Practitioner Research for Teachers

Burton, Diana; Bartlett, Steve

doi:10.4135/9780857024527

Cited by 82 publications

(46 citation statements)

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“…The aim was to assess how successful the method is in respect of language input students get and if the employed techniques are relevant to the demands of professional markets. We chose the form of a questionnaire as it could help us "gather large amounts of data relatively quickly", "compare the responses to particular questions from individuals or between different groups of respondents", and "the data can be expressed statistically" [28].…”

Section: Resultsmentioning

confidence: 99%

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Interdisciplinary Approach to Teaching ESP: Problem-Based Assignment and Students’ Feedback

Shirokikh¹,

Ganina²,

Balandina³

et al. 2017

Eurasian J Anal Chem

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The topicality of the research lies in the fact that there is some discrepancy between the demands of the technical workforce market and the pure linguistic approach ESP teachers usually take in teaching practices. Thus, language studies sometimes lack interdisciplinary issues. The aim of the research is to observe and compare the existing interdisciplinary methods and approaches, decide which of them are the most appropriate in the context of teaching ESP and assess the application of the methods in the classroom through students' feedback and teacher's observation techniques. The paper focuses on such didactic issues as teacher's participation in students' activities, students' autonomy, professional competencies development, motivation, and adequacy of language input in problem-based assignments. Except research in methodological approaches in ESP studies, the paper also presents a sociological perspective expressed as qualitative and quantitative results. The experiment on application of problem-based assignments proves their relevance to ESP studies. As a result, students' motivation and autonomy as well as professional aspects of communication are enhanced. As for language input, thematic correspondence and vocabulary extension largely improve students' subject-specific knowledge and skills. Grammar and phonetics were found to be weak points of language studies and are to be more proficiently integrated into such tasks. In general, the method of problembased assignments described and evaluated in the article has proved its in-built interdisciplinary nature and positive impact on students' professional activities and learning strategies.

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Section: Resultsmentioning

confidence: 99%

“…A. Komenskiy [6], M. N. Berulava [9]. Scholars' interests within the interdisciplinary approach vary from language input properties [10,11,12,13,20,30] to the changing role of a teacher [3,14] and further to innovative teaching methods in stimulating active learning processes [15,16,17,18,19,22,23,24,25,26,28,31,32,33,34,35].…”

Section: Discussionmentioning

confidence: 99%

Interdisciplinary Approach to Teaching ESP: Problem-Based Assignment and Students’ Feedback

Shirokikh¹,

Ganina²,

Balandina³

et al. 2017

Eurasian J Anal Chem

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“…It is recognised as a useful method in exactly the kind of teacherresearcher, small-group study I conducted (Burton & Bartlett, 2005;Tedlock, 2003). A significant advantage of the method is that reactivity effects may be reduced, particularly if the participants are familiar with the researcher.…”

Section: Observation and Video Recordingmentioning

confidence: 99%

Winking at Facebook: Capturing Digitally Mediated Classroom Learning

Barden

2014

E-Learning and Digital Media

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This article discusses the combination of methods used in a study of the use of Facebook as an educational resource by a class of five students at a Sixth Form College in north-west England. Through a project in which teacher-researcher and student-participants co-constructed a Facebook group page about the students' scaffolded research into dyslexia, the study examined the educational affordances of a digitally-mediated social were gained which would not have been afforded by a more orthodox approach. The article presents and analyses excerpts from the data which help to illustrate these insights. The discussion identifies potential benefits of employing these methods and also acknowledges factors which hampered fully effective joint implementation in this study. As well as suggesting improvements that could make the approach worth considering for any study exploring screen-mediated classroom learning, I hope to offer researchers investigating 2 similar settings some insight into the potential, pitfalls and limitations of attempting to combine these methods.

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“…The detailed transcripts of interviews produced permitted the researcher to identify themes (Reference [11,12]). Interviews allowed the researcher to enter into curriculum developers' perspectives and as a result, the researcher was in a position to understand and portray their perceptions and understanding of curriculum design in Lesotho (Reference [13]). Interviews may be structured, unstructured or semi-structured (Reference [14]).…”

Section: Research Typementioning

confidence: 99%

Engaging Foreign Curriculum Experts in Curriculum Design: A Case Study of Primary School Curriculum Change in Lesotho

Nhlapo¹,

Maharajh²

2017

ujer

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Involvement of foreign consultants in theLesotho curriculum design has been in operation since the beginning of formal education around 1833 in the country to-date. The expectation was that, with time, Lesotho would produce enough quality curriculum specialists who would be entrusted with the task of curriculum design. However, the trained citizens continued to engage foreign consultants in curriculum design. This paper presents some of the reasons for continued engagement of foreign consultants in the Lesotho curriculum centre. The study is a case study in which a qualitative approach was used as the conceptual framework to interrogate the value of curriculum specialists mandated to design the Lesotho curriculum. Data used in this study were solicited from one-on-one interviews of curriculum specialists. The findings reveal one of the main reasons for engaging foreign consultants as lack of training for newly employed curriculum specialists while on the other hand, less qualified and inexperienced curriculum specialists are employed which led to a huge staff turnover due to unfavourable working conditions in the Lesotho curriculum development centre. This resulted in the lack of knowledge of curriculum design where curriculum specialists took too long to design a low quality curriculum.

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Practitioner Research for Teachers

Cited by 82 publications

References 0 publications

Interdisciplinary Approach to Teaching ESP: Problem-Based Assignment and Students’ Feedback

Interdisciplinary Approach to Teaching ESP: Problem-Based Assignment and Students’ Feedback

Winking at Facebook: Capturing Digitally Mediated Classroom Learning

Engaging Foreign Curriculum Experts in Curriculum Design: A Case Study of Primary School Curriculum Change in Lesotho

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