Results 81 to 90 of about 1,480 (288)

The impact of trauma‐informed teacher education

British Educational Research Journal, EarlyView.
Abstract In this study, two cohorts of university students in an employment‐based teacher education course undertook trauma‐informed education training embedded within their coursework to enhance their preparedness to work with diverse learners and their self‐efficacy for trauma‐informed teaching. With increased calls for teacher preparation programmes
Michael Witter, Tom Brunzell, Tanjin Ashraf   +2 more
wiley   +1 more source

How far behind in number are socioeconomically disadvantaged pupils when they start school in England?

British Educational Research Journal, EarlyView.
Abstract This paper examines the gap in number skills between socioeconomically disadvantaged and non‐disadvantaged children in the first year of compulsory schooling in England. Past research mostly relies on statutory assessment data collected towards the end of the first year of school and does not show the attainment gap associated with ...
Martin Culliney, Joanne Robson
wiley   +1 more source

Classroom structures, cultrally-derived values and students' motivational orientations: a comparative study of two types of primary schools in Hong Kong [PDF]

, 2001
At a time when policy-makers in Hong Kong are pushing for educational reforms, there seems to be an increasing interest for both the Government and parents to use success stories of our western counterparts as a point of reference in guiding reforms. The
Lui-Lau, Icy, Lui-Lau, I.
core  

Hong Kong's non‐local undergraduate recruitment: Policies, institutional practices and student perspectives

British Educational Research Journal, EarlyView.
Abstract Beneath the Hong Kong government's enthusiasm for recruiting non‐local undergraduates—including students from the Chinese Mainland and other international regions—lies a longstanding gap in understanding the core meanings and drivers shaping the territory's expanding focus on inward international student mobility (ISM).
Fang Gao, Wei Yan Xiong, Hei‐hang Hayes Tang, Xiao Han   +3 more
wiley   +1 more source

Responding beyond the informative content: Pupils conforming their answers to question expectations in whole-class interaction

Ricerche di Pedagogia e Didattica
The article explores a type of pupils’ answers to teachers’ questions in whole-class instruction activities in three primary schools in one Northern Italian region. Our aim is to document the pupils’ competence in overcoming situations when, owing to the
Piera Margutti, Daniele Urlotti, Elisa Rossi   +2 more
doaj   +1 more source

The development of grammatical morphemes in the speech of young second language learners within a conversational context [PDF]

, 1990
This is a longitudinal study of the development of grammatical morphemes in the speech of young children using English as a second language in a classroom context.
Barrett-Pugh, Caroline H, Barratt-Pugh, C.H   +1 more
core  

Classroom Discourse / Co-adaptation processes in plenary teacher-student talk and the development of L2 interactional competence

, 2020
This paper shows how a language teacher and her students observably recalibrate their interactional behaviour over time. With respect to the students, this recalibration can be interpreted as increased L2 interactional competence.
Konzett-Firth, Carmen
core   +1 more source

Developing tools for learning oriented assessment of interactional competence: Bridging theory and practice [PDF]

, 2019
In this paper we report on a project in which we developed tools to support the classroom assessment of learners’ interactional competence (IC) and provided learning oriented feedback in the context of preparation for a high-stakes face-to-face speaking ...
Lam, Daniel, May, Lyn, Nakatsuhara, Fumiyo, Galaczi, Evelina D., Galaczi, Evelina   +4 more
core   +1 more source

Reconceptualising ‘agency in mobility’: Agency for becoming and other forms of agency in study abroad

British Educational Research Journal, EarlyView.
Abstract Study‐abroad programs are increasingly adopted and supported by institutions and governments as a strategic tool for deepening internationalisation and public diplomacy through people‐to‐people, institution‐to‐institution and country‐to‐country connections.
Ly Thi Tran, Thinh Huynh
wiley   +1 more source

Developing whole-class interactive teaching: meeting the training needs of Syrian EFL secondary school teachers [PDF]

, 2013
This study explores teacher instructional practices within EFL secondary school class-rooms in Syria. In 2004, the Syrian Ministry of Education introduced a new national curriculum, English for Starters, which recommends a shift in EFL teachers’ instruc ...
Rajab, Taha
core