Relevant bibliographies by topics / Teacher of english

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Teacher of english'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 July 2025

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Journal articles on the topic "Teacher of english"

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Irmayani, Nunung Anugrawati, and Andi Bulkis Maghfirah Mannong. "TEACHERS’ STRATEGIES IN OVERCOMING STUDENTS’ ANXIETY IN SPEAKING ENGLISH." Indonesian Journal of Psycholinguistics 1, no. 3 (2022): 133–42. http://dx.doi.org/10.56983/ijp.v1i3.423.

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This research aimed to find out the teachers’ strategies in overcoming student’ anxiety in speaking English and students’ perception toward the strategies used by the teacher to overcome student’ anxiety in speaking English at SMAN 1 Gowa. This research was a descriptive qualitative research. The data was collected through observation checklist and semi-structured interview. The participants were the English teachers and students of at SMAN 1 Gowa. The researcher took 6 students from 3 classes; the X IPS1, XI IPA1, and XII IPA5 class and there English teachers.The findings showed about the tea
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Koceva, Ana, Dafina Kostadinova, and Tanya Tabutova. "BRITISH ENGLISH VERSUS AMERICAN ENGLISH PREFERENCE BY UNIVERSITY STUDENTS OF EFL." Teacher, no. 26 (November 13, 2023): 6–10. http://dx.doi.org/10.20544/teacher.26.01.

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For decades English has been considered a global language used as not only a native language, but as an official language, a second language in many countries and taught as a foreign language worldwide. Herein, English includes numerous varieties, regional and local dialects, professional speech, slangs, jargons etc. The variety of English is an important feature for learners of EFL, especially for future teachers of English. The constant exposure to different types of English through television, movies, online content etc. might hinder the fluency of EFL learners. Therefore, EFL teachers need
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Hasibuan, Faninsky Aryanti La Ajina, Desi Rahma Yuni Br.Sinulingga, and Mursyid Mubarok. "TEACHER’S QUESTIONS IN ENGLISH CLASSROOM INTERACTION." Proceedings of International Conference on Education 2, no. 1 (2024): 761–70. http://dx.doi.org/10.32672/pice.v2i1.1355.

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The goal of this study was to describe teachers’ questions in English classroom Interaction and the function of questions that the teachers asked. A descriptive qualitative design was used in this study. The data and source of data was one English teacher who teaches at grade 11 at SMA Negeri 15 Medan. The data were collected by using videotaping and interviews. The data were analyzed by using descriptive qualitative. The result showed that (1) The teacher asked remembering (81.5), understanding (17%) and applying (1.5%) to students. The teacher asked questions to stimulate and maintain studen
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Husna, Nida, Khairunnisa Fitri, Wiwi Rhamadina, Fahriany Fahriany, Didin Nuruddin Hidayat, and Afifah Linda Sari. "ENGLISH TEACHERS’ PERCEPTION ON TEACHER PROFESSIONALISM." LET: Linguistics, Literature and English Teaching Journal 12, no. 1 (2022): 131. http://dx.doi.org/10.18592/let.v12i1.6400.

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This paper aims to investigate English teachers’ perceptions of teacher professionalism. A qualitative method with a descriptive design was employed in the present stud. The researchers employed a set of adapted questionnaires on teacher professionalism (Tichenor & Tichenor 2009), consisting of five critical typologies of teacher professionalism. The questionnaire was distributed to 14 English teachers of senior high schools in Pangkal Pinang and the Blangkejeren district. They were chosen as the sample through the purposive sampling technique. Furthermore, a semi-structured interview also
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Hafizah Daulay, Siti Aisah Ginting, and PuanSuri Mira Annisa Sembiring. "ENGLISH CLASSROOM INTERACTION." GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed 13, no. 3 (2024): 50–63. https://doi.org/10.24114/gj.v13i3.65477.

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This study focused on teachers and students in English classroom interaction based on Sinclair and Coulthard’s Model. The aims of this study are (a) to find out the structures that occur in English classroom interaction based on Sinclair and Coulthard’s Model, (b) to describe how the exchanges are realized with the structures of the two teachers. This research used qualitative research. To answer the problems of the study, the data were collected in three ways by observing, recording and interviewing. The data were analyzed based on Sinclair and Coulthard’s Model (1975). The result of this stu
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RJOE. "Transformative Pedagogy: Fostering Innovative Teacher Identity for 21st-Century Learning." Transformative Pedagogy: Fostering Innovative Teacher Identity for 21st-Century Learning 9, no. 2 (2024): 291–309. https://doi.org/10.36993/ RJOE.2024.9.2.307.

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Abstract:In today's rapidly evolving educational landscape, the role of teachers astransformative agents is more crucial than ever. This research delves into the themeof "Transformative Pedagogy: Fostering Innovative Teacher Identity for 21stCentury Learning." This study explores the intricate links between transformativepedagogy and the development of innovative teacher identity, which plays a pivotalrole in shaping the landscape of 21st-century education.Transformative pedagogy represents a paradigm shift in education, movingfrom traditional teacher-centred approaches to learner-centred prac
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Ahn, Kyungja. "Novice elementary teachers’ experiences and perceptions of English teacher education and English language teaching." Korea Association of Primary English Education 30, no. 2 (2024): 5–31. http://dx.doi.org/10.25231/pee.2024.30.2.5.

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This study aimed to explore elementary teachers’ experiences and perceptions of English in-service teacher education and English language teaching. Fifty elementary English teachers took part in the survey. Of these, ten teachers were involved in the focus group research. Their interviews, reflection journals, and lesson observations and analyses were collected. Data were analyzed through a mixed-method approach, primarily qualitative with quantitative methods as needed. The results are as follows: First, novice teachers found that the provision of English courses in novice teacher training wa
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Poon, Franky Kai-Cheung. "Hong Kong English, China English and World English." English Today 22, no. 2 (2006): 23–28. http://dx.doi.org/10.1017/s0266078406002045.

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Some reflections of a practising non-native speaking English teacher. Ten years ago, in a job interview for a teaching post in a government school, The writer was asked: ‘Do you think the government should recruit more native English-speaking teachers so as to boost the English standard of Hong Kong students?’ My answer took the interviewers by surprise: ‘No, I think the money should be spent on training local teachers who are more able to understand the needs of students learning English as a second or foreign language. I believe good English doesn’t necessarily mean British or American Engli
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Anggraini, Laila Puspitasari, Ernis Ernis, and Joanna Maria Jelenska. "Students’ Perceptions towards Ideal Maritime English Teacher." Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan 6, no. 02 (2020): 29–35. http://dx.doi.org/10.35569/biormatika.v6i02.796.

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This paper discusses the perceptions of students about the characteristics of an Ideal Maritime English teachers in a vocational institution. It is an interpersonal point of view regarding of their perceptions of qualities of English teachers and teachers’ immediacy behavior (verbal or non-verbal) as a students’ academic motivation. A total of 60 students of 3 departments of the 2nd level was randomly involved. Results of this study show that students and teachers described the ideal teacher as a person who is friendly, young, enthusiastic, creative and humorous person whose gender is not impo
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Mopelola, Omowumi ADEBANJO, and Michael ALOBA Adetunji. "THE ENGLISH TEACHER'S PROFILE AND HIS STUDENTS' PERFORMANCE IN ENGLISH LANGUAGE." Journal of Colleges of Language and Communication Arts Education, Lagos State University of Education 2, no. 1 (2023): 36–44. https://doi.org/10.5281/zenodo.8285161.

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This is a position paper on the effect of the teacher’s profile on the interest, learning and performance of his students in English Language. By teacher’s profile here, we look at the teacher’s certificate, experience and attitude towards the teaching of English Language. Secondary sources of data were considered and logical conclusions were made based on the literature of notable educators in the field of English. It was discovered that there is a high relationship between the teacher’s profile and the students’ interest and performance in the subject, the highe
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Dissertations / Theses on the topic "Teacher of english"

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Enow, Linda. "Teacher cognition : a study of secondary English teachers." Thesis, University of Reading, 2016. http://centaur.reading.ac.uk/66017/.

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Contemporary education research identifies the quality of the teacher as a major determinant in the pace of achievement of the learners. In seeking to understand teacher quality, this study investigates teacher cognition. The premise is: how a teacher thinks during the planning phase of the lesson is paramount in establishing the level of expertise in facilitating learning. However, when presented with a lesson focus, teachers with different levels of expertise demonstrate different thought patterns. The key question is: how do expert teachers think? To attain expert performance, it is vital t
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Kavanagh, Michael Christopher. "Teacher cognition among tertiary-level Chinese English teachers." Phd thesis, Australia : Macquarie University, 2009. http://hdl.handle.net/1959.14/42620.

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Thesis (DAppLing)--Macquarie University, Division of Linguistics and Psychology, Department of Linguistics, 2009.<br>Bibliography: p. 246-275.<br>Introduction -- The research context -- Literature review -- Research methodology -- Case study 1 (Lily) -- Case study 2 (Ailing) -- Case study 3 (Xinyu) -- Cross-case study -- Conclusions.<br>Teacher cognition studies are rare in the mainland Chinese context; they are also rare in other contexts similarly defined by common features such as non-native speaking language teachers, large classes, publicly-funded institutions, and mandated curricula or m
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Silva, Marimar da. "Teacher knowledge in english language teacher education." reponame:Repositório Institucional da UFSC, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/93004.

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Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente, Florianópolis, 2009<br>Made available in DSpace on 2012-10-24T15:06:42Z (GMT). No. of bitstreams: 1 270765.pdf: 607810 bytes, checksum: 81d4d6f61fd8f23bb6ba97d6ba9eee28 (MD5)<br>This study, qualitative in nature and grounded theory in approach, aims at investigating the concept of teacher knowledge in the area of English language teacher education in the writings of three Brazilian applied linguists with a view to conceptualizing
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Wu, Kam-yin. "Teacher beliefs and grammar teaching practices case studies of four ESL teachers /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37341893.

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Alshaikhi, H. "English Language teacher professional development in Saudi Arabia : teachers' perceptions." Thesis, University of Exeter, 2018. http://hdl.handle.net/10871/35141.

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This study focuses its attention on language teachers’ professional development in the Kingdom of Saudi Arabia (KSA). It sets out to explore Saudi English as a foreign language (EFL) teachers’ perspectives, attitudes and experiences with regards to their teacher professional development (TPD). It focuses primarily on how teachers perceive the concept of TPD, how they develop professionally to meet the demands of their profession, how they evaluate institutional training provisions, their engagement with self-direct forms of TPD, factors affecting their engagement with TPD opportunities, and ho
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DUFFIELD, EBRU DIRSEL. "INFLUENCE OF CONTEXT IN NONNATIVE ENGLISH-SPEAKING TEACHER'S IDENTITY TRANSFORMATION." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1026829874.

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Phongploenpis, Sasiporn. "The education of bilingual teachers : preparation of Thai pre-service teachers of English to teach in Thai-English bilingual schools." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/24301.

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In preparation for Thailand to join AEC (ASEAN Economic Community) in 2015, the Thai Government has made efforts to prepare its citizens for this competitive market by improving their English competence. This has driven the Education Ministry of Thailand to establish bilingual Thai-English education, namely through the English Programme (EP) and Mini English Programme (MEP) in both public and private schools. While in-service teachers are trained in teaching in EP and MEP through the cooperation between the Educational Ministry and four institutes: ELI (English Language Institution), ERIC (Eng
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Alsalahi, Saud Mossa A. "Saudi English-language teachers' perceptions and reported practices of teacher leadership." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/27785.

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This interpretive study explored how Saudi Arabian nationals employed as English-language teachers within intermediate and secondary Saudi schools understand the concept of teacher leadership, and how they perceive themselves as teacher leaders. The study also explored teachers’ views of current factors that empower or disempower them in being teacher leaders, as well as the roles and support they desire. The research used an exploratory design methodology encompassing three qualitative research methods: focus groups, one-to-one semi-structured interviews and reflective essays. The participant
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Cheng, Man-mei Eunice. "Teacher beliefs and instructional decisions and practices in English grammer teaching : a study of experienced and novice teachers /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21183843.

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Tse, Tso Yuk Wah. "A narrative study of personal experience in teacher knowledge : English language teachers in Hong Kong (China)." access full-text online access from Digital Dissertation Consortium, 2005. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?NR02616.

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Books on the topic "Teacher of english"

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Narayan, Rasipuram Krishnaswamy. The English teacher. Mandarin, 1990.

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Hussain, Sartaj Sahid. Faridi English teacher. 4th ed. Maktaba-e-Faridi, 1999.

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Nguyen, Minh Hue. English Language Teacher Education. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9761-5.

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Shah, Govindbhai. Navyug little English teacher. Navyug, 1991.

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Eppel, John. Absent: The English teacher. Weaver Press, 2009.

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Curriculum Committee for English., Ireland. Department of Education and Science., and National Council for Curriculum and Assessment., eds. English language: Teacher guidelines. Stationery Office, 1999.

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Green, Andrew. Becoming a reflective English teacher. Open University Press/McGraw-Hill, 2011.

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Sida-Nicholls, Kate. Becoming an Outstanding English Teacher. Routledge, 2016. http://dx.doi.org/10.4324/9781315689319.

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Education, Alberta Alberta. English 36: Teacher resource manual. Alberta Education, Curriculum Branch, 1992.

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King, Lily. The English teacher: A novel. RB Large Print, 2005.

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Book chapters on the topic "Teacher of english"

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Kalyanpur, Maya, Padmini Bhuyan Boruah, Sarina Chugani Molina, and Sunaina Shenoy. "English language teachers and teacher education." In The Politics of English Language Education and Social Inequality. Routledge, 2022. http://dx.doi.org/10.4324/9781003125488-7.

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Quinto, Edward Jay M., and Sterling M. Plata. "Teacher Education." In Philippine English. Routledge, 2022. http://dx.doi.org/10.4324/9780429427824-31.

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Nordio, Mario. "My First English Teacher." In James Joyce. Palgrave Macmillan UK, 1990. http://dx.doi.org/10.1007/978-1-349-09422-6_19.

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Dutton, Janet, and Jacqueline Manuel. "Becoming an English Teacher." In International Perspectives on English Teacher Development. Routledge, 2022. http://dx.doi.org/10.4324/9781003168140-7.

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Dixit, Krishna K., and Amol Padwad. "English Language Teacher Motivation." In Research Questions in Language Education and Applied Linguistics. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79143-8_92.

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Turner, Kristen Hawley. "From teacher to teacher educator." In English Language Arts as an Emancipatory Subject. Routledge, 2024. http://dx.doi.org/10.4324/9781003470052-26.

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Green, Bill. "‘Teacher Power’ – On Teachers and Teaching." In Garth Boomer, English Teaching and Curriculum Leadership. Routledge, 2024. http://dx.doi.org/10.4324/9781003374886-3.

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Li, Li. "Teacher cognition and teacher expertise." In The Routledge Handbook of English Language Teacher Education. Routledge, 2019. http://dx.doi.org/10.4324/9781315659824-23.

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Swan, Anne. "Redefining English Language Teacher Identity." In (En)Countering Native-speakerism. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137463500_5.

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Roth, Jeffrey C. "Death of an English Teacher." In School Crisis Response, 2nd ed. Routledge, 2022. http://dx.doi.org/10.4324/9781003315209-23.

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Conference papers on the topic "Teacher of english"

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Gamarli, Saida, and Diana Ukleyn. "TEACHER ROLES IN CLASSROOM MANAGEMENT." In Proceedings of the XXVII International Scientific and Practical Conference. RS Global Sp. z O.O., 2021. http://dx.doi.org/10.31435/rsglobal_conf/25032021/7465.

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This paper deals with teacher roles in classroom management. It begins with two outlines used in teaching process. They concern the teacher, what they can do, and aspire to, and a discussion of classroom management techniques. The outlines are followed by an expansion of many of the points made. Classroom management is included in a course on ESP because most of students will, at some point in their lives, teach English in school. The material is based on our own personal experience of struggling to become a teacher, and our interaction with students and our colleagues. Teacher’s roles take ac
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Amaratunga, Uditha. "An Analytical Study of the Factors Influencing the English Speaking Proficiency of Prospective English Medium Teachers." In SLIIT INTERNATIONAL CONFERENCE ON ADVANCEMENTS IN SCIENCES AND HUMANITIES [SICASH]. Faculty of Humanities and Sciences, SLIIT, 2022. http://dx.doi.org/10.54389/xalk8515.

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National Colleges of Education (NCOEs) conduct Pre-service Teacher Education courses in English medium to cater to the demand of English medium teachers to implement bilingual / bi-medium education in government schools. Although English speaking proficiency is very important to English medium teachers, it has been revealed that the majority of the prospective teachers who follow the Information Communication Technology (ICT) course in NCOEs do not have the required level of English speaking proficiency. This paper discusses the nature of the English speaking deficiencies of prospective Englis
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Zakiyuddin. "Teacher Professional Development." In International Conference on English Language Teaching (ICONELT 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200427.066.

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Krishnan, Szarmilaa Dewie, Helmi Norman, and Melor Md Yunus. "English Language Teachers' Professional Competencies Enhanced through Online Gamified Learning using Classcraft." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.9852.

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We live in the digital century with a rapid pace of technological innovation fascinated globally with Internet being the dominating call. It has resulted in integrating technologies using online learning which has evolved in recent years. Online learning has become popular because of its potential in providing more flexible access to content and instruction at any time, and any place. In tandem with the growth of online learning in teacher training and teacher education, the focus of this research is therefore, to highlight a fully online learning mode using an online gamified learning platfor
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Sulhan, Moh, Azis Saefuddin, Ilyas Rifai, and Hafidz Muslih. "New Paradigm of Teacher Profesional Development." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008220605260530.

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Wang, Xiyan. "Teacher Self-Efficacy: Implication for Chinese College English Teachers Development." In 2013 International Conference on the Modern Development of Humanities and Social Science. Atlantis Press, 2013. http://dx.doi.org/10.2991/mdhss-13.2013.42.

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Černá, Monika, and Irena Reimannová. "Mentors’ Perceptions of Supervising Student English Language Teachers During One-Year Clinical Practice." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.33.

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Mentoring in initial teacher education programmes is believed to play one of the primary roles in student teachers’ professional development, as it enhances the professional learning of student teachers in the context of their classroom and school experience. The purpose of the article is to explore mentors’ perceptions of their readiness, expectations, and relationship with student teachers during one-year clinical teaching practice. The article defines and discusses mentoring in an initial teacher education programme at a Czech university and reports the findings of a qualitative study which
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Sandiuc, Corina, and Camelia Alibec. "WEB RESOURCES FOR BUSINESS ENGLISH." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-152.

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The main objective of our paper is to present an overview of internet resources offering a broad variety of free resources for the teaching and learning of business English. The websites mentioned are some of the most popular business English sites on the web, designed to be of assistance to both students and teachers, that is they provide lesson plans, teacher designed activities and many other resources that complement and extend learning beyond the classroom. We have compiled a list of more than 30 links to free web pages related to business English, for which we further offer reviews, thus
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Aimah, Siti, Dwi Rukmini, Mursid Saleh, and Dwi Bharati. "Pre-Service English Teachers’ Beliefs about Teaching and Learning English in Microteaching Guided by an Expert Secondary English Teacher." In Proceedings of the 5th International Conference on Science, Education and Technology, ISET 2019, 29th June 2019, Semarang, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.29-6-2019.2290365.

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Perevertkina, Marina. "ENGLISH LANGUAGE TEACHERS� PROFESSIONAL DIGITAL COMPETENCE: A FOCUS ON TEACHER EDUCATION." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/3.5/s13.032.

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Reports on the topic "Teacher of english"

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Cadiero Kaplan, Karen, Magaly Lavadenz, and Elvira Armas. Essential Elements of Effective Practices for English Learners. Center for Equity for English Learners, 2011. http://dx.doi.org/10.15365/ceel.policy.9.

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One of the most powerful variables for English Learner success is the quality of their teachers. This policy brief published by Californians Together (1) provides a synthesis of effective practices for instructing ELs; (2) presents four research-based essential elements critical for EL program implementation, teacher reflection, and monitoring of teacher effectiveness; and (3) concludes with program and policy recommendations. Three key areas for policy action are prioritized: (1) District and state level policies must require that local and state leadership support the implementation of these
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Bando, Rosangela, and Xia Li. The Effect of In-Service Teacher Training on Student Learning of English as a Second Language. Inter-American Development Bank, 2014. http://dx.doi.org/10.18235/0011651.

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In-service teacher training aims to improve the supply of public education. A randomized experiment was conducted in Mexico to test whether teacher training could increase teacher efficiency in public secondary schools. After seven and a half months of exposure to a trained teacher, students improved their English. This paper explores two mechanisms through which training can affect student learning. First, trained teachers improved their English by 0.35 standard deviations in the short run. Teachers in the control group caught up with treatment teachers by the end of the school year in part b
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Berdan, Robert, Terrence Wiley, and Magaly Lavadenz. California Association for Bilingual Education (CABE) Position Statement on Ebonics. Center for Equity for English Learners, 1997. http://dx.doi.org/10.15365/ceel.statement.1997.1.

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In this position statement, the authors write in support of Ebonics (also known as African American Vernacular English, Black English, Black Dialect, and African American Language) as a legitimate language. The linguistic and cultural origins of Ebonics is traced, along with its legitimacy by professional organizations and the courts. CABE asserts that the role of schools and teachers is therefore to build on students’ knowledge of Ebonics rather than replace or eradicate Ebonics as they teach standard English. This position statement has implications for teacher training.
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Perea-Hernandez, Jose. Teacher Evaluation of Item Formats for an English Language Proficiency Assessment. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.436.

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เพชรบุรี, พิรุนเทพ, เนาวนิตย์ สงคราม, ศิริรัตน์ ศิริโรจน์สกุล та ін. แนวทางการพัฒนาการจัดการเรียนการสอนหลักสูตรภาษาอังกฤษ (CUD English Program) : กรณีศึกษาโรงเรียนสาธิตจุฬาลงกรณ์มหาวิทยาลัย ฝ่ายประถม : รายงานการวิจัย. คณะครุศาสตร์ จุฬาลงกรณ์มหาวิทยาลัย, 2023. https://doi.org/10.58837/chula.res.2023.8.

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การวิจัยครั้งนี้มีวัตถุประสงค์ ดังนี้ 1) เพื่อศึกษาสถานภาพและประสิทธิผลการจัดการเรียนการสอน หลักสูตรภาษาอังกฤษ (CUD ENGLISH PROGRAM): กรณีศึกษา โรงเรียนสาธิตจุฬาลงกรณ์มหาวิทยาลัย ฝ่ายประถม 2) เพื่อศึกษาองค์ประกอบของการจัดการเรียนการสอนหลักสูตรภาษาอังกฤษ (CUD ENGLISH PROGRAM): กรณีศึกษา โรงเรียนสาธิตจุฬาลงกรณ์มหาวิทยาลัย ฝ่ายประถม และ 3) เพื่อศึกษาแนวทางการพัฒนาการจัดการเรียน การสอนหลักสูตรภาษาอังกฤษ (CUD ENGLISH PROGRAM): กรณีศึกษา โรงเรียนสาธิตจุฬาลงกรณ์มหาวิทยาลัย ฝ่ายประถม โดยงานวิจัยนี้แบ่งออกเป็น 3 ระยะ ดังนี้ ระยะที่ 1 สถานภาพ และประสิทธิผลการจัดการเรียน การสอนหลักสูตรภาษาอังกฤษ : กรณีศึ
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Mridula, Kashpia Afroz, and Wahid bin Ahsan. Bridging the English Proficiency Gap: The Higher Education Challenges of Bangla-Medium Students in Bangladesh. Userhub, 2025. https://doi.org/10.58947/journal.svfz89.

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This study examines the challenges Bangla-medium students in Bangladesh face when transitioning to English-based higher education. Despite over a decade of English instruction, many struggle with comprehension, academic writing, and classroom engagement due to exam-oriented learning, ineffective pedagogy, and limited exposure to spoken English. Socioeconomic disparities further widen the language gap, restricting access to English-medium education and supplementary learning resources. Using a qualitative approach, semi-structured interviews with 15 students, teachers, and guardians explored th
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Colón-Muñiz, Anaida, Magaly Lavadenz, and Elvira Armas. The California English Learner Roadmap Toolkit for Institutes of Higher Education (IHEs): (Re)Designing Educator Preparation Focused on Equity for English Learner/Multilingual Students. Center for Equity for English Learners, 2022. http://dx.doi.org/10.15365/ceel.ihes2022.

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The California English Learner Roadmap Toolkit for Institutes of Higher Education was developed to address the education of English Learner and Multilingual students in California’s current university credentialing programs for teacher education, counseling, and educational administration/leadership. The purpose of this Toolkit is to: (1) provide a context for California’s university and other professional credentialing programs’ obligation to engage in reflection and (re)design processes that prioritize preparation of candidates who are well-equipped to serve culturally and linguistically div
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Kiniry, Joanne, Anastasios Karakolidis, Sharon M. Nelis, et al. The National Assessments of Mathematics and English Reading 2021: Context Report. Educational Research Centre, 2025. https://doi.org/10.70092/1413183.0325.

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The 2021 National Assessments of English Reading and Mathematics (NAMER) Context Report offers a comprehensive analysis of the factors influencing achievement in Second class English reading and Sixth class maths in Ireland. Due to pandemic-related disruptions, NAMER 2021 was postponed from 2020 and adapted to reduce the testing burden. Pupils had experienced approximately two months of remote teaching prior to returning to face-to-face instruction in March 2021. Drawing on data from questionnaires administered to pupils, teachers, and school principals, this report situates performance outcom
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Armas, Elvira, Gisela O'Brien, Magaly Lavadenz, and Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.

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This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through t
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Campoli, Ayana, and Linda Darling-Hammond. Principal learning opportunities and school outcomes: Evidence from California. Learning Policy Institute, 2022. http://dx.doi.org/10.54300/438.376.

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This study looks at the relationship between principals’ learning opportunities (both preservice preparation and in-service professional development) and key outcomes for the teachers and students in their schools. It examines both teacher retention and student achievement gains in English language arts and mathematics. It offers a new perspective on the efficacy of professional learning by using detailed data from a large, representative sample of principals directly linked to individual-level information from the teachers and students in their schools.
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