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Esl university dissertation abstract sample essay about narrative writing

Esl university dissertation abstract sample

Please note that only the Title and Abstract will be available for dissertations from the current academic year. All other content from previous years is available on an Open Access basis. Linguicide or Linguistic Suicide? This paper considers two, frequently opposing, perspectives to describe the decline and death of minority and endangered languages, namely linguicide e. In task-oriented dyadic dialogue, how do non-native speakers of English align with each other in terms of lexical choices?

Search ERA. This Collection. Login Register. View More Subject linguistics 62 language evolution 9 speech synthesis 8 english language 7 Chinese 6 English language 6 English 4 Hong Kong English 3 machine translation 3 second language acquisition Chapter 2: Literature Review This chapter situates the study in the con-text of previous research and scholarly mate - rial pertaining to the topic, presents a critical synthesis of empirical literature according to relevant themes or variables, justifies how.

How are people experiencing the convergence of technologies, industries etc,. So if you cannot decide whether your dissertation proposal is too bland or too bold, too detailed or lacking some crucial information — just read some examples! The number on a chapter title page will be centered at the bottom,. Cheap essay writing service This dissertation explores the area of bilingualism and its impact on the identity of bilingual English BE teachers.

You may also see descriptive writings. You just have to know how to play with your words and use a variety of sentences to make your chapter summary factual yet a fun read. Esl dissertation introduction ghostwriters website for school jkkia A significant work, for example esl college dissertation chapter examples thesis, dissertation, or perhaps a research proposal must be designed in a particular manner.

Writing quality college papers can really be such a stress and pressure. Electronic Resume For Nursing Management Like any outline, they act as a guide in allowing the readers to browse content easily as chapter outlines break a specific chapter down to give a brief and. Example: This new alliance will eventually yield tragic results. Now I arrived to the part where I need a dissertation, so I'll be soon done ordering from writing services.

It may, however, come near the end of the introduction. Lawrence's 'serious English novels' Faith, Selfhood and the Blues in the Lyrics of Nick Cave examples used in this sample research paper have been quoted. We can cover any topic on any subject in the blink of an eye. This handout describes what a thesis statement is, how thesis statements work in your writing, and how you can discover or refine one for your draft.

This list describes only Graduate College requirements for student theses thesis statement. Essay Examples for College Application. In conclusion, chapter summaries are vital for a faster and effective reading experience esl cheap essay writer sites uk custom dissertation editing services for mba. Johnson, has successfully defended and made the required modifications to the text of the doctoral dissertation for the Ed. Please keep a few things in mind when looking at these sample theses:.

This format is traditionally present in educational texts such as biology or history books rather than storybooks such as romance novels. The full list of Graduate College thesis requirements is available esl college dissertation chapter examples at. A chapter outline is a summary of the content found in the said chapter. However if we compare the trends of the population of the arts and sciences baccalaureate degree. A sample is provided on page

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After reading the abstract, you can make an informed judgment about whether the dissertation would be worthwhile to read. Besides selection, the other main purpose of the abstract is for indexing. Most article databases in the online catalog of the library enable you to search abstracts.

However, for an abstract to be useful in an online retrieval system, it must incorporate the key terms that a potential researcher would use to search. Without an abstract, the search engine would be forced to search titles, which, as we have seen, may not be fruitful, or else search the full text. By incorporating keywords into the abstract, the author emphasizes the central topics of the work and gives prospective readers enough information to make an informed judgment about the applicability of the work.

Most often, the author of the entire work or prospective work writes the abstract. In a work with multiple authors, the first author usually writes the abstract. There are two types of abstracts: descriptive and informative. They have different aims, so as a consequence they have different components and styles.

There is also a third type called critical, but it is rarely used. If you want to find out more about writing a critique or a review of a work, see the UNC Writing Center handout on writing a literature review. If you are unsure which type of abstract you should write, ask your instructor if the abstract is for a class or read other abstracts in your field or in the journal where you are submitting your article.

A descriptive abstract indicates the type of information found in the work. It makes no judgments about the work, nor does it provide results or conclusions of the research. It does incorporate key words found in the text and may include the purpose, methods, and scope of the research. Essentially, the descriptive abstract describes the work being abstracted. Some people consider it an outline of the work, rather than a summary.

Descriptive abstracts are usually very short— words or less. The majority of abstracts are informative. While they still do not critique or evaluate a work, they do more than describe it. A good informative abstract acts as a surrogate for the work itself. An informative abstract includes the information that can be found in a descriptive abstract purpose, methods, scope but also includes the results and conclusions of the research and the recommendations of the author. In the case of a longer work, it may be much less.

Here are examples of a descriptive and an informative abstract of this handout on abstracts. Descriptive abstract:. Your best bet in this case is to ask your instructor or refer to the instructions provided by the publisher. You can also make a guess based on the length allowed; i. The format of your abstract will depend on the work being abstracted. An abstract of a scientific research paper will contain elements not found in an abstract of a literature article, and vice versa.

However, all abstracts share several mandatory components, and there are also some optional parts that you can decide to include or not. When preparing to draft your abstract, keep the following key process elements in mind:. When abstracting your own work, it may be difficult to condense a piece of writing that you have agonized over for weeks or months, or even years into a word statement. There are some tricks that you could use to make it easier, however.

This technique is commonly used when you are having trouble organizing your own writing. The process involves writing down the main idea of each paragraph on a separate piece of paper— see our short video. For the purposes of writing an abstract, try grouping the main ideas of each section of the paper into a single sentence.

Practice grouping ideas using webbing or color coding. For a scientific paper, you may have sections titled Purpose, Methods, Results, and Discussion. Each one of these sections will be longer than one paragraph, but each is grouped around a central idea. Use reverse outlining to discover the central idea in each section and then distill these ideas into one statement. To create a first draft of an abstract of your own work, you can read through the entire paper and cut and paste sentences that capture key passages.

This technique is useful for social science research with findings that cannot be encapsulated by neat numbers or concrete results. A well-written humanities draft will have a clear and direct thesis statement and informative topic sentences for paragraphs or sections. Isolate these sentences in a separate document and work on revising them into a unified paragraph. When abstracting something you have not written, you cannot summarize key ideas just by cutting and pasting.

Instead, you must determine what a prospective reader would want to know about the work. There are a few techniques that will help you in this process:. Search through the entire document for key terms that identify the purpose, scope, and methods of the work. Pay close attention to the Introduction or Purpose and the Conclusion or Discussion.

These sections should contain all the main ideas and key terms in the paper. When writing the abstract, be sure to incorporate the key terms. Instead of cutting and pasting the actual words, try highlighting sentences or phrases that appear to be central to the work. Then, in a separate document, rewrite the sentences and phrases in your own words.

After reading the entire work, put it aside and write a paragraph about the work without referring to it. In the first draft, you may not remember all the key terms or the results, but you will remember what the main point of the work was. Remember not to include any information you did not get from the work being abstracted. When revising, delete all extraneous words and incorporate meaningful and powerful words.

The idea is to be as clear and complete as possible in the shortest possible amount of space. The Word Count feature of Microsoft Word can help you keep track of how long your abstract is and help you hit your target length. This dissertation examines the impacts of social movements through a multi-layered study of the Mississippi Civil Rights Movement from its peak in the early s through the early s.

By examining this historically important case, I clarify the process by which movements transform social structures and the constraints movements face when they try to do so. The time period studied includes the expansion of voting rights and gains in black political power, the desegregation of public schools and the emergence of white-flight academies, and the rise and fall of federal anti-poverty programs. I use two major research strategies: 1 a quantitative analysis of county-level data and 2 three case studies.

Data have been collected from archives, interviews, newspapers, and published reports. John MacBeath Jane Webb-Williams Self-efficacy beliefs and social comparison processes in the context of transfer from primary to secondary school. Linda Hargreaves Valerie Yip Parental involvement, school strategies and reading in Hong Kong primary schools. John Gray Qais Almeqdad Self-explanation in children with learning difficulties.

David Whitebread Robin Bevan From black boxes to glass boxes: the application of computerised concept mapping in schools. Dave Pedder Maria Eracleous The pathway of the heart:a study of the education of the emotions in pre-school settings in Cyprus. John Gray Maria Gaiyabu Ekereri in the lives of teachers, parents and pupils: a path to school effectiveness and improvement in Nauru.

John MacBeath Jiro Hasumi A critical examination of the aims of political education as a constituent part of citizenship education: with particular reference to the contemporary policies of England and Japan. Peter Mitchell Boris Jokic Science and religion in Croatian elementary education: pupils' attitudes and perspectives. Linda Hargreaves Laura Khein A phenomenological approach to understanding students' psychological adjustment and integration into the social and academic systems of higher education.

Colleen McLaughlin Zsolt Lavicza A comparative analysis of academic mathematicians' conceptions and professional use of computer algebra systems in university mathematics. Madeleine Arnot Rachael Levy Becoming a reader in a digital age: children's perceptions as they start school. Phil Gardner Deborah Pino-Pasternak Parents and children working together: an analysis of parent-child interactions during study-related activities and their impact on children's Self-Regulated Learning. David Whitebread Angeliki Triantafyllaki Instrumental music teachers' identity and practice in a Greek University music department and a conservatoire workplace.

Pam Burnard Carlos Alves Learning science through work experience: a Ciencia viva science internships programme for senior secondary students. Phil Gardner Brian Barrett A city of good neighbours: students' acces to and activation of social capital in Buffalo public schools. Rob Moore Yvonne Birch The sustainability of schools with a history of failure: viability, performance trends and social capital.

John Gray Anne Bowker The role of organisational structures in high-performing schools developing as learning communities. John MacBeath Amy Brereton Opportunities for participation: sign language use with hearing children in an early years classroom. Lani Florian Andrew Brown Implementing performance management in primary schools. Robin Alexander Cristina Devecchi Teachers and teaching assistants working together: colleaboration, support and inclusion in a secondary school. Martyn Rouse Yael Golan Kinder-egg children: identities and experiences of transracially adopted children.

Diane Reay Janet Halpin Students' perspectives on the ecumenical dimension of training for Christian ministry: a case study. Peter Mitchell Stephen Jull Exploring the utility of student behaviour self-monitoring in mainstream schools: reconsidering antisocial behaviour within the inclusion project.

Madeleine Arnot Chae Young Kim Investigating educational policy responses to children's work: views and approaches in the Cambodian education sector. Martyn Rouse Caroline Lanskey Student autonomy in schools: contemporary and earlier thinking and practice. Jean Rudduck Hsing Chiung Lin The education of emotions: the development and study of a curriculum for educating children's emotions in a primary school in Taiwan.

Colleen McLaughlin Chara Makriyianni History, museums and national identity in a divided country: children's experience of museum education in Cyprus. Peter Cunningham Bethan Morgan Consulting pupils about classroom teaching and learning: policy, practice and response in one school. Donald McIntyre Kate Noble Picture thinking: the development of visual literacy in young children.

Madeleine Arnot Chris Tooley An ethics of self-determination. Deborah Youdell Sylvia Wolfe Teaching and learning through dialogue in primary classrooms in England. Linda Hargreaves Ming Zhang An exploratory study of the association between school absenteeism and parental prosecution in England.

Colleen McLaughlin Anies Al-Hroub Identifying and programming mathematically gifted chldren with learning difficullties. David Whitebread Daniel Faas Negotiating political identities: white and Turkish students' responses to national, European and multicultural agendas in Germany and England. David Whitebread Miyako Matsumoto The informal education in democracy of Japanese women through broadcasting during the Occupation Phil Gardner Sanjana Mehta Moral development in middle childhood: a comparison of interventions in the Indian context.

David Frost Louise Bamfield The role of schools in combating political disengagement: the justifiability of delberative citizenship as a strategy for promoting political virtue. Terry McLaughlin Stacey Blackman Students with dyslexia speak: what secondary school students say about teaching and learning in Barbados.

Martyn Rouse Jane Coughlan A sociological analysis of constructions of Chinese studies: two countries' perspectives. Edith Esch Mei Seung Lam Transition from home to kindergarten: case studies of young children's strategic actions. Bowers Harriet Marshall The sociology of global education: power, pedagogy and practice. Madeleine Arnot Karl Maton Karl Maton The field of higher education: a sociology of reproduction, transformation, change and the conditions of emergence for cultural studies.

Siraj-Blatchford Eng Tek Ong The character of 'smart science teaching' in Malaysian schools and its effects on student attitudes, process skills and achievement. Kenneth Ruthven Mark Payne Researching foreign language planning within the context of the multilingual school and community: a critical analysis of data from two urban secondary schools in England. Michael Evans Alison Phipps Women in science, engineering and technology: researching the arena of activity.

Madeleine Arnot Philip Raymont An analysis of the significance of halls of residence in the British university during the late nineteenth and early twentieth centuries. Phil Gardner Maha Shuayb A study of pedagogical care in fourteen secondary schools in Lebanon.

Colleen McLaughlin Simoni Symeonidou Understanding and theorising disability politics: a case study of the Cypriot disability movement. Lesley Dee Kenneth Tangie A study of teachers' feedback practice and its relation to student learning in the context of three secondary schools in English-speaking Cameroon.

Edith Esch Leila Walker Practitioner thinking about the successful use of resource-media on the lower secondary science classroom. Kenneth Ruthven Connect with us Twitter Facebook Youtube Instagram. Study at Cambridge Undergraduate Graduate International students Continuing education Executive and professional education Courses in education.

About research at Cambridge. Poetry for young people and cultural imbalances: a postcolonial approach to the current situation in Spain and France. Teacher collaboration for professional learning: a case study of three schools in Kazakhstan. Making sense of making sense: a microgenetic multiple case study of five students' developing conceptual compounds related to physics. Keith Taber. Teacher practices in primary schools with high value-added scores and engaging lessons in disadvantaged communities in Rural Mexico.

Finding meaning in mathematics through its philosophy: an empirical study with year-old Greek students. The influence of a teaching school alliance on classroom staff's professional development. Secondary education in BBC broadcast drawing out networks of conversation and visions of reform. A socio-cultural study exploring Greek and English year-old children's responses to wordless picturebooks.

Academic life under occupation: the impact on educationalists at Gaza's universities. Student teachers' voices: A historical exploration of teacher education in Shanghai, China Examiner feedback and learning: what are the characteristics of effective remote feedback in a hierarchic, professional context? How do ethnic minority students represent geographical knowledge? Indigenous children in urban schools in Jalisco, Mexico: an ethnographic study on schooling experiences.

The education of economists: social norms and the academy in the Canadian context. Family language policy and practice as parental mediation of habitus, capital ad field: an ethnographic case-study of migrant families in England. Profiling emotion regulation: exploring patterns of regulation in classroom behaviour.

An investigation of the relationships between thinking style, participation in classroom dialogue and learning outcomes - a study based in Mainland China. The culturally adaptive functionality of self-regulation: explorations of children's behavioural strategies and motivational attitudes. Ros McLellan and David Whitebread. Temporal patterns of co-occurrence between children's self-regulatory behaviour and their private and social speech.

A study of the relationship between professional development strategies and teacher professional identities. Memory, gender and early childhood education: reinterpreting Reggio Emilia schools' origin stories. Adolescent experiences of severe learning difficulties: a case study using psychotherapeutic counselling as a means to explore the potential impact of having an intellectual impairment.

Do financial education interventions for women from poor households impact their financial behaviours? Experimental evidence from India. The diverse diversities of creative learning at home: three case studies of ethnic minority immigrant children. Pamela Burnard and Mandy Swann.

Assessment for learning in Malay language classrooms: from zahir to batin. Enabling Year 2 pupils to pursue self-directed empirical social research for school improvement: a case study in two settings. Orbiting Two Worlds: a study of the psychosocial experiences of black and minority ethnic BME students, including those from indigenous Australian backgrounds, involved in educational programmes aimed at developing 'giftedness'.

The relationships of parental self-efficacy, perceived parenting behaviours, adolescents' self-efficacy beliefs and developmental outcomes: an empirical investigation in a Chinese context. Reproducing peace? Emerging market undergraduates in the United States: a mixed methods inquiry into student and host university motivations. Teaching human rights in Mexico: A case study of educators' professional knowledge and practices.

Early signs of self-regulation: mother-infant interaction and the development of effortful and inhibitory control. Towards a better understanding of 'mathematics anxiety': A narrative inquiry. Critical thinking and literature review writing in different cultural contexts: comparing the perspectives of Chinese postgraduate students in three settings. Using self-regulated learning strategies to enhance educational outcomes for students with learning difficulties in Hong Kong and Macau: an investigation based on participatory action research.

A critical exploration of Annie Fellows Johnston's Little Colonel series: tell me the tales I delighted to hear long ago. A progressive case for liberal subject-based education based on a case study of the English Literature syllabus. Reconceptualising crossover picturebook: a cognitive approach to crossover picturebooks and readers' engagement with them.

Emergent education in the homogenised world. The significance of integrating indigenous skills, places, asthetic practices, culture and community towards future education in India. Cathy Burke and Richard Hickman. Using mobile technology empowers learners? Exploring students' mobile learning experiences, perceptions and motivational needs and developing learning capacity through mobile learning.

Reading metafiction: Exploring children's literary competence when reading hybrid novels in the primary classroom. An exploration of the relationship between academic achievement and psychotic experiences. Learning space and student learning in higher education: an exploration through a comparative case study in China. Cathy Burke and Jan Vermunt. Self-repair in EFL learners' speech in two contrasting institutional school settings in China: a sociocultural and activity theory informed analysis of classroom and task-related speech.

Relationships between parental scaffolding, children's needs satisfaction, and self-regulated learning in Chinese preschool children. Teaching with technology: a multiple-case study of secondary teachers' practices of GeoGebra use in mathematics teaching.

Creative writers in the making: developing identities in the context of mentoring and tutoring relationships. Cross-linguistic transfer of foreign language writing strategies: developing first and foreign language writing through metacognitive strategy use. NGOs construction s of disability and education and its impact on the lives of people with disabilities in Pakistan. Writing motivation in the context of peer collaboration in second language process writing.

Unheard voices: parentally bereaved Danish students' experiences and perceptions of the support received following the return to school. Exploring the challenges and possibilities of using learner-centred pedagogy to teach literacy in one secondary school in Uganda: a case study. From private speech to inner speech: effects of a self-directed speech intervention on high functioning children with autism. Exploring the black box: Assessment for learning and the development of autonomy in Key Stage 2.

Preschool children's social pretend play: its developmental trajectory and the role of adult involvement. Enabling mathematical minds: how social class, ethnicity, and gender influence mathematics learning in New Zealand secondary schools. Teachers with a capital, 'T': exploring the professionalism of experienced teachers in Kyrgystan.

Pam Burnard and Ros McLellan. The role of digital social networking in the process of cultural transition: Case studies of East Asian young people studying in England. Who am I? A multiple case study of the identity constructions of mainland Chinese students at one Hong Kong university.

Other learning experiences OLE in the new senior secondary curriculum: a survey study investigating the impact of OLE on students' approaches to learning in Hong Kong schools. The cultural authenticity effect: the rhetoric of an authentic cultural representation in English children's fiction portraying East Asian cultures.

Student dis -engagement in post-war Lebanon: Barriers and pathways in school learning. Mediation of teachers' learning through talk within a professional learning community: a case study in Cyprus. Understanding reading choice: An investigation of multilingual Malaysian undergraduates' print-based and computer-mediated reading experiences. Introduction of standardised assessment in Croatia: the matura and its effects on teachers and schools. Morag Morrison-Helme and Pam Burnard.

Algebra-related topics: A multiple case study in Cypriot primary school classrooms. Nurses' constructions of learning in work: Exploring the process and potential of work-based learning within an NHS 'Community of Practice'. Interactions between language learning and identity: a case study of heritage learners and non-heritage learners of Chinese studying abroad in China. Difficulties in number experienced by children aged 7 to 11 in public care in England. The making of the citizenship curriculum in Taiwan: on the evolving concepts of 'good citizenship' and 'national identity' after World War II.

Ian Frowe and Philip Gardner. Skills mismatches among university graduates in post-soviet Tajikstan: challenges for higher education and the labour market. Through the lens of Levinas:an ethnographically-informed case study of pupils' practices of facing in music making. Introducing technology in Cypriot primary music education: Examining change in teacher thinking and practice.

A problem-based learning approach to developing fifth grade students' fraction sense in Taiwan: Challenges and effects. Culture as a capacity to change: an ethnographic study on the impact of culture on teacher's ICT adoption in a university faculty in China.

A qualitative study of participatory critical pedagogy interventions for women's capability development: The case of widows in Uganda. The effect of incorporating a contrastive teaching approach on the learning of English in Brunei. The impact of poverty on the lives and education of young carers in India. Between times: Growing into future's history in young adult dystopian literature. Ethnic expectations: The politics of panic and praise in the schooling of Afro-Carribbean youth in London and New York.

Adopting the orphan's God: Christianity and spirituality in nineteenth-and twentieth-century girls' books. Education for international understanding: British secondary schools, educational travel and cultural exchange, Musical play and self-regulation: An exploration of 6- and 8-year old children's self-regulatory behaviours during musical play sessions at Cypriot primary schools.

Malfeasance, absence, silence: exploring English-in-education policy in Bangladesh from a critical policy sociology perspective. The effectiveness of teaching methods incorporating formulaic sequences for foreign language oral fluency development. School-based writing in bidialectal settings and the challenges facing immigrant pupils.

Dutch progenitors of higher education at Harvard: Puritan origins of North America's first university. Pam Hirsch and Philip Gardner. Facilitating approaches for understanding Musique Concrete classroom composing in secondary schools in Ireland: towards a pedagogy. Leadership in Romanian secondary schools: perspectives from educational effectiveness.

Implementation infidelity or aligned adaptation? Young children's development of a sense of learning agency through their transition between kindergarten and first grade in Chile. Pamela Burnard and Ros McLellan. Teachers' conceptions and practices of classroom assessment: case studies of SIngaporean primary and secondary school teachers. Pamela Burnard and Sue Swaffield.

Children's identities as users of languages: a case study of nine key stage 2 pupils with a range of home language profiles. The cultural politics of middle-class parental choices and practices to secure school e quality in advanced neo-liberal times. Exits, voices and social inequality: a mixed methods study of school choice and parental participation in Pakistan. Touching the intangible: high-school students' encounters with, explorations of, and discoveries about the symmetry group of the square.

Love and longing in Mumbai slums: an exploration of the understanding and experience of sexuality among unmarried young women. Outside looking in: case studies of study abroad's effects on female African American university students' self-concept.

Relationships between emotion regulation and inhibitory control. Developmental differences using neural and behavioural markers. Facets, common frameworks and central variable of advanced-level students' understanding of D. From authoritative adult to mighty child: adult-power dynamics in politically transformative children's literature. The expression and regulation of emotion by young children in classrooms: a developmental perspective on appraisal theory.

Genetics education, science-talk and dialogic pedagogy: developing to year olds' school science concept of genetics and inheritance, in the context of human health and disease. A non-positional teacher leadership approach to school improvement: an action research study in Turkey. Private education in China: a multiple-case study of social stratification and social change.

Improving teaching and learning of critical thinking across the curriculum: an empirical study using qualitative methods. Motivation for, barriers against and theory-based prediction of Chinese students' decisions of studying abroad. Construction of language attitudes in multilingual China: linguistic ethnographies of two primary schools in Guangzhou. White working-class boys' negotiations of school experience and engagement.

An exploratory mixed-method study of Thai teachers' beliefs concerning mathematical knowledge, its learning and teaching. The effects of isolated and integrated form-focused instruction in the English-as-a-foreign-language primary classroom: a quasi-experimental study. Entrainment in 5-year-old children: temporal accuracy at four isochronous rates and its impact on phonological awareness and reading development. Constructing identities in culturally diverse classrooms: a cross-national study of the experience of immigrant background children in French and English primary schools.

Higher education and the transformation of cultural capital: rural students in an elite Chinese university. New Feminism in China: a qualitative study of fourteen middle-class Chinese Women in a key State-run university in Shanghai. Mixed-methods study of higher education access in Georgia: does location matter? A life history study of Taiwanese female teachers' identities from a post-structural feminist perspective. Beautiful little moments: a principally ethnographic study of eight East Anglian artists' pedagogies.

A step away from where you used to be: the development of teacher educators' professional knowledge in an Irish university. An exploration of how a drama-based pedagogy can promote understanding of chemical concepts in year old science students. Lessons for learning: how teachers learn in the contexts of lesson study.

Investigation of effectiveness of approaches to teaching reading comprehension. What are the issues which emerge from the siting of Global Education GE within a cross-curriculum dimension? Group work and the learning of critical thinking in liberal studies in Hong Kong secondary schools. The reconstruction of childhood: a community study of child labour and schooling in Kenya. Learning to talk and talking to learn: how can spontaneous teacher-learner interaction in the secondary foreign languages classroom provide greater opportunities for L2 learning?

Secondary music students' compositional development with computer-mediated environments in classroom communities. The construction of 'learning cultures': an ethnographically-informed case study of a UK conservatoire. The impact of a Malaysian government sponsored ICT training programme on secondary school English language teachers' perceptions towards ICT and classroom practice. Metacognitive skills and executive functions: an examination of relationships and development in young children.

A case-study of the Chilean policy agenda for disadvantaged primary schools: meeting their challenges? Educational policy-making in post-communist Ukraine: policies, rationalities, subjectivities, power: a Foucauldian perspective. Emancipation, education and the working class: genealogies of resistance in socialist Sunday schools and black Saturday schools. Phil Gardner and Diane Reay. Autonomy, foreign language learning and technology: a study of the use of a virtual learning environment by a class of advanced level adult EFL learners in Mexico.

Explicit versus tacit knowledge in early science education: the case of primary school children's understanding of object speed and acceleration. Reflection, change and reconstruction in the context of educational reform and innovation in China: towards an integrated framework centred on reflective teaching practice for EFL teachers' professional development.

Mature women undergraduates and South Korean society: the dynamic interface of agency and structure in the historical process. Educational trajectories of rural students in an elite university: English learning experience and beyond. Educating daughters, educating sons: mothers and schooling in rural Kenya. Exploring primary teachers' beliefs and practices with technology in Cyprus. Teacher cognition in the context of content-based instruction in English as a second language: a case study of Science and English for Science and Technology EST teachers in Malaysia.

Beyond the doors of learning: user fees, school finance and education demand in the new South Africa. Madeleine Arnot and Colleen McLaughlin. The development of L2 motivation of Japanese learners of English as a foreign language. Improving secondary students' revision of physics concepts through computer-mediated peer discussion and prescriptive tutoring. Headteachers' views of external support, challenge and critical friendship.

Qualitative studies of teachers' professional knowledge and practices in Bethlehem District - the West Bank. An exploration into how teachers use student consultation strategies to inform the development of their classroom assessment practices. Problem solving in primary mathematics: a comparative analysis of prospective teachers' beliefs in Cyprus and England. Complex, dynamic and co-adaptive systems: a study of language teachers' beliefs about EFL teaching and learning in the context of secondary schools in China.

The role of learner involvement in the assessment process: a multiple-case study investigating the impact of two approaches to student assessment on adult students' learning of oral English. A sociocultural perspective on the teacher identities of Hong Kong primary English teachers: the fractal selves. An exploration of the relationship between children's global emotion understanding and the quality of friendship.

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By analyzing concrete narrative strategies used by writers such as Frances Burney, Georgiana Cavendish, Hannah Cowley, and Thomas Holcroft, I demonstrate that late eighteenth-century fiction both articulates and elides the awareness of randomness and uncertainty in its depiction of plot, character, and narrative.

George Micajah Phillips , Eliot, and others sought to better understand how identity was recognized, particularly visually. By exploring how painting, photography, colonial exhibitions, and cinema sought to manage visual representations of identity, these modernists found that recognition began by acknowledging the familiar but also went further to acknowledge what was strange and new as well. Aparajita Sengupta , Indian cinema is a subject about which conceptions are still muddy, even within prominent academic circles.

The majority of the recent critical work on the subject endeavors to correct misconceptions, analyze cinematic norms and lay down the theoretical foundations for Indian cinema. This dissertation conducts a study of the cinema from India with a view to examine the extent to which such cinema represents an anti-colonial vision. The political resistance of Indian films to colonial and neo-colonial norms, and their capacity to formulate a national identity is the primary focus of the current study.

Kenneth Carr Hawley , For Boethius, confused and conflicting views on fame, fortune, happiness, good and evil, fate, free will, necessity, foreknowledge, and providence are only capable of clarity and resolution to the degree that one attains to knowledge of the divine mind and especially to knowledge like that of the divine mind, which alone possesses a perfectly eternal perspective.

Thus, as it draws upon such fundamentally Boethian passages on the eternal Prime Mover, this study demonstrates how the translators have negotiated linguistic, literary, cultural, religious, and political expectations and forces as they have presented their own particular versions of the Boethian vision of eternity. Even though the text has been understood, accepted, and appropriated in such divergent ways over the centuries, the Boethian vision of eternity has held his Consolations arguments together and undergirded all of its most pivotal positions, without disturbing or compromising the philosophical, secular, academic, or religious approaches to the work, as readers from across the ideological, theological, doctrinal, and political spectra have appreciated and endorsed the nature and the implications of divine eternity.

It is the consolation of eternity that has been cast so consistently and so faithfully into Old, Middle, and Early Modern English, regardless of form and irrespective of situation or background. For whether in prose and verse, all-prose, or all-verse, and whether by a Catholic, a Protestant, a king, a queen, an author, or a scholar, each translation has presented the texts central narrative: as Boethius the character is educated by the figure of Lady Philosophy, his eyes are turned away from the earth and into the heavens, moving him and his mind from confusion to clarity, from forgetfulness to remembrance, from reason to intelligence, and thus from time to eternity.

Douglas Larue Reside , The form remains, however, virtually unstudied by literary scholars. In part, this may be a result of the difficulty of accessing the texts. Reading a musical from a traditional codex is no easy matter. The integration of text and music in a musical make it inappropriate to separate the two.

One can try to follow along with a cast recording. In most cases, though, this is awkward. Many cast albums record a significantly modified version of the score and lyrics and few include the entire work. Further, musical theatre texts often exist in many different versions. This work begins with a summary of the problems one encounters when editing a multi-authored text musicals often have a lyricist, librettist, and composer which may be revised for practical rather than aesthetic reasons.

The merits of restoring the material changed during the production process are debated. In this discussion some attempt is made to identify who should be considered the dominating collaborator or auteur of a musical. Ultimately, this dissertation argues that the notion of trying to restore an "authorial Ur-Text" makes little sense given the multitude of collaborators involved in the process of making musicals. Instead, an electronic variorum edition is presented as an alternative means of studying and teaching musical theatre texts.

The study concludes with a narrative of the authors own work on an electronic edition of the Broadway musical Parade and ends with a critical introduction to this text. Skip to main content. People Map. Share this page:. Amy K. If you have questions about any aspect of the English Department, course registration, enrollment, and general information, please contact the Chair, Jonathan Allison, at jonathan.

This login is SSL protected. With the emphasis on instructor values, we provide a model for creating effective communities of practice through rating scale development. Student needs analysis for an EAP support program at a large Midwestern public university. This presentation focuses on the use of an early-semester student survey for needs analysis in an integrated-skills EAP course offered by a brand-new language bridge program.

Survey responses suggest that specific language tasks were perceived as most difficult. Curricular and co-curricular components targeting at these areas will then be presented. Climer, T. Sustainability and English learning: A future of sustainable learning.

Although many ESL textbooks have readings about environmental issues, the concept of sustainability and its three pillars environmental, economic, and social are not taught in many ESL classrooms. This is unfortunate because sustainability is a very important concept to our world.

Sustainability not only deals with how to maintain resources and services for future generations, but it is also about improving and bettering the world. For example, sustainability includes the principal of equality and inclusiveness.

The main outcomes of this presentation are for attendees to be able to understand why and how they can use the concept of sustainability in their own ESL classrooms. The objectives of the presentation are to show how teachers can use the frameworks of conceptual learning and critical thinking to teach a topic related to sustainability in a way that leads to students being able to make meaningful applications to their own learning and life.

To this end, the presenter will share several lessons and activities that teachers can use in their own classrooms. To make this argument, the presenter will model and illustrate how he integrates sustainability into his ESL teaching and material design by using frameworks of conceptual learning and critical thinking. These frameworks emphasize the processes that students go through in discovering that learning goes well beyond memorizing facts and statistics, to making connections and transferring knowledge to understanding key concepts and values about a topic in diverse fields or disciplines.

Crouch, D. Longitudinal development of second language fluency in writing and speaking. Little is known about how complexity and fluency develop together within individual L2 learners. This study analyzed the longitudinal development of oral fluency and global written syntactic complexity in the test responses of 60 first year L1-Chinese first year undergraduate students over two semesters. The author collected responses to a post-entry computer-administered language proficiency test required of all first year international students with TOEFL scores at or below at a large university in the US.

The students took the test at the beginning of the first semester and again at the end of the second semester of a required two course ESL sequence. For both the written and the spoken task, each student responded in support or opposition to a statement of opinion. Results showed that the test-takers increased their oral fluency significantly but not their global written syntactic complexity. The findings provide evidence that oral fluency and written syntactic complexity develop at different rates in college level L1 Chinese L2 learners.

Pre-post change in L2 oral fluency: The lexico-syntax of large fluency gainers. The theory underlying L2 oral fluency has focused on cognitive processes, particularly proceduralization Anderson, ; Levelt, , and linguistic constructs, especially vocabulary and grammar Segalowitz, Towell et al. However, no research has studied the longitudinal development of L2 oral fluency concurrently with any of the following lexical variables: lexical frequency profile, formulaic language use, and MTLD a measure of lexical diversity.

The purpose of the present study is to clarify the process by which L2 oral fluency, syntax, and vocabulary develop concurrently. Data analysis involved three sequential phases: oral fluency analysis, lexico-syntactic analysis, and discourse analysis. Oral fluency measures were calculated using the transcribed oral test responses of L1-Chinese EAP learners at the beginning and end of a required two-course EAP language and culture sequence at Purdue University.

The task completed was a computer-administered, two-minute argumentative speaking task. This study included eight oral fluency measures: speech rate, mean length of speech run, articulation rate, phonation time ratio, mean length of silent pause, mean length of filled pause, silent pause frequency, and filled pause frequency. For the ten participants who made the largest percentage-wise oral fluency gains in terms of the oral fluency variable associated with the largest effect size of gains , oral transcripts were analyzed to compute descriptive statistics for the three lexical variables mentioned above and three syntactic variables: coordinate clause ratio, dependent clause ratio, and words per T-unit.

Results indicated significant change in all oral fluency measures, except mean length of silent pause and mean length of filled pause. The largest gains were made in mean length of speech run. Of the linguistic variables, the largest longitudinal change was associated with coordinate clause ratio. Discourse analysis of the transcripts of large fluency gainers' pre-post responses suggested that large fluency gainers used coordinate clauses to build more sophisticated discourse models in the post-test response than they did in the pre-test response.

Farner, N. Video blogs for the ESL student: A pragmatic language learning approach to develop fluency in classroom discourse. College students must be able to join classroom discourse. This can be difficult for many international students. The Video Blog learning approach provides structured fluency practice to help students develop reading fluency in a way that gets them more engaged in classroom discourse. One of the main goals of this activity is to give students a way to practice their fluent reading comprehension.

The skills for fluent reading comprehension include background knowledge, vocabulary knowledge, listening comprehension, pronunciation, and word recognition. Video Blogs enable students to practice using all of these skills. Gao, J. Concept mapping for guiding rater training in an ESL elicited imitation assessment. Implementation of a 5-point holistic rating scale from 0 to 4, with rater training, has rendered high rater agreement above.

Raters, however, seem to operate with different priorities when making decisions at the lower end of the scale. Two trained raters rated 56 examinee responses. Based on transcriptions and detailed error analyses, a Performance Decision Tree PDT was developed with the purpose of fine-tuning the decision-making process at the lower levels of the scale and helping raters align better with each other and with the rating scale.

This PDT guides raters to make grammaticality judgements of each item response and then identify semantic deviations at the word level. Preliminary results show that 59 of the sentences Semantic deviations appear in 98 sentences This study has contributed to our ongoing rater training, with the construction of this PDT to help raters navigate through the lower end of the rating scale.

Bras, H. Benefits of journaling in L2 Composition. This presentation discusses the potential benefits of incorporating reflective journals to promote critical thinking and writing skills in college ESL settings. How these journals might be assessed to measure progress in English language development will also be explored. Levy, M. English course paper. Language placement tests are a common method to assess students upon arrival at American universities. ACE-In, a test developed at Purdue for incoming international undergraduate students, was administered in this study.

Scores for C-items of this test Module I were analyzed for their reliability in measuring language performance in a population of 22 Colombian students at Purdue. Variation in item difficulty and item discrimination was also analyzed. A second instrument, a questionnaire regarding educational background information, including specific English language instruction details, was also applied to the test population. Item difficulty index for the ACE-In ranged from 0.

Analysis of the item discrimination index showed a range between Both instruments appeared to be promising in detecting variability in proficiency levels across a diverse population of Colombian participants. The degree of correlation between self-assessed language abilities and the scores was also positive but weak.

On average, participants perceived that their language instruction prepared them adequately for reading and for listening, marginally for writing and poorly for speaking. Although more research is needed, this study provided a good foundation for refining the instruments used to characterize Colombian students interested in pursuing either advanced degrees or research visits at Purdue.

This research also served as a supporting element in the design of an intervention ESP course for this target audience. Li, X. An evaluation of elicited imitation task: An item analysis using Classical Test Theory. Elicited imitation EI has been widely used to assess second language L2 proficiency.

In an EI task, examinees are provided with a series of sentence stimuli and are expected to repeat the sentences as accurately as possible Larsen-Freeman, EI task design has been frequently investigated because the appropriate design of the task is essential to the validity of the instrument Erlam, One hundred undergraduate students who speak English as a Second Language took a pre-test at the beginning of the semester and a post-test at the end of the semester.

The item analysis results indicate that all four forms have shown similar item difficulty levels. Although a few items in each form have close item difficulty, the overall item difficulty and the spread of item difficulty are suitable for the current assessment purpose.

When comparing pre-test and post-test exams, the item difficulty of most items has decreased. As for item discrimination, a few items that have low discrimination index may need modification or deletion, but the majority of the items have discrimination index above 0. Item discrimination index has mostly remained stable in pre-test and post-test. This study offers insights into the features of well-designed EI items and suggestions of future modification of the current EI task.

In addition, the comparison between pre-test and post-test item analysis provides information regarding items that are suitable for different stages of assessment. Providing reliability evidence for EI using G Theory. Elicited imitation EI is a widely used approach to assess second language L2 proficiency. In an EI task, examinees are provided with a series of sentence stimuli with target language structures embedded, and examinees are asked to repeat the sentences as accurately as possible Larsen-Freeman, In the late s, EI received a series of critiques regarding its validity e.

The major criticism is that examinees may complete EI tasks using mere rote repetition instead of L2 knowledge. The aim of the present study is to provide reliability evidence for EI via using Generalizability Theory GT and offer suggestions for the future improvement of the test administration.

The test scores of one hundred fifty-nine freshmen were analyzed in this study. The result from the Generalizability study G study shows that examinee effect is accounted for As the majority of the variance is contributed by the examinee effect, the study result suggests that the current EI test is a reliable measure of L2 proficiency.

Meanwhile, more rater training sessions is also desirable as the rater effect Although there are four forms of the current EI task, the form effect as well as the form-by-rater interaction effect are very small. A Decision study D study with 3 raters and 2 forms is also performed to explore further options of test administration.

The generalizability coefficient of the given D study is 0. PhD dissertation in progress. Elicited imitation EI was originally designed for first language L1 development research, but since the s, it also has been widely used in the SLA field. In the late s, EI underwent a series of critiques regarding its reliability and validity. The major criticism is the possibility of mere rote repetition in the EI tasks. In recent years, a resurgent interest in EI has been witnessed along with an increasing number of empirical studies validating and refining the EI tasks.

By examining the item difficulty, item discrimination and score reliability, this study explores how the EI tasks function as a measure of general proficiency. This study analyzed test samples of the Assessment of College English-International ACE-In , which is a locally developed language test for post-entry international undergraduate students.

Li, Y. The researcher has conducted statistical analysis for three GS quizzes which were taken by over participants. From analyzing the data set, the researcher have uncovered two noticeable findings regarding differences in coefficient of reliability amongst different forms and parts of a form when they have the same testing construct. In addition, the researcher will also explain the part that the statistic results of this project fails to shed light on. Pimenova, N.

Increasing your vocabulary size short course for international students. This short 6-week noncredit course was developed to help international students to improve their academic English vocabulary knowledge. Though this course was open for all international students enrolled in a large university in the Midwest, graduate students were our target population.

Since English language learners who took this class had different levels of English language proficiency, teaching them one list of academic words was not reasonable. In this course students set personal goals for vocabulary development and created action plans to achieve their goals. By the end of the session, students were able to increase their vocabulary size by repeating and recycling new vocabulary; organizing new vocabulary in a meaningful way; making vocabulary learning personal; using strategic vocabulary in class; independently studying vocabulary in and out of class; keeping vocabulary notebooks; and using online dictionaries McCarten, J.

At the end of the course students taught new words they learned to their peers. In this work-in- progress presentation I will share what I learned as an instructor of Increasing Your Vocabulary Size course after piloting it in Fall Rucynski Jr. Prichard Eds. Lexington Books. This chapter describes two studies which involved L2 learners reading American jokes and those from other cultures.

In order to make research-based recommendations for humor competency training and research, this chapter reviews the relevant scholarship related to joke comprehension to contextualize data collected by the author. The first study analyzes how Chinese and Saudi students comprehended and appreciated different cultural jokes that they read in English.

The second study examines how English language learners from Peru, Colombia, and Saudi Arabia perceived and understood various cultural jokes. In both studies, participants rated jokes for funniness and ease of comprehension. Before sharing the results of the original studies, I will explain some theories of humor. I will also examine how culture and L2 proficiency affect humor comprehension and appreciation.

Challenged by finding a more engaging tool to give ESL university students a chance to practice their reading, listening and speaking skills, the instructors chose Flipgrid as a video platform. For each video blog, students select a section from the assigned reading they find interesting, meaningful, or surprising.

Next, they record themselves reading a passage and explain the reason they chose it. The attendees will learn how to use this free, easy to use app and how to provide formative feedback to their students using custom assessment rubrics and video feedback. Rodriguez-Fuentes, R. While the number of graduate students from different parts of the world in the United States is decreasing, the trend in Latin American populations is the opposite.

Nonetheless, the current lack of information regarding the reasons behind this tendency, in terms of English language proficiency and cultural aspects, affects all parts involved: graduate students do not know what type of opportunities they can make use of; American universities do not have enough information to provide Latin American students with a sheltering environment; and Latin American governments are unable to make policies that encourage the application and facilitate admission to graduate school in American universities.

The aim of this study is to establish a starting point for understanding the linguistic and cultural complexities of the Latin American population in graduate school in the United States. To do so, surveys and interviews were carried out to explore academic experiences, cultural influences and socioeconomic patterns that influenced the admission of Latin American students to graduate school.

Mixed methods were used to describe the patterns of the survey responses quantitatively while leaving room for confirmatory quantitative analysis using the information of the interviews. The participants of this study were graduate students from Purdue University, one of the American universities with the highest number of Latin American graduate students.

The results of this study underscore the importance of effective English language instruction during college years for reaching the graduate school admission scores, especially in cases when English language training during school was not possible or had little impact on the functional proficiency of the learner. Also, there is a large body evidence indicating that undergraduate research internships could be one of the opportunities with the highest potential to recruit graduate Latin American students, regardless of their socioeconomic background.

Shin, J. Accuracy and oral fluency are important aspects of oral proficiency. Investigating objective features and scores of accuracy and fluency may provide diagnostic information on L2 proficiency and language development Skehan, Elicited imitation EI , an oral sentence repetition task, is a reliable and efficient test to measure accuracy and fluency Van Moere, , but less is known about using EI to diagnose fluency.

Through the use of Python-based and R-programmed tools, acoustic fluency features and grammatical errors will be extracted and estimated; the relationships among objective features and corresponding holistic scores will be examined, in addition to changes in fluency and accuracy features in EI performance over 7 months of instruction in a sequence of two American language and culture courses, not covering EI, though. The findings from the cross-sectional and longitudinal observations will also shed insight on the roles of accuracy and fluency and dynamic trade-offs between fluency and accuracy in second language acquisition and development.

Fluencing: A reliable and simple tool to measure temporal measures of oral fluency. This finding has positive implications for the use of measured variables in assessing oral English proficiency. However, the main obstacle to the use of TMOF in language assessment is the difficulty of computing such measures accurately, reliably, and efficiently. Solving these problems would provide language testers with more objective evidence of test-takers' language proficiency, thus improving the validity of interpretations that can be made from test results.

To that end, the purpose of this demonstration is to introduce the use of a software application, Fluencing , as one solution. Fluencing is a software that automatically calculates TMOF based on audio-visual aided user annotation. Other speech analysis systems designed for acoustic analysis, for example Praat , can be used to compute TMOF, but they require more tedious and complicated calculation by hand.

When using Praat , users have to count the number of syllables in each speech run, input the syllable count into the Praat syllable tier, and then manually calculate the TMOF. This process is time-consuming and prone to human error. Fluencing , a Python-based system developed by the Purdue Oral English Proficiency Program Park, , simplifies the process in a user-friendly way.

It calculates speech rate, mean syllables per run, pause ratio, and expected pause ratio with the help of some basic user input or annotation. The automatic calculation of TMOF requires relatively simple user preprocessing.

First, the user segments speech samples into pauses and speech runs and then annotates the speech runs using a built-in speech annotation function. The system then counts syllables using a customizable syllable dictionary to which the user adds all new words as they are encountered in speech samples. Our presentation will demonstrate this process of Fluencing using a response from an elicited imitation, also known as Listen and Repeat task. The responses were collected from a post-entry English language proficiency exam for college ESL speakers.

The presentation includes a step-by-step demonstration of the graphical user interface and the annotation tools.

HOW TO PROPERLY WRITE BOOK TITLES IN AN ESSAY

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Exploring the black box: Assessment for learning and the development of autonomy in Key Stage 2. Preschool children's social pretend play: its developmental trajectory and the role of adult involvement. Enabling mathematical minds: how social class, ethnicity, and gender influence mathematics learning in New Zealand secondary schools.

Teachers with a capital, 'T': exploring the professionalism of experienced teachers in Kyrgystan. Pam Burnard and Ros McLellan. The role of digital social networking in the process of cultural transition: Case studies of East Asian young people studying in England. Who am I? A multiple case study of the identity constructions of mainland Chinese students at one Hong Kong university. Other learning experiences OLE in the new senior secondary curriculum: a survey study investigating the impact of OLE on students' approaches to learning in Hong Kong schools.

The cultural authenticity effect: the rhetoric of an authentic cultural representation in English children's fiction portraying East Asian cultures. Student dis -engagement in post-war Lebanon: Barriers and pathways in school learning. Mediation of teachers' learning through talk within a professional learning community: a case study in Cyprus.

Understanding reading choice: An investigation of multilingual Malaysian undergraduates' print-based and computer-mediated reading experiences. Introduction of standardised assessment in Croatia: the matura and its effects on teachers and schools. Morag Morrison-Helme and Pam Burnard.

Algebra-related topics: A multiple case study in Cypriot primary school classrooms. Nurses' constructions of learning in work: Exploring the process and potential of work-based learning within an NHS 'Community of Practice'. Interactions between language learning and identity: a case study of heritage learners and non-heritage learners of Chinese studying abroad in China.

Difficulties in number experienced by children aged 7 to 11 in public care in England. The making of the citizenship curriculum in Taiwan: on the evolving concepts of 'good citizenship' and 'national identity' after World War II. Ian Frowe and Philip Gardner. Skills mismatches among university graduates in post-soviet Tajikstan: challenges for higher education and the labour market. Through the lens of Levinas:an ethnographically-informed case study of pupils' practices of facing in music making.

Introducing technology in Cypriot primary music education: Examining change in teacher thinking and practice. A problem-based learning approach to developing fifth grade students' fraction sense in Taiwan: Challenges and effects. Culture as a capacity to change: an ethnographic study on the impact of culture on teacher's ICT adoption in a university faculty in China.

A qualitative study of participatory critical pedagogy interventions for women's capability development: The case of widows in Uganda. The effect of incorporating a contrastive teaching approach on the learning of English in Brunei. The impact of poverty on the lives and education of young carers in India.

Between times: Growing into future's history in young adult dystopian literature. Ethnic expectations: The politics of panic and praise in the schooling of Afro-Carribbean youth in London and New York. Adopting the orphan's God: Christianity and spirituality in nineteenth-and twentieth-century girls' books. Education for international understanding: British secondary schools, educational travel and cultural exchange, Musical play and self-regulation: An exploration of 6- and 8-year old children's self-regulatory behaviours during musical play sessions at Cypriot primary schools.

Malfeasance, absence, silence: exploring English-in-education policy in Bangladesh from a critical policy sociology perspective. The effectiveness of teaching methods incorporating formulaic sequences for foreign language oral fluency development. School-based writing in bidialectal settings and the challenges facing immigrant pupils.

Dutch progenitors of higher education at Harvard: Puritan origins of North America's first university. Pam Hirsch and Philip Gardner. Facilitating approaches for understanding Musique Concrete classroom composing in secondary schools in Ireland: towards a pedagogy. Leadership in Romanian secondary schools: perspectives from educational effectiveness. Implementation infidelity or aligned adaptation? Young children's development of a sense of learning agency through their transition between kindergarten and first grade in Chile.

Pamela Burnard and Ros McLellan. Teachers' conceptions and practices of classroom assessment: case studies of SIngaporean primary and secondary school teachers. Pamela Burnard and Sue Swaffield. Children's identities as users of languages: a case study of nine key stage 2 pupils with a range of home language profiles.

The cultural politics of middle-class parental choices and practices to secure school e quality in advanced neo-liberal times. Exits, voices and social inequality: a mixed methods study of school choice and parental participation in Pakistan. Touching the intangible: high-school students' encounters with, explorations of, and discoveries about the symmetry group of the square. Love and longing in Mumbai slums: an exploration of the understanding and experience of sexuality among unmarried young women.

Outside looking in: case studies of study abroad's effects on female African American university students' self-concept. Relationships between emotion regulation and inhibitory control. Developmental differences using neural and behavioural markers. Facets, common frameworks and central variable of advanced-level students' understanding of D. From authoritative adult to mighty child: adult-power dynamics in politically transformative children's literature.

The expression and regulation of emotion by young children in classrooms: a developmental perspective on appraisal theory. Genetics education, science-talk and dialogic pedagogy: developing to year olds' school science concept of genetics and inheritance, in the context of human health and disease.

A non-positional teacher leadership approach to school improvement: an action research study in Turkey. Private education in China: a multiple-case study of social stratification and social change. Improving teaching and learning of critical thinking across the curriculum: an empirical study using qualitative methods.

Motivation for, barriers against and theory-based prediction of Chinese students' decisions of studying abroad. Construction of language attitudes in multilingual China: linguistic ethnographies of two primary schools in Guangzhou. White working-class boys' negotiations of school experience and engagement. An exploratory mixed-method study of Thai teachers' beliefs concerning mathematical knowledge, its learning and teaching.

The effects of isolated and integrated form-focused instruction in the English-as-a-foreign-language primary classroom: a quasi-experimental study. Entrainment in 5-year-old children: temporal accuracy at four isochronous rates and its impact on phonological awareness and reading development.

Constructing identities in culturally diverse classrooms: a cross-national study of the experience of immigrant background children in French and English primary schools. Higher education and the transformation of cultural capital: rural students in an elite Chinese university.

New Feminism in China: a qualitative study of fourteen middle-class Chinese Women in a key State-run university in Shanghai. Mixed-methods study of higher education access in Georgia: does location matter? A life history study of Taiwanese female teachers' identities from a post-structural feminist perspective. Beautiful little moments: a principally ethnographic study of eight East Anglian artists' pedagogies. A step away from where you used to be: the development of teacher educators' professional knowledge in an Irish university.

An exploration of how a drama-based pedagogy can promote understanding of chemical concepts in year old science students. Lessons for learning: how teachers learn in the contexts of lesson study. Investigation of effectiveness of approaches to teaching reading comprehension. What are the issues which emerge from the siting of Global Education GE within a cross-curriculum dimension?

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