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- W2889761521 abstract "Even with weeks of building a classroom community and deliberate instructional scaffolding, students may not engage in thoughtful peer review. One teacher discovers how he must place a deep, intentional value on the feedback itself—and the writers who provided it to one another." @default.
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- W2889761521 date "2018-05-01" @default.
- W2889761521 modified "2023-09-27" @default.
- W2889761521 title "Teaching Peer Feedback as Ethical Practice" @default.
- W2889761521 cites W2596072174 @default.
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- W2889761521 doi "https://doi.org/10.9707/2168-149x.2178" @default.
- W2889761521 hasPublicationYear "2018" @default.
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