Caroline Gipps

Q: What Schools Are Affiliated With Caroline Gipps

Caroline Gipps is affiliated with the following schools: University of Sussex, University of Bristol, Kingston University, UCL Institute of Education, University of Wolverhampton

Caroline Gipps's AcademicInfluence.com Rankings

Caroline Gipps

Education

#1123

World Rank

#1610

Historical Rank

Higher Education

#47

World Rank

#60

Historical Rank

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Education

Caroline Gipps's Degrees

PhD Psychology University of Sussex

Why Is Caroline Gipps Influential?

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According to Wikipedia, Caroline Victoria Gipps was Vice-chancellor of the University of Wolverhampton from 2005 to 2011. Gipps read Psychology at Bristol University and before her appointment at Wolverhampton had been dean of research at the Institute of Education and Deputy Vice-chancellor at Kingston University.

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Caroline Gipps's Published Works

Number of citations in a given year to any of this author's works

Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author

Published Works

Beyond Testing: Towards a Theory of Educational Assessment (1994) (1021)
Socio-Cultural Aspects of Assessment (1999) (381)
Recent research on the achievements of ethnic minority pupils (1996) (352)
Chapter 10: Socio-Cultural Aspects of Assessment (1999) (164)
A fair test? Assessment, achievement and equity. (1994) (146)
Learning: The pupil's voice (2000) (120)
Assessment : a teacher's guide to the issues (1990) (101)
What is the role for ICT-based assessment in universities? (2005) (99)
Equity in the Classroom: Towards Effective Pedagogy for Girls and Boys (1996) (97)
Sociocultural Perspectives on Assessment (2008) (96)
‘How does your teacher help you to make your work better?’ Children's understanding of formative assessment (1996) (79)
Assessment and the improvement of education (1992) (76)
Intuition or evidence? : teachers and national assessment of seven-year-olds (1995) (63)
Fairness in Assessment (2009) (60)
Learning and e‐learning in HE: the relationship between student learning style and VLE use (2007) (54)
The Profession of Educational Research (1993) (50)
Effort, Ability and the Teacher: young children's explanations for success and failure (1998) (49)
Review of recent research on the achievement of girls in single-sex schools (1998) (44)
Broadening the basis of assessment to prevent the narrowing of learning (1998) (41)
Developments in Educational Assessment: what makes a good test? (1994) (40)
What Do We Mean by Equity in Relation to Assessment (1995) (38)
Teacher feedback strategies in primary classrooms – new evidence (2004) (37)
Teacher assessment at Key Stage One (1993) (34)
Primary School Learners (1999) (32)
Combined Nursery Centres (1981) (31)
National Curriculum Assessment: a research agenda (1992) (28)
The Role of Teachers in Teacher Assessment in England 1996-1998 (2000) (27)
Primary teachers’ beliefs about teaching and learning (1999) (25)
Models of teacher assessment among primary school teachers in England (1996) (24)
Monitoring Children: An Evaluation of the Assessment of Performance Unit (1983) (24)
What Makes a Good Primary School Teacher? : Expert Classroom Strategies (2020) (24)
Quality Assurance in Teachers' Assessment. (1994) (20)
Developing assessment for the national curriculum (1993) (20)
The Pedagogy of Difference: An African Perspective (2003) (18)
Review and Conclusions: A Pedagogy or a Range of Pedagogic Strategies? (2003) (17)
Is There a Space for the Achieving Girl (2003) (16)
The Validity of National Testing at Age 11: the teacher's view (1997) (14)
The debate over standards and the uses of testing (1988) (12)
Girls’ Achievement in Science and Technology—Implications for Pedagogy? (2003) (12)
The impact of key stage 2 tests (1996) (12)
Testing children : standardised testing in local education authorities and schools (1983) (10)
Watching the Watchers: research, methods, politics and equity. A Response to Foster & Hammersley (1998) (10)
The Role of Teachers in National Assessment in England. (1998) (9)
Scoring Written Work in English as a Second Language the Use of the T‐unit (1974) (9)
Warnock's eighteen per cent : children with special needs in the primary schools (1987) (9)
The Testing of Reading in LEAs: the Bullock Report seven years on (1981) (8)
Impact of testing (2011) (8)
Language proficiency in the multi-racial junior school: A comparative study (1975) (8)
Examination standards : report of the independent committee to Qca (2004) (8)
Student assessment and learning for a changing society (1998) (8)
More than a Change in Name (1984) (7)
Educational Accountability in England: The Role of Assessment. (2003) (7)
The GCSE : an uncommon examination (1986) (6)
Assessment developments in England and Wales: the triumph of tradition (1996) (5)
Assessment for Learning: formative approaches (2018) (4)
Roles and Relationships of Nursery Staff (1981) (4)
Screening and identification of children with special needs in the ordinary school (1986) (4)
Children with special needs in the primary school: where are we now? (1987) (4)
Assessment in transition: learning, monitoring and selection in international perspective (1996) (4)
A Critique of the APU (1985) (4)
Tests of English for Immigrant Children. (1973) (3)
The structure of lessons (2001) (3)
Teachers and testing: pluses and minuses (1984) (3)
National Testing at Seven: What Can It Tell Us?. (1992) (3)
Supporting Warnock's Eighteen Per Cent: Six Case Studies. (1987) (3)
Accountability Testing and the Implications for Teacher Professionalism (2005) (3)
Teacher assessment and teacher development in primary schools (1995) (2)
Bringing about Change in Primary Schools: the case of special needs (1988) (2)
The social implications of national assessment (1990) (2)
What Makes a Good Primary School Teacher? (2020) (1)
A Tribute to Lorrie Shepard (2000) (1)
Pedagogy and Gender (1996) (1)
Care and Education in Pre-school Provision (1981) (0)
Setting the scene (2020) (0)
Local and National Testing in the UK: The Last Ten Years. (1984) (0)
The Effects of Different Types of Nursery on Children’s Cognitive Development (1981) (0)
Provision for Health Care (1981) (0)
Book Reviews (2002) (0)
Observed Behaviour of Nursery Staff (1981) (0)
Attendance at Combined Centres (1981) (0)
An Introduction to the Combined Centres (1981) (0)
A curriculum for teacher assessment (1989) (0)
Who Goes to Combined Centres (1981) (0)
Validity and reliability (2011) (0)
Lesson patterns (2020) (0)
Accountability through Testing. (1983) (0)
National Curriculum Assessment in England and Wales 1 (2021) (0)
Learning and teaching: Teachers’ and pupils’ views (2015) (0)
Improving conditions for educational research: dialogue with a funding body (1995) (0)
Gender, Teachers and Changing Practiees: Voices from Schools (2003) (0)
The Effects of Different Types of Nursery on Children’s Social and Emotional Behaviour (1981) (0)
A Curriculum for Teachers Assessment. (1989) (0)
Englandʼs National Curriculum Assessment: A Researcherʼs View (1989) (0)
Observed Behaviour of Nursery Children (1981) (0)
NURSERY NURSES' AND NURSERY TEACHERS' PERCEPTIONS OF YOUNG CHILDREN (1983) (0)
Staff in Combined Centres (1981) (0)
Administrative Framework of the Combined Centres (1981) (0)
Teaching strategies (2020) (0)
The Role of Educational Research in Policy Making in the UK. (1993) (0)
Staff-Parent Relations and Parental Involvement (1981) (0)
The Under-threes in the Nursery (1981) (0)
Assessment and learning (2011) (0)

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Other Resources About Caroline Gipps

en.wikipedia.org

What Schools Are Affiliated With Caroline Gipps?

Caroline Gipps is affiliated with the following schools:

Caroline Gipps's Academic­Influence.com Rankings