Items where City Author is "Parker, P. M."
Parker, P. 
ORCID: 0000-0002-0920-7804, Ctori, I. ORCID: 0000-0003-1523-4996 & Reimers, S. (2024).
Learning from student and staff experiences of assessment.
In:
EDULEARN24 Proceedings.
16th International Conference on Education and New Learning Technologies, 1-3 Jul 2024, Palma, Spain.
doi: 10.21125/edulearn.2024.2040
Shah, R. ORCID: 0000-0002-6134-0936, Ctori, I. ORCID: 0000-0003-1523-4996, Edgar, D. F ORCID: 0000-0001-9004-264X & Parker, P. M. ORCID: 0000-0002-0920-7804 (2021).
Use of standardised patients in optometry training.
Clinical and Experimental Optometry, 104(8),
pp. 848-853.
doi: 10.1080/08164622.2021.1896332
Parker, P. M. (2020). Developing staff assessment literacy skills. In: Baughan, P. (Ed.), On Your Marks: Learner-focused Feedback Practices and Feedback Literacy. (pp. 123-128). York, UK: Advance HE.
Quinsee, S. ORCID: 0000-0001-6433-8877 & Parker, P. M. (2020).
CIRCLE: a cyclical approach to stakeholder engagement for change management.
In: Potter, J. & Devecchi, C. (Eds.),
Delivering Educational Change in Higher Education.
(pp. 139-149). Abingdon, UK: Routledge.
Parker, P. M. (2019). Continuing professional development for teachers. In: Davis, C. L. & Fitzpatrick, M. (Eds.), Reflective Practice. (pp. 15-18). London, UK: SEDA.
Parker, P. M., Quinsee, S. ORCID: 0000-0001-6433-8877 & Knight, R. A. ORCID: 0000-0002-7804-7250 (2019).
Continuing professional development and maintaining good standing of fellows of the higher education academy.
In: Gómez Chova, L., López Martínez, A. & Candel Torres, I. (Eds.),
INTED2019 Proceedings.
13th International Technology, Education and Development Conference, 11-13 Mar 2019, Valencia, Spain.
Parker, P. M. & Quinsee, S. (2018). Peer supported review of education. INTED2018 Proceedings, pp. 4326-4330. doi: 10.21125/inted.2018.0844
Attenborough, J. ORCID: 0000-0002-4018-8445, Knight, R.-A. ORCID: 0000-0002-7804-7250 & Parker, P. M. (2018).
Undergraduate student views about assessment workload.
Educational Developments, 19(19.3),
pp. 14-16.
Walker, S., Parker, P. M. & Scamell, A. (2017). Expertise in physiological breech birth: A mixed-methods study. Birth, 45(2), pp. 202-209. doi: 10.1111/birt.12326
Walker, S., Scamell, M. & Parker, P. M. (2017). Deliberate acquisition of competence in physiological breech birth: A grounded theory study. Women and Birth, 31(3), e170-e177. doi: 10.1016/j.wombi.2017.09.008
Quinsee, S. & Parker, P. M. (2017). Developing educational leadership. In: INTED 2017 Proceedings: 11th International Technology, Education and Development Conference. 11th International Technology, Education and Development Conference Valencia, 6-8 March, 2017, Valencia, Spain.
Walker, S., Breslin, E., Scamell, A. & Parker, P. M. (2017). Effectiveness of vaginal breech birth training strategies: an integrative review of the literature. Birth, 44(2), pp. 101-109. doi: 10.1111/birt.12280
Walker, S., Scamell, M. & Parker, P. M. (2016). Principles of physiological breech birth practice: a Delphi study. Midwifery, 43, pp. 1-6. doi: 10.1016/j.midw.2016.09.003
Walker, S., Scamell, A. & Parker, P. M. (2016). Standards for maternity care professionals facilitating planned upright breech births: a Delphi consensus technique study. Midwifery, 34, pp. 7-14. doi: 10.1016/j.midw.2016.01.007
Parker, P. M. (2016). Personal Tutoring enhancing staff and student experiences. Paper presented at the 10th International Technology, Education and Development Conference, 7-9 Mar 2016, Valencia, Spain. doi: 10.21125/inted.2016
Parker, P. M. & Cleaver, E. (2016). Reflections on the Teaching Excellence Framework. Educational Developments(16.4), pp. 1-4.
Baughan, P., Lindsay, S. & Parker, P. M. (2015). Common themes and missing pieces: the educational value of postgraduate teaching development programmes. Compass: Journal of Learning and Teaching, 7(11),
Bostock, S. & Parker, P. M. (2014). The revised SEDA Values and how we use them. Educational Developments, 15(15.4), pp. 1-3.
Parker, P. M. (2014). Teaching Excellence from whose perspective?. International Journal of Assessment and Evaluation, 20(4), pp. 35-43. doi: 10.18848/2327-7920/cgp/v20i04/48357
Parker, P. M. (2014). Developing criteria and guidance for assessing teaching excellence. Educational Developments(15.2), pp. 11-14.
Parker, P. M. (2013). How can we facilitate developing scholarly writing?. Educational Developments, 14.4(14.4), pp. 26-27.
Parker, P. M., Attenborough, J., Cunningham, M. , Holland, W. & Perkins, J. (2013). Interim Project report: Teaching Excellence: what is this and how can we assess and recognise this. Learning at City Journal, 3(1), pp. 93-98.
Parker, P. M. & Quinsee, S. (2012). Facilitating Institutional Curriculum Change in Higher Education. International Journal of Learning, 18(5), pp. 49-60.
Parker, P. M. (2012). Learning and Teaching Prizes and Awards 2011 - 2012. Learning at City Journal, 2(2),
Parker, P. M. & Quinsee, S. (2011). Developing a community to disseminate good practice. The international journal of learning, 17(11), pp. 87-92.
Quinsee, S. & Parker, P. M. (2011). Lessons in curriculum design and institutional change. Paper presented at the AISHE-C 2010: Designing & Delivering Curricula for the Future, 26 - 27 Aug 2010, Dublin, Ireland.
Parker, P. M. & Baughan, P. (2011). Providing written feedback that students will value and read. The international journal of learning, 16(11), pp. 253-262. doi: 10.18848/1447-9494/cgp/v16i11/46715
Parker, P. M. (2009). What should we assess in practice?. Journal Of Nursing Management, 17(5), pp. 559-569. doi: 10.1111/j.1365-2834.2009.01025.x