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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 3 4 5...21 Hits 1 – 20 of 420 1 Teaching vocabulary to adolescents with language disorder: perspectives from teachers and speech and language therapists Lowe, H.; Henry, L.; Wallinger, J.. - : SAGE Publications, 2022 BASE Show details 2 Teaching vocabulary to adolescents with language disorder: Perspectives from teachers and speech and language therapists Joffe, V.; Wallinger, J.; Henry, L.. - : Sage, 2022 BASE Show details 3 Technology-mediated task-based language teaching : a qualitative research synthesis Chong, Sin Wang; Reinders, Hayo. - 2022 BASE Show details 4 Prior experience with unlabeled actions facilitates 3-year-old children's verb learning Aussems, Suzanne; Mumford, Katherine H.; Kita, Sotaro. - : American Psychological Association, 2022 BASE Show details 5 Multidimensional perspectives on gender in Dutch language education: Textbooks and teacher talk Koster, D.; Litosseliti, L.. - 2021 BASE Show details 6 Humans, higher education and technology - a corpus-assisted discourse and genealogical analysis of the idea of a university Matthews, Adam. - 2021 BASE Show details 7 Factors that affect Chinese teachers’ use of the L1 and TL at tertiary level: an investigation from sociolinguistic perspective Guo, JunLiang. - 2021 BASE Show details 8 Students' and teachers' perspectives towards the use of social media technologies as a supportive learning tool in English language classes: A case study from a university in Saudi Arabia Alqarni, Saleh Mohammed. - 2021 BASE Show details 9 Improving the current use of eLearning in two newly established Saudi universities from teaching staff and student perspectives Alharbi, Omran Ammar Omran. - 2021 BASE Show details 10 Preparing university students for the moral responsibility of early years education Solvason, Carla; Elliott, Geoffrey; Cunliffe, Harriet. - : Taylor and Francis, 2021 BASE Show details 11 Eight expert Indian teachers of English : a participatory comparative case study of teacher expertise in the Global South Anderson, Jason. - 2021 BASE Show details 12 Enhancement mentoring for teacher-research : a positive approach in a crisis Smith, Richard; Tuyan, Seden Eraldemir; Békés, Erzsébet Ágnes. - : Centre for Applied Linguistics, University of Warwick, 2021 BASE Show details 13 A brief history of ELT Journal Smith, Richard. - : Oxford University Press, 2021 BASE Show details 14 Relational challenges in an intercultural volunteer program in Jordan : views from Chinese participants Tian, Zhaohui; McConachy, Troy. - : Taylor and Francis, 2021 BASE Show details 15 Early childhood education and care (ECEC) during COVID ‐19 boosts growth in language and executive function Davies, Catherine; Hendry, Alexandra; Gibson, Shannon P.. - : John Wiley & Sons Ltd., 2021 BASE Show details 16 Seeing iconic gesture promotes first- and second-order verb generalization in preschoolers Aussems, Suzanne; Kita, Sotaro. - : Wiley-Blackwell Publishing, Inc., 2021 BASE Show details 17 Resources of Hope: A narrative inquiry into the potential of children’s literature to foster mutual care in times of crisis McAdam, Julie E.. - 2020 Abstract: This impetus for this thesis emerged from empirical observations of children’s responses to literature on the theme of migration. While the children were able to show compassion for characters in texts, they were not able to transform their hopes for human flourishing into action. By focusing on the role of the teacher, this thesis explores how to support educators working with children’s literature to recognise its potential to evoke change. The thesis has been framed using Levitas’ utopian method, which manifests itself archaeologically, ontologically and architecturally. The ontological mode establishes that any future action should be based on human flourishing and directed towards an ‘imperative of mutual care’ (Geras, 1998: 60). Archaeologically, the work of multicultural, social justice and critical pedagogues has been examined in order to architecturally create a set of lenses which facilitate utopian thinking. Such thinking enables the identification of resources of hope within children’s literature, which could be used to ignite the future hopes and desires of school communities so that they may engage in transformed ways of thinking and acting regarding persecution, conflict, violence and human rights. The methodological approach was underpinned by utopian thinking. It allowed for the creation of a transformative space, where the teachers involved in the research could explore (using drama and storytelling) their own vulnerabilities and capacities to care in order to develop a stance regarding their praxis. This aesthetic process was enabled by creating a community of inquiry which supported the teachers to prepare, execute, exhibit and reflect (Thompson, 2015) on how they would select and use children’s literature in their classrooms to generate narratives of change. The narratives emerging from the early years teachers explored the importance of names and the need to create multilingual classrooms that invite children to incorporate their funds of identity (Esteban-Guitart and Moll, 2014) into the learning process. The narratives emerging from the secondary school teachers focused on displacement and the creation of welcoming spaces for new arrival children in the city of Glasgow. Through the cyclical nature of utopian thinking these narratives can be viewed as further resources of hope, providing cultural, material and conceptual tools for pre-figuring transformative ways of being that allow school communities to challenge the impact of living in times of crisis. Keyword: L Education (General); LB Theory and practice of education URL: http://theses.gla.ac.uk/78998/ BASE Hide details 18 Investigating the washback effect of the national examination on Indonesian practices: Perceptions of teachers, students and parents of test impact Puspitasari, Maya. - 2020 BASE Show details 19 Secondary teachers' perceptions of Delivering Excellence and Equity in Scottish Education: A Delivery Plan for Scotland in an era of continuing curricular and assessment development MacFarlane, Rona Elizabeth. - 2020 BASE Show details 20 Foreign language anxiety: Libyan students speaking in English Aldarasi, Rabab Abdelkareem. - 2020 BASE Show details Page: 1 2 3 4 5...21

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