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Dissertations / Theses on the topic 'ESP teacher'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Zhai, Shengjie. "From EGP to ESP: University EFL Teachers’ Professional Identities in China." Thesis, The University of Sydney, 2022. https://hdl.handle.net/2123/29892.

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Research on English as a Foreign Language (EFL) teachers’ identities in the curriculum shifting period from English for General Purposes (EGP) to English for Specific Purposes (ESP) has just begun to draw attention from scholars in China (e.g., Ai et al., 2019; Jiang, 2022; Jiang et al., 2020; Qi et al., 2021; Tao & Gao, 2018) and other similar contexts (e.g., Mahendra, 2020; Mohamed et al., 2016; Rebenko, 2020), but there was a scarcity in terms of empirical research. To help fill the gap, this study sought to examine a cohort of EFL teachers based in a Chinese university in the transitional

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Hoa, Nguyen Thi, and n/a. "The role of the ESP teacher." University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20060725.104331.

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The demand for English for Specific Purposes (ESP) in Vietnam is very great. In Hanoi alone, there are more than 20 universities and colleges in which English Foreign Language (EFL) is taught in the curriculum. Much has been done to improve the task of teaching and learning ESP. Not much work has been done, however, about ESP teachers, their roles, responsibilities and position in the process of learning and teaching. It is inevitable that the teacher plays a decisive part in English learning and teaching. It is therefore the purpose of this study is to explore and investigate the roles and fu

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3

Sadkovska, V. A. "Lesson planing in ESP." Thesis, NTU "KhPI", 2017. http://repository.kpi.kharkov.ua/handle/KhPI-Press/38039.

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4

Daoud, Sada Ahmad. "EFL/ESP teacher development and classroom innovation through teacher-initiated action research." Thesis, University of Warwick, 1999. http://wrap.warwick.ac.uk/34761/.

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This study is an investigation of the potential of teacher-initiated action research for EFL/ESP teacher development and classroom innovation. The Collaborative Academic Writing Research Project (CAWRP), on which it is based, was carried out at the ESP Centre, Damascus University, in 1996-1997. It was in two phases, Baseline and Main. The researcher, a teacher in the context, assumed a participatory and facilitating role. The pedagogic problem was the teaching of research paper writing to postgraduate students. The CAWRP was proposed to ease this problem and introduce classroom innovation thro

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5

Pham, Huong Thi Lan. "Teacher perceptions of English for Specific Purposes (ESP) programs." Thesis, Argosy University/San Francisco Bay Area, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3663239.

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<p> The purpose of this quantitative descriptive dissertation study was to examine teacher perceptions of instructional issues and delivery and working environments of English for Specific Purposes (ESP) programs. Data were collected from ESP teachers at 12 universities in Ho Chi Minh City, Vietnam through an online survey. This study was significant since the results might benefit the design, development, and evaluation of ESP curriculums to reduce significant problems and enhance ESP teaching quality. Also, the exploration of teacher perceptions can help school administrators work around the

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6

Abedeen, Farida. "Exploration of ESP teacher knowledge and practices at tertiary and applied colleges in Kuwait : implications for pre- and in-service ESP teacher training." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/17437.

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Researching teachers’ professional knowledge and its impact on classroom decisions and actions is a relatively recent endeavor in language education. A few studies have investigated the links between what teachers think and how they act in teaching English for general purposes (EGP). However, in teaching English for specific purposes (ESP) this kind of study is scarce. Moreover, exploring the effects of teachers’ knowledge on action in the classroom, and investigating the practical and professional needs of ESP teachers in the context of this study is lacking from the existing literature on ES

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7

Afifi, Shaaban El-Afifi Abdel-Aziz. "Teaching English at the College of Business Studies in Kuwait : implications for ESP teacher training." Thesis, Cardiff University, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.332476.

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8

Shukri, Nadia Ahmad. "Exploring ESP/medical biology teacher collaboration, and medical students' and their teachers' perceptions of writing needs in an Arab University : a case study." Thesis, University of Leicester, 2009. http://hdl.handle.net/2381/7553.

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This study has explored: 1) the perceptions of medical students towards their writing needs (necessities, lacks, and wants) in writing, and also their perceptions towards syllabus, materials, activities, instruction and the effect of writing in English in the MB (Medical Biology) class; 2) differences of perceptions between Medics I and II; 3) the perceptions of ESP (English for Specific Purposes) and MB teachers regarding students’ lacks in writing; 4) collaboration between the ESP teachers and the MB teachers; and 5) the challenges of collaboration. Mixed-method approach was adopted: 267 que

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Avanaki, Hussein Jamshidi. "University teacher-training in change : the English and Iranian experience : English language teaching in the two systems with ESL/ESP as a case study." Thesis, University of Sheffield, 1998. http://etheses.whiterose.ac.uk/14896/.

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This study critically examines teacher education in the English system and in Iran so as to compare the two systems with the aim of identifying effective English language teaching strategies that are applicable to the Iranian system. - The reason for examining this topic was the problem that I faced for many years during my teaching in Iranian universities. The main problem was the lack of the use of spoken English by the Iranian university students and graduates. In addition, the context of ESL/ESP in Iranian universities was investigated because little research in Iran has been conducted to

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10

Issa, Reem. "ESP and EGP teaching methodology in Syria : Exploring teachers' beliefs and their classroom practices." Thesis, University of Essex, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.531552.

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11

Lucas, Patricia de Oliveira. "A trajetoria de uma professora de leitura em LE (ingles) repensando sua pratica de ensino : contribuições para a formação do profissional reflexivo." [s.n.], 2008. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269562.

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Orientador: Matilde Virginia Ricardi Scaramucci<br>Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem<br>Made available in DSpace on 2018-08-12T17:15:49Z (GMT). No. of bitstreams: 1 Lucas_PatriciadeOliveira_M.pdf: 3746550 bytes, checksum: dc43570f17a02f5a6d10606a53716429 (MD5) Previous issue date: 2008<br>Resumo: Este estudo visa apresentar o percurso reflexivo de uma professora recém-graduada, em sua prática de ensino de leitura em inglês com propósitos específicos para funcionários de uma empresa de manutenção de aeronaves. O objetivo das aulas er

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Manning, Anthony. "EAP teacher assessment literacy." Thesis, University of Leicester, 2013. http://hdl.handle.net/2381/28268.

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The first chapter of this thesis begins with an introduction to the background associated with the research project and an overview of significant issues in English for Academic Purposes (EAP) and its assessment. This leads on to an explanation of the need for EAP Assessment Literacy. It is clarified, through reference to the research questions, that this study has been undertaken in order to investigate the extent to which the views of EAP teachers, on the topic of EAP testing and assessment, reflect language testing research and practices which comprise Assessment Literacy. Statement of the

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Lee, Yoojin. "A Case Study of Two Foreign Teachers Teaching an EAP Writing Course at an English-Medium University in the Korean EFL Context." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1420744563.

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Breen, Paul. "Teachers in transition : developing actions, knowledge, and practice in the EAP classroom." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/teachers-in-transition-developing-actions-knowledge-and-practice-in-the-eap-classroom(1b963085-b14d-4c4d-b873-cd1c9763e354).html.

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This study investigates developments in the practice of teachers who have engaged in a series of workshops on the integration of new technologies into their work in the English for Academic Purposes (EAP) classroom. It looks specifically at developments in actions and knowledge during and after a teacher education programme, and how these developments shape or reshape teachers' specific professional practice of using technology in EAP teaching. Added to this, it explores ways in which teachers articulate their sense of EAP as a subject and EAP teaching as a profession, and tries to situate tec

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Tsouris, Constantinos. "Collaborative learning integration in the ESP classroom and curriculum : teachers' and students' perceptions and practices." Thesis, University of Sheffield, 2013. http://etheses.whiterose.ac.uk/5108/.

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The main purpose of this thesis was to study university students' and teachers' perceptions and practices of a collaborative pedagogy in an English for Specific Purposes (ESP) context at the University of Cyprus. The ensuing case study employed a qualitative research design, using group and individual interviews, questionnaires and a reflective journal. Inductive thematic analysis was used for data analysis. A number of advantages and disadvantages pertaining to collaborative learning (CL) and collaborative technologies (CT) integration in the ESP context have been documented, with various lin

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Melibari, Ghader. "ELT teaching quality and practice in Saudi Arabia : a case study of the perspectives of ESP and EGP students, teachers and managers at the ELC in Umm al-Qura University." Thesis, University of Hertfordshire, 2016. http://hdl.handle.net/2299/17216.

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In recent years EFL education within Saudi Arabia has come under increased scrutiny, due to government efforts to reform the broader education system within the country, and the perceived importance of English as a global language of commerce and enterprise. EFL education within Saudi Arabia suffers from a number of problems, including low standards and a tendency within the Saudi education system to rely upon prescriptive and authoritarian teaching paradigms. In addition to this, there is no cohesive national strategy for EFL teacher training and education, and little emphasis on professional

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17

Walker-Davidson, Jamie Lea. "An Examination of Evidence-Based Practice (EBP) in Teacher Preparation Programs for Rural School Educators." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10933899.

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<p> The purpose of this study was to examine the perceptions of first-year teachers regarding the use of Evidence-Based Practices (EBPs) within their teacher training programs. Participants in this study included 35 teachers from one of the 46 rural public-school districts in south-central Missouri. The 43 EBPs outlined in Robert Marzano’s (2017) <i>New Art and Science of Teaching: More than Fifty New Instructional Strategies for Academic Success</i> were used to frame the research. A survey with Likert-type statements and open-ended questions regarding EBPs taught in teacher preparation

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Unlu, Zuleuha. "Exploring teacher-student classroom feedback interactions on EAP writing : a grounded theory approach." Thesis, University of Warwick, 2015. http://wrap.warwick.ac.uk/74253/.

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This thesis reports an investigation/exploration of one-to-one teacher-student feedback interactions inside EAP classrooms about learners’ academic writing at a higher education institution in England. It is constructivist, and a single case study with embedded units. It also draws on the inquiry traditions of grounded theory. Interviews with EAP teachers and students as well as classroom observations/field notes and supplementary audio recordings as methods of data collection were utilized. Informed by the hypothesis-generation procedure of grounded theory, the study first followed the stages

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Coldwell, Lerryn. "Students' problems: students' and teachers' perspectives in an ESF secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B3195781X.

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Ranney, Andrea. "Efficacy of Video Modeling to Train Teachers to Implement Evidence-Based Instructional Practices for Students with Autism." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1461230879.

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Hensley, Lauren Elizabeth. "A Replication Comparing Two Teaching Approaches: Teaching Pre-service Teachers to Implement Evidence-Based Practices with Fidelity." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468352869.

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22

Birkett, Timothy Michael. "An investigation into EAP teacher and student perceptions and interpretations of an academic writing marking rubric." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/208031.

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The EAP written multiple trait rubric used in the City University of Hong Kong is believed to be of central importance to formative and high-stakes summative assessment in the institution. Crucial to both of these roles are the perceptions and interpretations of the key stakeholders: teachers and students. The learning and test scores deriving from the rubric are filtered entirely through these stakeholders. Investigating the perceived effects of the rubric on the EAP assessment's validity, reliability and student learning (three key strands revealed in testing literature) is seen as being

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Ngai, Sze-yee. "Understanding written feedback practices as well as teachers' and students' perceptions and attitudes towards written feedback in an ESP context in Hong Kong." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B43241098.

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24

Yin, Muchun. "A progressively focused qualitative study of teacher thinking in English for Academic Purposes (EAP) classroom language assesssment." Thesis, University of Bristol, 2005. http://hdl.handle.net/1983/0fd7c151-3121-48dd-9885-e7056aea38aa.

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25

Nikel, Jutta. "Ascribing responsibility : a study of student teachers' understanding(s) of education, sustainable development and ESD." Thesis, University of Bath, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.425775.

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Chang, YiBoon. "A Descriptive Case Study of Teacher and Student Participation in Feedback Practice Within a College-level EAP Writing Course." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1523504168299074.

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Kizilcik-eren, Hale Hatice Hatice. "A Constructivist Approach To The Integration Of Systematic Reflection In Eap Courses: An Action Research Study." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614011/index.pdf.

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The aim of the study was to investigate to what extent integrating systematic reflection into the academic English courses at the tertiary level fosters learning. To this end, the teacher-researcher designed an action research study and carried it out with seventy-one students in the three sections of ENG 101 she taught at the Middle East Technical University. In the course of the action research, the teacher-researcher developed an interactive reflection model in which the teacher and students engage in a collaborative process of reflection to improve their performance. For each writing a

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Al, Issaei Nadiya Sulaiman Ali. "Investigating the perceptions of EAP teachers about curriculum challenges in Colleges of Applied Sciences in Oman." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/33139.

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The area of curriculum development in courses of English for Academic Purposes has received considerable attention in the curriculum literature at international level. This has been reflected through the proliferation of studies and publications which were aimed at targeting various issues of EAP curriculum development. However, in the Omani higher education context, there has been a scarcity of local research studies that have approached curriculum issues in EAP courses. The current study is aimed at investigating the perceptions of EAP teachers about existing curriculum challenges in College

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Bush, Denise, and n/a. "Writing in the university : faculty expectations and overseas tudents' performance." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20060622.132041.

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Two surveys were conducted at the University of Canberra in 1992 to seek the views of faculty on issues regarding academic writing. The first survey sought to ascertain what criteria faculty employ when marking student writing. It asked faculty to indicate the importance of certain key features in the writing of university students. These key features were: Content, Argument, Style, Organisation, Communicative Ability, Vocabulary, Use of Literature and Punctuation. Faculty were requested to rank the importance of aspects of each of the nine key features. The second survey asked faculty to asse

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Thi, Kinh Kieu. "Training teachers in education for sustainable development (ESD) approaches, principles and competencies: Case study in Central Vietnam." 京都大学 (Kyoto University), 2017. http://hdl.handle.net/2433/225768.

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Nural, Sukru. "EAP teachers' cognitions and practices in teaching lexis in two Turkish private universities : an exploratory qualitative study." Thesis, University of Leicester, 2014. http://hdl.handle.net/2381/28574.

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A large body of empirical research has suggested that lexis is a major concern for learners and teachers in the language classroom context. A wide recognition of the crucial role of lexis in language learning and teaching culminated in sets of principles proposed by some vocabulary researchers (Barcroft, 2002; Laufer, 2005a; Meara, 2005; Nation, 2005a; Sökmen, 1997; Zimmerman, 2008). However, it is important to acknowledge that teachers know more about the constraints and demands of their own contexts than decontextualised expert principles can allow for. In the present study, the underlying r

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Fancett, Emma, Sébastiaan van Zaanen, and Melinda Várfi. "Teachers and Students : Engagement in education towards a sustainable society." Thesis, Blekinge Tekniska Högskola, Sektionen för ingenjörsvetenskap, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-2155.

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There is mounting evidence that humanity is facing challenges that call for a strategic approach towards sustainability. The urgency is acknowledged by a growing number of people, but worldwide awareness, collaboration and a shared vision is required to create a sustainable society. Education is a gateway to prepare and engage young minds to be the change that is needed to transform societal systems. Teachers therefore have a grave and important task in engaging their students in learning to make strategic contributions towards a sustainable society. This thesis explores how teachers are alrea

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Al, Khalidi Iman Jabbar Abbas Saleh. "Investigating the process of EAP course design by teachers at a tertiary level, English department, a private college in Oman from the perspectives of teachers and students." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/25937.

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This study is addressing course design as an important process within the area of language curriculum development. The importance of course design lies in its being as the preparatory stage that contributes to shaping and guiding the subsequent stages of the whole process of course development-implementation and evaluation. The study aims at understanding the role of teachers at a tertiary context in Oman in designing the courses they teach based on their perspectives. It also aims at understanding how students conceptualize and evaluate theses courses. In addition, it aims at exploring what i

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Moody, Brendon Dean. "Educator Preparation Provider Training and Technology Integration." University of Findlay / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1565163638160558.

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Tandiroglu, Isil. "Exploring The Perceptions Of Teachers About Their Current And Desired Competencies Defined By Cef And Elp: A Case Study." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12609809/index.pdf.

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The purpose of this study is to find out the required teacher competencies in the implementation of the Common European Framework (CEF) and the English Language Portfolio (ELP) and to explore the perceptions of teachers about their current and desired competencies defined by CEF and ELP. The required competencies for the teachers are defined in the book calledCommon European Framework of Reference for Languages. This book being a reference for the whole European Union countries, identifies required teacher competencies under four common European principles<br>a graduate profession, a professi

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Cho, N. "An exploration of the nature of teacher/peer feedback interactions on pre-sessional English for academic purposes (EAP) courses in UK higher education." Thesis, Oxford Brookes University, 2011. http://radar.brookes.ac.uk/radar/items/89f553ce-015b-8cc3-308a-44a0bddbfccd/1.

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This research concerns itself with the exploration of methods used to support student-writers‘ learning opportunities, as employed by teachers and by their students in teacher-student writing conferences; particularly the cadences of role construction and negotiation of viewpoints between peers in student-student writing conferences, within the context of English for Academic Purposes (EAP) programmes‘ pre-sessional writing courses in a UK university. The author poses two distinct questions: first, what methods are employed in the supporting of students‘ learning processes in terms of teacher-

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Pouy-Bidard, Bastien. "L'éducation physique et sportive en transition. Cheminement d'une discipline d'enseignement au sein du processus de prise en compte des élèves trans en milieu scolaire." Electronic Thesis or Diss., CY Cergy Paris Université, 2024. http://www.theses.fr/2024CYUN1331.

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Depuis 2021, l'ensemble des professionnels de l'Éducation nationale est invité à prendre en compte les transidentités en milieu scolaire. Dans l'École de la République, empreinte de la controverse universalisme-différentialisme, la place de l'identité de genre est à nouveau interrogée. En éducation physique et sportive (EPS), discipline d'enseignement éminemment genrée, les enseignants seraient ipso facto les protagonistes des parcours scolaires des élèves trans. Ma recherche examine cette vulgate à l'aune de l'expérience des acteurs de l'EPS, en convoquant une méthodologie mixte. Un corpus de

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Van, Ongevalle J. "The significance of participation in capacity development and project sustainability: a case study of the Zimbabwe Secondary Teacher Training Environmental Education Project (St²eep)." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003651.

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This study uses a systems thinking perspective to explore the role and meaning of participation, capacity development and project sustainability in the Zimbabwe Secondary Teacher Training Environmental Education Project (St²eep). Since there was no consistent critical reflection upon the different assumptions that underpin these important aspects of St²eep in the original project design, this study aims to articulate a theoretical framework for guiding the project. St2eep is a donorfunded project, located in the Ministry of Higher and Tertiary Education in Zimbabwe that seeks to integrate envi

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Fälbl, Jana, Marc Wicki, Sophie Vrolijk, and Maria Alejandra Gonzalez. "Preparing Leaders for Strategic Sustainable Development : A Case Study of the Teach for Austria Leadership Education." Thesis, Blekinge Tekniska Högskola, Institutionen för strategisk hållbar utveckling, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-18195.

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There is an urgent need to have leaders who are able to strategically transition society towards sustainability. Evidence shows that challenges are mounting up and become increasingly complex. Education for Sustainable Development (ESD) aims to educate leaders to become competent to lead within the sustainability challenge we are facing. This thesis explores how leadership education can prepare teachers to become leaders to enable Strategic Sustainable Development (SSD). Based on interviews with ESD experts, the research team identified eight key competencies for leaders to enable Strategic Su

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Mironko, Beatrice Karekezi Uwamutara. "Students and teachers' views on factors that hinder or facilitate science students in mastering English for academic purposes (EAP) in Rwanda higher education." University of the Western Cape, 2013. http://hdl.handle.net/11394/2996.

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Philosophiae Doctor - PhD<br>This study explores second and third year students' and teachers‟ views on factors that hinder or facilitate the mastery of English for Academic Purposes (EAP) in the Science and Engineering Technology Higher Institutions of learning in Rwanda (KIST) and seeks to establish the extent to which the current programme meets the needs of the students. This is done by highlighting a whole range of teacher and student perspectives on the EAP programme. Two key requirements invite students to write their academic assignments in the form of research proposals and research p

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Mangin, Florent. "La co-construction des positionnements identitaires des enseignants et des élèves en EPS." Thesis, Dijon, 2015. http://www.theses.fr/2015DIJOL004/document.

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Ce travail doctoral s'intéresse aux positionnements identitaires des enseignants et des élèves induits par la relation que la scène sociale en Éducation Physique et Sportive instaure entre eux. Ces positionnements sont abordés par le biais des théories liées à la catégorisation sociale et plus précisément la théorie de l'identité sociale, la théorie de l'auto-catégorisation et les partitions sociales. Si les partitions sociales sont un prolongement des deux premières théories, elles possèdent également leurs propres fondements théoriques, issus de la psychologie sociale du langage, qui offrent

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Sandin, Eva-Maria. "Education for Sustainable Development in Perspective(s) : Rural Mongolian teachers’ views on environmental problems." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-227002.

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Many researchers argue that there is a demand for a new way of teaching and learning to better equip us for the value pluralistic society we are living in. Research has shown that teachers are reluctant to teach about value pluralistic subjects. This thesis aims to study how rural Mongolian teachers view the human-nature relationship in relation to the current situation in Mongolia, characterized by economic growth and environmental issues. Ethical perspectives are applied on the teachers’ views in order to bring structure to the different ways of viewing the human-nature relationship. The stu

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Nieboer, Tine. "How the International Primary Curriculum can be used as an approach to achieve Education for Sustainable Development : Concerning the educational vision, educational mission and teachers competences." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-161728.

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There is a huge emergence for sustainable change, but there are not many clear approaches for teaches to teach into sustainability. With the proof that the International Primary Curriculum (IPC) can be used up to large extent to provide primary schools from Education to sustainable development (ESD), the aims of ESD can be achieved in great extent, while the IPC is used in over 98 countries. Therefore teacher do not have to be introduced to a new approach; they can continue using the IPC. There is done a literature research about the similarities between the educational vision & mission an

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Hu, Ling. "Teachers' beliefs and attitudes towards information and communication technology (ICT) and related pedagogy for English for business purposes (EBP) in Chinese higher education." Thesis, King's College London (University of London), 2007. https://kclpure.kcl.ac.uk/portal/en/theses/teachers-beliefs-and-attitudes-towards-information-and-communication-technology-ict-and-related-pedagogy-for-english-for-business-purposes-ebp-in-chinese-higher-education(ecba8c20-8c02-4679-9b9d-26deaefb1509).html.

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Lima, Bruno Ferreira de. "O ensino de l?ngua inglesa em um instituto federal : uma an?lise das recomenda??es documentais e da perspetiva dos professores." Universidade Federal do Rio Grande do Norte, 2012. http://repositorio.ufrn.br:8080/jspui/handle/123456789/16221.

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Made available in DSpace on 2014-12-17T15:06:55Z (GMT). No. of bitstreams: 1 BrunoFL_DISSERT.pdf: 1055764 bytes, checksum: c27b7a3100abe3e267adb3b7f0237f3b (MD5) Previous issue date: 2012-04-16<br>This work aims to understand the teaching of English at the Federal Institute of considering the recommendations of official and technical documents for the integrated secondary school and the perspective of the English teachers settled in one of the campuses of the Institute. It is also an objective of this research to infer as to what extent the perspective of teachers is articulated to the docum

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McCollum, Robb Mark. "Writing from Sources and Learners of English for Academic Purposes: Insights from the Perspectives of the Applied Linguistics Researcher, the Program Coordinator, and the Classroom Teacher." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2829.

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This dissertation investigates the challenges faced by learners of English for academic purposes (EAP) when required to complete writing assignments that use source texts. In order to address this problem, I explore the issue from the perspectives of applied linguistic researchers, writing program administrators, and classroom composition instructors. These three perspectives are highlighted in distinct articles that build on one another to create a more complete understanding of the challenges that EAP students face when writing from sources. The first article contains a literature review of

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Jelen, Nathalie. "La socialisation professionnelle en début de carrière : le cas d'enseignants d'EPS." Thesis, Artois, 2009. http://www.theses.fr/2009ARTO0501/document.

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La thèse est consacrée à la sociologie du début de carrière des enseignants du secondaire, à partir du cas de l’Education Physique et Sportive, entre l’obtention du concours et la troisième année de titularisation. Il s’agit de catégoriser les variables qui rendent compte des difficultés et celles qui, au contraire, facilitent les premiers moments dans le métier. Pour cela, nous avons enquêté pendant quatre années auprès d’un échantillon structuré et composé de cinquante-cinq enseignants répartis dans les académies de Lille et de Versailles. Des passations de questionnaires, des entretiens (so

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Taylor, Kristina M. "A Descriptive Case Study Examining the Perceptions of Haitian American Parents and the Perceptions of their Children’s Teachers on the Parents’ Involvement in a Structured Parent Intervention Program." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2535.

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Parental involvement is legally mandated requirement in schools across the United States, and prevalent in special education legislation. However, methods for increasing and promoting parent involvement of minority subgroups in low socioeconomic areas are scarce. The purpose of this study was to develop, implement, and describe Haitian parents’ perceptions of their involvement in a structured parent intervention program and to describe the perceptions of their children’s teachers concerning the parents’ involvement in the program. In this study, the researcher used a descriptive qualitative ca

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Kedziora, Beata. "Wikis in teaching and learning a foreign language: A case study of wiki usage in the course Academic reading and writing for teacher candidates." Thesis, Stockholms universitet, Engelska institutionen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-77585.

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An increasing number of universities are providing the current generation of students, the socalled ‘digital natives’ (Prensky, 2001) - with more flexible and innovative language learning environments through the use of free Web 2.0 tools, such as wikis, blogs, social networking, Second Life and podcasting. However, still relatively little is known about wikis in the context of teaching English for Academic Purposes. My project aims to fill this research gap. I applied a case study strategy, where three groups of students attending a course Academic reading and writing for teacher candidates w

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Maidin, Hajah Mustazah. "Toward inclusion of high support need students in mainstream primary schools : a comparative study of teachers' attitudes, provision and roles of EPs in Brunei and the UK." Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/107552.

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This paper reports the two parts of a comparative study of teachers’ attitudes towards, and the provision and role of, Educational Psychologists (EPs) in the inclusion of high support needs (HSN) students in mainstream primary schools in Brunei and the UK. In Study 1, the extent to which teacher attitudes towards inclusion were affected by two variables—teacher-related variables and educational environment-related variables—were examined. Teachers of Reception and Key Stage 1 classes in Brunei, and in a county in the south-west of England were asked to respond to a questionnaire concerning the

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