We live in an age overflowing with sources of information. With so many information sources at our fingertips, knowing where to start, sorting through it all and finding what we want can be overwhelming!
Teaching and learning a foreign language like English is not easy task. The situation become more difficult when the learners are primary school children and teaching and learning focus is grammar, an activity often regarded as ‘boring, ‘
I want to suggest just one thing here: ELT blogs are part of an online philistine culture where complacency is encouraged and robust critical discussion is frowned on. Apart from what you might read here, it's very rare indeed ...
This systematic literature review is firmly located within the mixed methods field by focusing on the exploration of how qualitative information from interviews has been subjected to a primary or secondary analysis using statistical methods with a further consideration of why researchers have reported their research in this way.
This post was originally published on Social Science Space. Written by Patrick Dunleavy, co-director of Democratic Audit, chair of the London School of Economics Public Policy Group, and a professor of political science at the LSE. Reading the abstracts for academic journal … Continue reading →
Through collaborative writing, the authors reflect on ethnographic engagement and critique “research tourism,” that is, drop-in, quick-fix “fieldwork” in developing countries. We position ourselves not as researchers vis-à-vis researched, but as two scholars set between researchers and researched, sometimes in the role of researcher but also stepping inside the binary to limn the gap.
Ki te Aoturoa is a set of learning materials for inservice teacher educators (ISTEs) that models the integration of theory and practice critical for ISTE learning. The materials are intended to help ISTEs improve their practice in ways that will impact on teachers� practice and lead to improved student outcomes. The materials were developed as part of INSTEP, a Ministry of Education, New Zealand-wide research and development initiative about the learning and practice of ISTEs.
"The key difference is in the developmental aim of practitioner inquiry and in the fact that it is not carried out with the intention, necessarily, of being made public."
An informative title for an article or chapter maximizes the likelihood that your audience correctly remembers enough about your arguments to re-discover what they are looking for. Without embedded cues, your work will sit undisturbed on other scholars’ PDF libraries, or languish unread among hundreds of millions of other documents on the Web. That must be what what we want, based on on what we do.
Some funny examples of what is commonly done but shouldn't- or should it?