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 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.
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 (Unpublished)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.
Elbra-Ramsay, Caroline ORCID: https://orcid.org/0000-0001-7281-0166, Parker, Keither ORCID: https://orcid.org/0000-0003-4517-5544 and Bloom, Katy ORCID: https://orcid.org/0000-0002-4907-425X (2021) Re-imagining the assessment of work-based practice. In: Talk about Teaching for Social Justice, 06/07/2021-08/07/2021, York St John, MS Teams Meeting. (Submitted)
Elbra-Ramsay, Caroline ORCID: https://orcid.org/0000-0001-7281-0166 and Backhouse, Anita (2013) Using a visualiser to support peer assessment and feedback in academic writing. In: BERA Conference 2013. (Submitted)
Elbra-Ramsay, Caroline ORCID: https://orcid.org/0000-0001-7281-0166 and Baker, Alison (2014) Using social media to enhance understanding of children's literature. In: UKLA Conference 2014, Brighton. (Submitted)

My Most Viewed

#	Item title
1	Modifying the language of feedback to promote a continuous learning climate	207
2	‘So, you want us to do the marking?!’ – peer review and feedback to promote assessment as learning	140	41
3	Understanding feedback : a critical exploration for teacher educators	135
4	Roles, relationships and emotions: Student teachers’ understanding of feedback as interpersonal	129	87
5	Flexing verbal formative feedback to achieve different outcomes: lessons from school	110	68
6	Student teachers’ conceptions of feedback	86
7	Finding time to talk; the benefits of dialogic interviews in developing pedagogical understanding and resilience within ITE students	80	19
8	Navigating the Pedagogical, Relational and Moral economies of assessment: an Analysis of the Development of Student Teachers’ understandings of Feedback	80	10
9	Re-imagining the assessment of work-based practice	77	16
10	Partnership models – one size fits all?	76	43