Literacy Matters - Vol 21 - Winter 2021

Buchanan, M. T., & Stern, J. (2012). Preservice teachers’perceptions of the benefits of peer review. Journal of Education for Teaching: International Research and Pedagogy , 38 (1), 37-49. https://doi.org/10.1080/02607476.2012.643654 Caudle, L. A., Grist, C. L., &Watson, M. K. (2017). Promoting higher levels of preservice teacher informal reflection through virtual critical friend partnerships. Teacher Education & Practice, 30 (4), 16-42. Ching, Y., & Hsu, Y. (2016). Learners’interpersonal beliefs and generated feedback in an online role-playing peer feedback activity: An exploratory study. International Review of Research in Open and Distance Learning , 17 (2), 105-122. https://doi.org/10.19173/irrodl.v17i2.2221 Cochran-Smith, M., Cannady, M., Mceachern, K. P., Piazza, P., Power, C., & Ryan, A. (2011). Teachers’education, teaching practice, and retention: A cross-genre review of recent research. Journal of Education , 191 (2), 19-31. https://doi. org/10.1177/002205741119100205 Getcheli, K., & Amicucci, A. N. (2014). Responding with the golden rule: A cross- institutional peer review experiment. Teaching English in the Two Year College , 42 (1), 55. Gielen, M., & DeWever, B. (2012). Peer assessment in a wiki: Product improvement, students’learning and perception regarding peer feedback. Procedia, Social and Behavioral Sciences , 69, 585–594. https://doi.org/10.1016/j. sbspro.2012.11.450 Gielen, M., & DeWever. B. (2015). Structuring the peer assessment process: a multilevel approach for the impact on product improvement and peer feedback quality. Journal of Computer Assisted Learning , 31 (5), 435-449. https://doi. org/10.1111/jcal.12096 Howard, C. D., Barrett, A. F., & Frick, T. W. (2010). Anonymity to promote peer feedback: Pre-service teachers’comments in asynchronous computer-mediated communication. Journal of Educational Computing Research , 43 (1), 89-112. https:// doi.org/10.2190/EC.43.1.f Institute of Medicine and National Research Council. (2015). Transforming the workforce for children birth through age 8: A unifying foundation. Washington, DC: The National Academies Press. https://doi.org/10.17226/19401.

McCarthy, J. (2017). Enhancing feedback in higher education: Students’ attitudes towards online and in-class formative assessment feedback models. Active Learning in Higher Education , 18 (2), 127-141. https://doi. org/10.1177/1469787417707615 Mucetti, R. (2017). From forty-to-one to one-to-one: Eliminating the digital divide and making equity actionable. Educational Leadership and Administration , 28 , 28-36. Mulder, R. A., Pearce, J. M., & Baik, C. (2014). Peer review in higher education: student perceptions before and after participation. Active Learning in Higher Education , 15 (2), 157–171. https://doi.org/10.1177/1469787414527391 Nicol, D., Thomson, A., & Breslin, C. (2014). Rethinking feedback processes in higher education: a peer review perspective. Assessment and Evaluation in Higher Education , 39 (1), 102-122. https://doi.org/10.1080/02602938.2013.795518 Ratminingsih, N. M., Artini, L. P., & Padmadewi, N. N. (2017). Incorporating self and peer assessment in reflective teaching practices. International Journal of Instruction , 10 (4), 165-184. DOI:10.12973/iji.2018.11320a Rogoff, B. (1995). Observing sociocultural activity on three planes: Participatory appropriation, guided participation, and apprenticeship. In J. V. Wertsch, P. del Rio, & A. Alvarez (Eds.), Sociocultural Studies of Mind (pp. 139-164). Cambridge University Press. https://doi.org/10.1017/CBO9781139174299.008

Reading Matters Writing Matters

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Wingate, U. (2010). The impact of formative feedback on the development of academic writing. Assessment & Evaluation in Higher Education, 35 (5), 519-533.

Knight, L. V., & Steinbach, T. A. (2011). Adapting peer review to an online course an exploratory case study. Journal of Technology Education , 10, 81-100.

Yu, F., &Wu, C. (2013). Predictive effects of online peer feedback types of performance quality. Journal of Educational Technology and Society , 16 (1), 332- 341. Zhao, Y. (2010). Preparing globally competent teachers: A new imperative for teacher education. Journal of Teacher Education , 61 (5), 422-431. https://doi. org/10.1177/0022487110375802

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Liu, E. S., & Lee, C. (2013). Using peer feedback to improve learning via online peer assessment. Turkish Online Journal of Educational Technology , 12 (1), 187-199.

Lynch, R., McNamara, P. M., & Seery, N. (2012). Promoting deep learning in a teacher education programme through self- and peer-assessment and feedback. European Journal of Teacher Education , 35 (2), 179-197. https://doi.org/10.1080/02 619768.2011.643396

Literacy Matters | Volume 21 • Winter 2021 | 63 |

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