Elbra-Ramsay, Caroline

Contact
Biography
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My Most Viewed

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Contact

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Name:

Elbra-Ramsay, Caroline

Email:

C.ElbraRamsay@yorksj.ac.uk

Country:

United Kingdom

Biography

Job title:

Deputy Head of School

My Latest

Elbra-Ramsay, Caroline ORCID: https://orcid.org/0000-0001-7281-0166 (2025) Finding their voice: how children experience thoughtful philosophical dialogue as a path to liberation. In: Thoughtful Conference, 15 November 2025, University of South Wales, Newport City Campus. (Unpublished)
Elbra-Ramsay, Caroline ORCID: https://orcid.org/0000-0001-7281-0166 (2025) Back to the Chalkface: A professional reawakening through the lens of self- determination. In: UCET Conference, 11-12 November 2025, Queen's Hotel, Leeds. (Unpublished)
Skidmore, Richard and Elbra-Ramsay, Caroline ORCID: https://orcid.org/0000-0001-7281-0166 (2025) Gen AI in Schools, ITT and Academia - an ethical minefield? In: STEM Digital conference: Tech and AI to tackle teacher workload, 27 June 2025, York STEM Centre. (Unpublished)
Elbra-Ramsay, Caroline ORCID: https://orcid.org/0000-0001-7281-0166 (2025) Finding Their Voice: How Children Experience Philosophical Dialogue as a Path to Liberation. Education 3-13.
Elbra-Ramsay, Caroline ORCID: https://orcid.org/0000-0001-7281-0166 (2024) What Strictly Come Dancing can teach us about how (and how not) to give feedback. The Conversation.
Elbra-Ramsay, Caroline ORCID: https://orcid.org/0000-0001-7281-0166 (2024) You should not be that good in week three:’ what can Strictly Come Dancing tell us about feedback and performativity in UK education policy? Research in Education, 121 (3). pp. 283-304.
Elbra-Ramsay, Caroline ORCID: https://orcid.org/0000-0001-7281-0166 (2023) Assessment in HE Initial Teacher Education: Competing Contexts Discourses and the Unobtainable Pursuit for Fidelity. In: Menter, Ian, (ed.) The Palgrave Handbook of Teacher Education Research. 1st ed. Palgrave Macmillan, pp. 341-365
Parker, Keither ORCID: https://orcid.org/0000-0003-4517-5544, Bloom, Katy ORCID: https://orcid.org/0000-0002-4907-425X and Elbra-Ramsay, Caroline ORCID: https://orcid.org/0000-0001-7281-0166 (2022) An Evaluation of the School Experience Formative Assessment Continuum - One Year On. In: UCET Annual Conference, 1 - 2 November 2022, Stratford-upon-Avon. (Unpublished)
Parker, Keither ORCID: https://orcid.org/0000-0003-4517-5544, Bloom, Katy ORCID: https://orcid.org/0000-0002-4907-425X and Elbra-Ramsay, Caroline ORCID: https://orcid.org/0000-0001-7281-0166 (2021) Re-imagining the assessment of school-based practice. In: UCET Annual Conference, 2-3 November 2021, online.
Elbra-Ramsay, Caroline ORCID: https://orcid.org/0000-0001-7281-0166 and Clarke, Matthew ORCID: https://orcid.org/0000-0003-4693-248X (2022) Double Indemnity: Dualities, tensions and loss in the moral economies of feedback. Asia-Pacific Journal of Teacher Education, 50 (3). pp. 266-281.

My Most Viewed

#	Item title
1	Modifying the language of feedback to promote a continuous learning climate	292
2	Flexing verbal formative feedback to achieve different outcomes: lessons from school	251	91
3	Understanding feedback : a critical exploration for teacher educators	232
4	‘So, you want us to do the marking?!’ – peer review and feedback to promote assessment as learning	222	54
5	Roles, relationships and emotions: Student teachers’ understanding of feedback as interpersonal	218	104
6	Finding time to talk; the benefits of dialogic interviews in developing pedagogical understanding and resilience within ITE students	167	27
7	Student teachers’ conceptions of feedback	166
8	Partnership models – one size fits all?	154	73
9	Re-imagining the assessment of work-based practice	152	19
10	Navigating the Pedagogical, Relational and Moral economies of assessment: an Analysis of the Development of Student Teachers’ understandings of Feedback	142	15