Elbra-Ramsay, Dr Caroline

• Deputy Head of School

Link to Public Profile

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 (Unpublished)

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.

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 (2021) Navigating the Pedagogical, Relational and Moral economies of assessment: an Analysis of the Development of Student Teachers’ understandings of Feedback. In: Talk about Teaching for Social Justice, 06/07/2021-08/07/2021, York St John, MS Teams Meeting. (Unpublished)

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 (2021) Navigating the Pedagogical, Relational and Moral economies of assessment: an Analysis of the Development of Student Teachers’ understandings of Feedback. In: 2021 TEAN Conference, online. (Submitted)

Elbra-Ramsay, Caroline ORCID: https://orcid.org/0000-0001-7281-0166 (2021) Understanding feedback : a critical exploration for teacher educators. Critical Guides for Teacher Educators . Critical Publishing

Elbra-Ramsay, Caroline ORCID: https://orcid.org/0000-0001-7281-0166 (2021) Roles, relationships and emotions: Student teachers’ understanding of feedback as interpersonal. Research in Education.

Bloom, Katy ORCID: https://orcid.org/0000-0002-4907-425X and Elbra-Ramsay, Caroline ORCID: https://orcid.org/0000-0001-7281-0166 (2019) Modifying the language of feedback to promote a continuous learning climate. In: 2019 Up North Talking about Teaching, York St John,. (Submitted)

Bloom, Katy ORCID: https://orcid.org/0000-0002-4907-425X and Elbra-Ramsay, Caroline ORCID: https://orcid.org/0000-0001-7281-0166 (2018) Flexing verbal formative feedback to achieve different outcomes: lessons from school. In: Talk about Teaching 2018, York St John. (Submitted)

Elbra-Ramsay, Caroline ORCID: https://orcid.org/0000-0001-7281-0166 and Whitfield, Louise (2018) Moving beyond the ‘Initial’ in Initial Teacher Education: The role of ITE in supporting and developing new teachers. In: TEAN 2018 CONFERENCE, Birmingham. (Submitted)

Elbra-Ramsay, Caroline ORCID: https://orcid.org/0000-0001-7281-0166 (2018) Finding time to talk; the benefits of dialogic interviews in developing pedagogical understanding and resilience within ITE students. In: 2018 Tean Conference. (Submitted)

Elbra-Ramsay, Caroline ORCID: https://orcid.org/0000-0001-7281-0166 and Scott, David (2016) Partnership models – one size fits all? In: UKLA, 2016. (Unpublished)

Elbra-Ramsay, Caroline ORCID: https://orcid.org/0000-0001-7281-0166 (2016) Student teachers’ conceptions of feedback. In: 2016 TEAN Conference, Birmingham. (Submitted)

Elbra-Ramsay, Caroline ORCID: https://orcid.org/0000-0001-7281-0166 and Backhouse, Anita (2015) ‘So, you want us to do the marking?!’ – peer review and feedback to promote assessment as learning. Journal of Pedagogic Development, 5 (1). pp. 19-30.

Elbra-Ramsay, Caroline ORCID: https://orcid.org/0000-0001-7281-0166 (2015) Using social media to develop student teachers’ understanding of children’s literature. English 4-11, 53.

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)

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 (2011) Can 'Quality Marking' be used to provide effective feedback within Higher Education? Journal of Pedagogic Development, 1 (2). pp. 16-30.

Elbra-Ramsay, Caroline ORCID: https://orcid.org/0000-0001-7281-0166 (2000) ‘Developing Boys' Literacy at Key Stage One’. English 4-11.

Elbra-Ramsay, Caroline ORCID: https://orcid.org/0000-0001-7281-0166 (1999) Designing and Producing Non-Fiction Big Books for Key Stage One. English 4-11.