Number of items at this level: 15.
Bell, Douglas
(2021)
A review of ‘Introducing English for specific purposes’.
JALT Journal, 43
(1).
pp. 104-107.
ISSN 0287-2420
Bell, Douglas
(2021)
English language teachers in higher education: a different tribe?
Working Paper.
N/A.
(Submitted)
Bell, Douglas
(2021)
Establishing systems & processes for classroom observation of teaching in EAP.
Working Paper.
N/A.
(Submitted)
Bell, Douglas
(2021)
Linking theory with practice on an MA TESOL programme.
Working Paper.
N/A.
(Submitted)
Bell, Douglas
(2021)
Methodology in EAP: still an overlooked issue?
Working Paper.
N/A.
(Submitted)
Hou, Junxia and Feng, Anwei
(2019)
Juggling multiple identities: the untold stories behind a PhD ethnographic study.
International Journal of Qualitative Methods, 18
.
p. 160940691988414.
ISSN 1609-4069
Poole, Adam
(2017)
Interpreting and implementing the IB Learner Profile in an internationalised school in China: a shift of focus from the ‘Profile as text’ to the ‘lived Profile’.
Journal of Research in International Education, 16
(3).
pp. 248-264.
ISSN 1741-2943
Poole, Adam
(2017)
Funds of knowledge 2.0: towards digital funds of identity.
Learning, Culture and Social Interaction, 13
.
pp. 50-59.
ISSN 2210-6561
Poole, Adam
(2017)
"I want to be a furious leopard with magical wings and super power": developing an ethico-interpretive framework for detecting Chinese students' funds of identity.
Cogent Education, 4
(1).
1316915/1-1316915/20.
ISSN 2331-186X
Poole, Adam
(2016)
Digital Funds of Identity: Funds of Knowledge 2.0 for the digital generation?
In: European Conference on Education 2016, 29 June - 3 July 2016, Brighton, United Kingdom.
Poole, Adam
(2016)
Possibilities-within-constraints: implementing the funds of knowledge concept in the People’s Republic of China.
Frontiers of Education in China, 11
(2).
pp. 187-216.
ISSN 1673-3533
Poole, Adam
(2016)
'Complex teaching realities' and 'deep rooted cultural traditions': barriers to the implementation and internalisation of formative assessment in China.
Cogent Education, 3
(1).
p. 1156242.
ISSN 2331-186X
Poole, Adam
(2016)
‘Complex teaching realities’ and ‘deep rooted cultural traditions’: Barriers to the implementation and internalisation of formative assessment in China.
Cogent Education, 3
.
1156242/1-1156242/14.
ISSN 2331-186X
Shi, Xiaoming
(2020)
Using explicit teaching of philosophy to promote understanding of the nature of science: a case study from a Chinese high school.
Science & Education
.
ISSN 0926-7220
Xue, Shan, Bush, Tony and Ng, Ashley Yoon Mooi
(2020)
Leadership preparation in China: providers’ perspectives.
Research in Educational Administration and Leadership, 5
(4).
ISSN 25647261
This list was generated on Thu Nov 21 08:33:39 2024 UTC.
