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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 6...9 Hits 21 – 40 of 173 21 Fostering learner autonomy in an EFL Malagasy context Vola Ambinintsoa Razafindratsimba, Dominique. - : Victoria University of Wellington, 2020 BASE Show details 22 Dialectic dialogues: a discourse analysis of everyday talk between adolescent guitarists learning music with a peer outside school Odegard, Harold. - 2019 BASE Show details 23 Flipped classrooms Danaher, Michael J In: Danaher, MJ, (2019). Flipped classrooms. Peters, MA, Heraud, R (Eds.), Encyclopedia of educational innovation (Living ed.), p. 1-4 Singapore: Springer http://dx.doi.org/10.1007/978-981-13-2262-4_130-1 (2019) BASE Show details 24 Beziehungen in pädagogischen Arbeitsfeldern und ihren Transitionen über die Lebensalter Fasching, Helga Hrsg.; Ableidinger, Lena Mitarb.. - : Verlag Julius Klinkhardt, 2019. : Bad Heilbrunn, 2019. : pedocs-Dokumentenserver/DIPF, 2019 In: Bad Heilbrunn : Verlag Julius Klinkhardt 2019, 333 S. (2019) BASE Show details 25 Multilingual mock conferences: a valuable tool in the training of conference interpreters ... Conde, José M.; Chouc, Fanny. - : EUT Edizioni Università di Trieste, 2019 BASE Show details 26 Potencialidades das comunicações das crianças para a construção das aprendizagens em jardim de infância Pereira, Sara Filipa Sousa Veneno. - : Instituto Politécnico de Lisboa, Escola Superior de Educação de Lisboa, 2019 BASE Show details 27 Insights into Using IT-Based Peer Feedback to Practice the Students Providing Feedback Skill Rietsche, Roman; Söllner, Matthias. - 2019 BASE Show details 28 Brokering practices among international EAL students at a New Zealand university Lee, Sherrie. - : The University of Waikato, 2019 BASE Show details 29 Rethinking formative assessment through peer observation and reflection: A case study of Pakistani ESL lecturers’ cognition and practices Sarfraz, Shazre. - : The University of Waikato, 2019 Abstract: Peer observation can be applied to assess teachers’ performance. Despite an ever-growing corpus of literature on peer observation of teaching in education, very little research has been undertaken in tertiary level contexts where English is a second language (ESL), and no such study has been undertaken in a Pakistani context. Peer observation is commonly used to assess teachers in Pakistan. It is regarded as the first step towards quality assurance to provide evidence for reappointment or promotion decisions. Such summative peer observation done for evaluative purposes is generally seen by observed teachers as a threat to their professional autonomy, because it is often considered as a fault-finding tool. However, formative peer observation has the potential to play a pivotal role in teachers’ professional learning and growth. It can be an effective means of assessing teachers by identifying both areas of weakness and strength, thereby promoting teacher development. This qualitative case study was conducted from August 2016 to April 2017 in the context of a renowned private university in Pakistan. It followed an interpretive approach, wherein each individual was believed to have a unique perception and interpretation of the praxis of assessment by means of peer observation of teachers. The study focused on the cognition and practices of a group of six Pakistani ESL lecturers, the observer of their classes, and a member of the Quality Assurance Committee in the context. Data were collected from the lecturer participants through a combination of questionnaires, initial focus group discussions, auditing of post-observation meetings, stimulating the recall of participants of these sessions, individual interviews, and written narrative frames. All data were subjected to a process of grounded analysis. The application of this inductive and multi-method approach to the six lecturers, alongside the interviews with the management personnel, and the collection of pertinent documents have provided a detailed picture of peer observation. This was achieved by first identifying the institutional perspective, and then by presenting the practitioners’ cognitive development, discussed in light of Kolb’s (1984, 2015) Experiential Learning Theory. In brief, findings revealed substantial diversity in views across the sources obtained within the institution. This study also provided a systematic structure for reflective practice to the lecturers and their repeated engagement in the research project facilitated their learning and enhanced their cognition, collectively and generally, and then individually and more specifically. This process enabled them to articulate their beliefs, which led to build on their understandings about peer observation more positively at the university context. Therefore, the idea and significance of reflective practice in peer observation to ensure that professional learning takes place are endorsed in the findings of this research. This research potentially contributes to the current corpus of literature theoretically, methodologically, and contextually. The findings of this study also offer practical implications for researchers, institutional leaders, and practitioners of peer observation. Keyword: language lecturers; peer observation; professional learning; teacher assessment; teacher cognition URL: https://hdl.handle.net/10289/12364 BASE Hide details 30 Multilingual mock conferences: a valuable tool in the training of conference interpreters Conde, José M.; Chouc, Fanny. - : EUT Edizioni Università di Trieste, 2019 BASE Show details 31 "Irritating but helpful" : using a social media tool for peer and user writing feedback in a Spanish language course Parrish, Claire Meadows. - 2019 BASE Show details 32 Write, review, revise: Peer review as a model to get students writing earlier Pinheiro, Marcel In: The Western Conference on Science Education (2019) BASE Show details 33 Maladaptive Coping Habits Amongst Student Leaders in Peer Support Roles: Reframing Exposure to Vicarious Trauma Caccamo, Richard In: The Organizational Improvement Plan at Western University (2019) BASE Show details 34 From scribe to YouTuber: A proposal to teach the History of the English Language in the digital era Rodríguez-Abruñeiras, Paula; Romero-Barranco, Jesús. - : Editorial Universitat Politècnica de València, 2019 BASE Show details 35 The Wall of Silence: Disrupting Kairotic Spaces Jaye, Victoria In: Writing Center Analysis Papers (2019) BASE Show details 36 Use of Real Patients and Patient-Simulation-Based Methodologies for Teaching Gastroenterology to Pre-Clinical Medical Students Joshua DeSipio; John Gaughan; Susan Perlis... In: Healthcare ; Volume 6 ; Issue 2 (2018) BASE Show details 37 Ideologies of Language, Authority, and Disability in College Writing Peer Review Keating, Benjamin. - 2018 BASE Show details 38 Optimization through standardization: Investigating the efficacy of online peer review training for university ESL students Latham, Erika M.. - 2018 BASE Show details 39 Credit Risk Evaluation in Peer-to-peer Lending With Linguistic Data Transformation and Supervised Learning Mezei, Jozsef; Byanjankar, Ajay; Heikkilä, Markku. - 2018 BASE Show details 40 The flipped classroom with tutor support: an experience in a level one statistics unit Khan, Ramzan N; Watson, Rashmi In: Journal of University Teaching & Learning Practice (2018) BASE Show details Page: 1 2 3 4 5 6...9

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