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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 12 of 12 1 Getting it right : guidelines for online assessment Terrell, J.; Snell, D.; Haines, Karen. - : Ako Aotearoa National Centre for Tertiary Teaching Excellence, 2017 BASE Show details 2 Managing tensions in academic writing for foundation learners Crossan, Sue; Jacka, Susie. - : The New Zealand Journal of Teachers' work is supported by AUT University, Auckland, New Zealand., 2017 BASE Show details 3 Getting it right : guidelines for online assessment Terrell, J.; Snell, D.; Haines, Karen. - : Ako Aotearoa National Centre for Tertiary Teaching Excellence, 2017 BASE Show details 4 Managing tensions in academic writing for foundation learners Crossan, Sue; Jacka, Susie. - : The New Zealand Journal of Teachers' work is supported by AUT University, Auckland, New Zealand., 2017 BASE Show details 5 To what extent is critical thinking affected by language demands in a level seven technical degree course? Marsden, Nicholas; Singh, Niranjan; Clarke, David. - : Australian Vocational Education and Training Research Association (AVETRA), 2016 Abstract: Critical thinking can be said to be among the louder ‘buzz phrases’ in education in the 21st century. Both critical thinking and communication are key employability skills. Whilst there is a body of research on critical thinking, and its role in pedagogy, there seems to be a dearth of research linking second language ability and critical thinking. This area probably needs further examination given that it relates to subject specific discourse. Moreover the debate about domain-specific and generalist critical thinking skills is arguably impacted by language in ways that could disadvantage non-native English speakers in their assessed work. This research, carried out with Automotive students in New Zealand, suggests the language support currently given on a Bachelor level course in Automotive may not be adequate, and might need to be made available in different ways because perceptions of language ability may impact on success. The findings from this project suggest that automotive students might in fact prefer more language support. This information would be useful for course designers and facilitators at institutions elsewhere, particularly where courses might attract large numbers of non-native speakers either as international or domestic students. In either case, their perceived needs and expectations on the level of language support required to succeed are a focal point of this project. Keyword: 130213 Vocational Education and Training Curriculum and Pedagogy; automotive education; Bachelor of Applied Technology (BAT); critical thinking; graduate employability; language support; New Zealand; non-native speakers of English; TVET students; vocational education URL: https://hdl.handle.net/10652/3680 BASE Hide details 6 To what extent is critical thinking affected by language demands in a level seven technical degree course? Marsden, Nicholas; Singh, Niranjan; Clarke, David. - : Australian Vocational Education and Training Research Association (AVETRA), 2016. : Unitec Institute of Technology, 2016 BASE Show details 7 Autonomous language learning study guides : Useful tools in the self-access language learning environment. Dofs, Kerstin; Hobbs, Moira. - : International Association of Teachers of English as a Foreign Language (IATEFL), 2014 BASE Show details 8 Autonomous language learning study guides : Useful tools in the self-access language learning environment. Dofs, Kerstin; Hobbs, Moira. - : International Association of Teachers of English as a Foreign Language (IATEFL), 2014. : Christchurch Polytechnic Institute of Technology (CPIT), 2014. : Unitec Institute of Technology, 2014 BASE Show details 9 Development and Use of Moodle for Online Student Support Hobbs, Moira; Hynson, Yvonne. - : Kanda University of International Studies, 2013 BASE Show details 10 Development and Use of Moodle for Online Student Support Hobbs, Moira; Hynson, Yvonne. - : Kanda University of International Studies, 2013. : Unitec Institute of Technology, 2013 BASE Show details 11 Development and use of Moodle for online student support Hobbs, Moira; Hynson, Yvonne. - 2013 BASE Show details 12 Development and use of Moodle for online student support Hobbs, Moira; Hynson, Yvonne. - : Unitec Institute of Technology, 2013 BASE Show details

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