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Rachel Spronken-Smith
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Year
The thermal regime of urban parks in two cities with different summer climates
RA Spronken-Smith, TR Oke
International journal of remote sensing 19 (11), 2085-2104, 1998
7181998
Can inquiry‐based learning strengthen the links between teaching and disciplinary research?
R Spronken‐Smith, R Walker
Studies in higher education 35 (6), 723-740, 2010
4682010
The energy balance of central Mexico City during the dry season
TR Oke, RA Spronken-Smith, E Jáuregui, CSB Grimmond
Atmospheric Environment 33 (24-25), 3919-3930, 1999
3991999
Advection and the surface energy balance across an irrigated urban park
RA Spronken‐Smith, TR Oke, WP Lowry
International Journal of Climatology: A Journal of the Royal Meteorological …, 2000
2792000
Implementing a problem-based learning approach for teaching research methods in geography
R Spronken-Smith
Journal of Geography in Higher Education 29 (2), 203-221, 2005
2402005
Scale modelling of nocturnal cooling in urban parks
RA Spronken-Smith, TR Oke
Boundary-Layer Meteorology 93, 287-312, 1999
2341999
Learning to teach with problem-based learning
R Spronken-Smith, T Harland
Active Learning in Higher Education 10 (2), 138-153, 2009
2022009
Where might sand dunes be on Mars? Engaging students through inquiry-based learning in geography
R Spronken-Smith, JO Bullard, W Ray, C Roberts, A Keiffer
Active Learning and Student Engagement, 72-87, 2013
1972013
Experiencing the process of knowledge creation: The nature and use of inquiry-based learning in higher education
R Spronken-Smith
International Colloquium on Practices for Academic Inquiry. University of …, 2012
1892012
Spatial variability of surface radiation fluxes in mountainous terrain
AJ Oliphant, RA Spronken-Smith, AP Sturman, IF Owens
Journal of Applied Meteorology and Climatology 42 (1), 113-128, 2003
1492003
Stressors in early-stage doctoral students
J Cornwall, EC Mayland, J van der Meer, RA Spronken-Smith, C Tustin, ...
Studies in Continuing Education 41 (3), 363-380, 2019
1432019
Evaluating student perceptions of learning processes and intended learning outcomes under inquiry approaches
R Spronken-Smith, R Walker, J Batchelor, B O’Steen, T Angelo
Assessment & Evaluation in Higher Education 37 (1), 57-72, 2012
1322012
Enablers and constraints to the use of inquiry-based learning in undergraduate education
R Spronken-Smith, R Walker, J Batchelor, B O'Steen, T Angelo
Teaching in Higher Education 16 (1), 15-28, 2011
1262011
‘It’s not fair’: policy discourses and students’ understandings of plagiarism in a New Zealand university
L Adam, V Anderson, R Spronken-Smith
Higher Education 74, 17-32, 2017
1162017
Factors contributing to high PhD completion rates: a case study in a research-intensive university in New Zealand
R Spronken-Smith, C Cameron, R Quigg
Assessment & Evaluation in Higher Education 43 (1), 94-109, 2018
1042018
How effective is inquiry-based learning in linking teaching and research
R Spronken-Smith, T Angelo, H Matthews, B O’Steen, J Robertson
An international colloquium on international policies and practices for …, 2007
982007
Assessing the doctoral thesis when it includes published work
S Sharmini, R Spronken-Smith, C Golding, T Harland
Assessment & Evaluation in Higher Education 40 (1), 89-102, 2015
962015
Completing the research cycle: A framework for promoting dissemination of undergraduate research and inquiry
RA Spronken-Smith, JJ Brodeur, T Kajaks, M Luck, P Myatt, A Verburgh, ...
Teaching and Learning Inquiry 1 (2), 105-118, 2013
852013
Energetics and cooling in urban parks
RA Spronken-Smith
University of British Columbia, 1994
751994
‘Learning is an endless journey for anyone’: undergraduate awareness, experiences and perceptions of the research culture in a research-intensive university
R Spronken-Smith, R Mirosa, M Darrou
Higher Education Research & Development 33 (2), 355-371, 2014
742014
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