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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 Page: 1 2 Hits 1 – 20 of 30 1 Discursive positioning in theory and practice: a case for narrative mediation Winslade, John. - : The University of Waikato, 2020 BASE Show details 2 Brokering practices among international EAL students at a New Zealand university Lee, Sherrie. - : The University of Waikato, 2019 BASE Show details 3 Exploring the beliefs and practices of first year teachers of literacy in New Zealand primary schools Carss, Wendy Diane. - : The University of Waikato, 2019 BASE Show details 4 The writing of assignments in a pre-service primary education programme: Student and staff perspectives Gera, Christina Mary. - : The University of Waikato, 2017 BASE Show details 5 Developing EFL students' communicative skills through content-based instruction: A case study of EFL teaching in an undergraduate degree program at a tertiary institution in Indonesia Eryansyah, Eryansyah. - : University of Waikato, 2017 BASE Show details 6 Afterword to "Writer Identity and the Teaching and Learning of Writing" Cremin, Teresa; Locke, Terry. - : Routledge, 2016 BASE Show details 7 Introduction to "Writer Identity and the Teaching and Learning of Writing" Cremin, Teresa; Locke, Terry. - : Routledge, 2016 Abstract: In the light of increasing international interest in teachers’ and students’ literate identities and practices, this book addresses the under-researched area of teachers’ and students’ writer identities and in so doing seeks to advance the field. The volume is premised upon two key assertions, namely that writer identity matters and needs recognition and development in educational contexts, and that young people’s writer identities are influenced by the ways in which their teachers identify as writers. It brings together new empirical studies and scholarly reviews on writer identity and the teaching and learning of writing from researchers working in Australia, Canada, Denmark, New Zealand, the UK and the USA. The volume explores what it means to identify as a writer, the issues which surround the concept of ‘being a writer’, and the consequences which arise when teachers and students do or do not identify as writers. Several contributors also conceive of and examine writing as a significant form of identity work. It is only relatively recently that an identity lens has been employed by school-focused writing researchers such that teachers’ and students’ writer identity enactments have been studied in classrooms or professional learning contexts (e.g. McKinney and Giorgis, 2009; Locke et al, 2011; Cremin and Baker, 2010; 2014; Ryan, 2014). Teachers in many countries are expected to model writing and demonstrate their proficiency as writers, even though modelling certain techniques and strategies is a far cry from modelling being a writer in the classroom. Enacting the dual roles of teacher and writer is potentially problematic in school if, as research indicates, practitioners lack self-assurance and positive writing identities (e.g. Luce Kapler et al., 2001; Gannon and Davies, 2007; Cremin and Oliver, 2016). It is equally problematic if teachers are unsure about what it might mean to model a writer identity. Such issues are compounded by the fact that historically in the high-school context many teachers report being drawn to teach English by a love of reading not writing, and whilst many associate reading with pleasure and satisfaction, few view writing in the same way (Peel, 2000; Gannon and Davies, 2007). In their Australian study, Gannon and Davies (2007) found that a love of literature or an inspirational English teacher prompted most of the respondents to teach the subject, not an interest in writing. Canadian research in the elementary phase also reveals that reading, not writing, forms the backbone of teachers’ literacy experiences and that this impacts upon their classroom practice where reading is profiled over composition (Yeo, 2007). In addition there has been a growing call for teachers of all disciplinary areas to view themselves as teachers of writing (Shanahan and Shanahan, 2008, Grimberg and Hand, 2009). However, there is widespread recognition that such teachers are reluctant to assume the mantle of either teacher of writing or disciplinary writer (Carney and Indrisano, 2013; Locke and Johnston, 2016). Alongside this it is argued that performativity discourses have distorted professional understanding of the nature and purpose of composition (Cremin & Myhill, 2012; Locke, 2013). A recent systematic review of research into teachers as writers (from 1990-2015) underscores these difficulties. It suggests there are multiple difficulties and tensions including practitioners’ low self-assurance as writers, adverse writing histories, and limited conceptions of writing and being a writer, such that there is a genuine challenge in composing and enacting the positions of teacher and writer in the classroom (Cremin and Oliver, 2016). URL: http://oro.open.ac.uk/47059/3/Foreword%20-%20Cremin%20%26%20Locke.pdf https://www.taylorfrancis.com/books/e/9781317363927 http://oro.open.ac.uk/47059/ http://oro.open.ac.uk/47059/1/Foreword.%20Writer%20identity%20and%20the%20teaching%20and%20learning%20of%20writing%20docx.docx BASE Hide details 8 Writer Identity and the Teaching and Learning of Writing Cremin, Teresa; Locke, Terry. - : Routledge, 2016 BASE Show details 9 Vietnamese teachers’ self-efficacy in teaching English as a foreign language Phan, Nga Thi Tuyet; Locke, Terry. - : Emerald, 2016 BASE Show details 10 "In this class automatic my words come out": Implementing process drama in two Malaysian English language-learning contexts Abdul Samat, Norhanim. - : University of Waikato, 2016 BASE Show details 11 Can I teach these students? A case study of Vietnamese teachers’ self-efficacy in relation to teaching English as a foreign language Phan, Nga Thi Tuyet. - : University of Waikato, 2015 BASE Show details 12 Preparing pupils for peer or group response Foster, Rebecca. - : University of Waikato, 2014 BASE Show details 13 Supporting student growth in syntactical fluency as writers: A paired learning approach Barrett, Sally Jane. - : University of Waikato, 2013 BASE Show details 14 Editorial: The professional content knowledge of the English/literacy teacher: Addressing the implications of diversity Locke, Terry. - : Waikato Faculty of Education, 2012 BASE Show details 15 Critical literacy as an approach to literary study in the multicultural, high-school classroom Locke, Terry; Cleary, Alison. - : Faculty of Education, University of Waikato, 2011 BASE Show details 16 Editorial: Culturally responsive research and pedagogy Kostogriz, Alex; Doecke, Brenton; Locke, Terry. - : Waikato Faculty of Education, 2011 BASE Show details 17 Beyond the grammar wars : a resource for teachers and students on developing language knowledge in the English/literacy classroom Locke, Terry (Hrsg.). - New York [u.a.] : Routledge, 2010 BLLDB UB Frankfurt Linguistik Show details 18 Implementing critical literacy in a Tongan bilingual classroom Vea, Peseti Tupou'ila. - : University of Waikato, 2010 BASE Show details 19 Beyond shrek: fairy tale magic in the multicultural classroom Sturgess, Janet; Locke, Terry. - : Routledge, 2009 BASE Show details 20 Constructing English in New Zealand: A report on a decade of reform Locke, Terry. - : Springer Netherlands, 2007 BASE Show details Page: 1 2

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