanding Learning and Teaching: the experience in higher education

    Michael Prosser;Keith Trigwell

  • Relations between teachers' approaches to teaching and students' approaches to learning

    Keith Trigwell;Michael Prosser;Fiona Waterhouse

  • Improving the quality of student learning: the influence of learning context and student approaches to learning on learning outcomes

    Keith Trigwell;Michael Prosser

  • Development and Use of the Approaches to Teaching Inventory

    Keith Trigwell;Michael Prosser

  • A phenomenographic study of academics' conceptions of science learning and teaching

    Michael Prosser;Keith Trigwell;Philip Taylor

  • Qualitative differences in approaches to teaching first year university science

    Keith Trigwell;Michael Prosser;Philip Taylor

  • Changing approaches to teaching: A relational perspective

    Keith Trigwell;Michael Prosser

  • Scholarship of Teaching: A model

    Keith Trigwell;Elaine Martin;Joan Benjamin;Michael Prosser

  • Congruence between intention and strategy in university science teachers' approaches to teaching

    Keith Trigwell;Michael Prosser

  • Relations between perceptions of the teaching environment and approaches to teaching

    Michael Prosser;Keith Trigwell

  • Understanding learning and teaching

    Michael Prosser

  • RELATING APPROACHES TO STUDY AND QUALITY OF LEARNING OUTCOMES AT THE COURSE LEVEL

    Keith Trigwell;Michael Prosser

  • The First Year Experience Project: A model for university-wide change

    Anne Pitkethly;Michael Prosser

  • Conceptions of mathematics and how it is learned: The perspectives of students entering university

    K. Crawford;S. Gordon;J. Nicholas;M. Prosser

  • Phenomenographic pedagogy and a revised Approaches to teaching inventory

    Keith Trigwell;Michael Prosser;Paul Ginns

  • Students’ perceptions of teaching quality in higher education: the perspective of currently enrolled students

    Paul Ginns;Michael Prosser;Simon Barrie

  • Qualitatively different experiences of learning mathematics at university

    Kathryn Crawford;Sue Gordon;Jackie Nicholas;Michael Prosser

  • Dissonance in Experience of Teaching and its Relation to the Quality of Student Learning

    Michael Prosser;Paul Ramsden;Keith Trigwell;Elaine Martin

  • The “How” and “What” of learning physics

    Michael Prosser;Rosemary Millar

  • How and what university students learn through online and face-to-face discussion: conceptions, intentions and approaches

    Robert A. Ellis;Peter Goodyear;Michael Prosser;Agi O'Hara

Frequent Co-Authors

Keith Trigwell
Keith Trigwell University of Sydney
Paul Ginns
Paul Ginns University of Sydney
Peter Goodyear
Peter Goodyear University of Sydney
Robert A. Ellis
Robert A. Ellis Griffith University
Michael Jackson
Michael Jackson Harvard University
David Boud
David Boud Deakin University
David Watkins
David Watkins University of Melbourne
David Kember
David Kember University of Tasmania
Ference Marton
Ference Marton University of Gothenburg

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