Differences in tutor evaluation by male and female students indicate necessity of adopting different strategies by tutors in a different sociocultural background. The results of the study have direct implications for faculty development.

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This book reignites discussion on the importance of collaboration and innovation in language education. The pivotal difference highlighted in this volume is the concept of team learning through collaborative relationships such as team teaching. It explores ways in which team learning happens in ELT environments and what emerges from these explorations is a more robust concept of team learning in language education. Coupled with this deeper understanding, the value of participant research is emphasised by defining the notion of 'team' to include all participants in the educational experience. Authors in this volume position practice ahead of theory as they struggle to make sense of the complex phenomena of language teaching and learning. The focus of this book is on the nexus between ELT theory and practice as viewed through the lens of collaboration. The volume aims to add to the current knowledge base in order to bridge the theory-practice gap regarding collaboration for innovation in language classrooms.

The proliferation of "teacher-proof" scripts for lessons reveals a deep distrust of teachers' intuition and blatant ignorance of the essential humanistic elements underlying education. This model of standardization positions teachers as mere delivery agents of centrally planned curricula based on a hollow promise of effectiveness. We agree that "a good language teacher knows and does but most essentially is" (Arnold & Brown, 1999, p. 4). It follows that a second language teacher who is able to maximize her professional potential in the classroom is, foremost, a learner.This philosophical foundation supports our refinement of the concept of team learning, first proposed by Tajino and Tajino (2000). Our updated model of team learning clarifies the concept by extending discussions of approaches like reflective pedagogy, learner autonomy, and learnercentered teaching. Team learning opens opportunities for practitioners to expand their role from being exclusively that of a teacher to realizing their learner potential in their own classrooms. The concept of team learning invites teachers to see themselves as team members in learning events. When team learning is achieved, optimal conditions for learning occur that can result in the experience of flow. These conditions, considered as emergent properties, are discussed in this theoretical article.

A simple set of keystrokes that can substitute for interacting with menus using the mouse. Typically, the accelerator uses a mnemonic, suchasthefirst letter ofthemenu selection, toinvoke theaction. AssociativeLinks Inahypertext orhypermcdia system, theconcept and implementation ofhuman-machine interface features that provide direct access between related information through direct manipulation. vfi Collaborative Human. A system design thatintegrates human and machine capabilities Machine System to exploit the strengths and accommodate limitations of each component, with a goal of attaining better performance than either human or machine can attain alone. Concept Analysis Concepts and their relationships can be extracted from discourse elements and categories for manipulation at a higher level of analysis (inference or reasoning) or for complex queries. Concept Category Recognized words or phrases that are mapped to categories for further processing as symbols or as a higher order "key word." Concepts align into a hierarchy framework. Concept Prototype A stage in system development concerned with developing a sufficiently deep understanding of the problem, through information gathering and prototyping, to define the scope of the problem and demonstrate concepts. Data Fusion Integration of information across various sources. Direct Manipulation A human-machine interaction method that treats information displayed on the screen as objects that may be acted upon using a pointing device (such as a mouse). This design approach contrasts with more complex command-language interfaces that require keyboard entry with properly-formatted commands to invoke actions. Discourse Analysis Passages can reference previous or predicted events, provide background information, or describe new lines of thought. These discourse elements describe a higher abstraction of information that can be used to focus the filtering process, or to support higher order semantics. Document Retrieval Refers to a single seeking process for a specific query. Although the source database may change, for f'flteringit is considerably more stable than the incoming stream. Filtering A method to separate relevant data from large volumes of incoming unstrucum:d or semi-structured data based on a specific profile. The implied process is an ongoing one applied to a stream of data. Data that do not fit the profile are discarded. Hypertext Non-svquential writing with free user movement (Nelson, 1987). Software that attempts to transcend the fixed sequential presentation of information (exemplified by the printed page) by providing a visual display of information with which the user may interact to reveal related information. viii Hypertext Browsing The ability for the user of a hypertext system to follow any of numerous possible paths through a hypertext document by interacting with objects (text, buttons, icons) that are linked to other parts of the documenL Information Treatment Used within the Department of Safeguards at the IAEA to describe data processing and ...