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Direct linkJonathan Hancock; Andy Hancock – Current Issues in Language Planning, 2024
This article reports on a national survey of complementary school providers in Scotland to gain insights into their perspectives of the abrupt transition to online learning spaces during the COVID-19 pandemic. Data gathered from a questionnaire (n=34) and in-depth interviews (n=13) covering 19 different heritage languages are analysed through the…
Descriptors: Native Language, Second Language Learning, COVID-19, Pandemics
Download full textDorottya Demszky; Heather C. Hill; Eric S. Taylor; Ashlee Kupor; Deepak Varuvel Dennison; Chris Piech – Annenberg Institute for School Reform at Brown University, 2025
The role of teacher agency in professional learning has been the subject of several qualitative studies but has not yet been tested in an experimental setting. To provide causal evidence of the impact of teacher agency on the effectiveness of professional learning, we conducted a preregistered randomized controlled trial in an online computer…
Descriptors: Professional Autonomy, Faculty Development, Attribution Theory, Online Courses
Peer reviewedAmini, Mina A.; Kruger, Cornè G. – Iranian Journal of Language Teaching Research, 2022
Globally various barriers hinder English as a Foreign Language (EFL) learners from developing English communicative competence. Concern in this regard is also raised in the context of Iran. Two themes that strongly emerge from the vast number of publications on the causes of poor EFL learning outcomes in Iran include the need for teacher…
Descriptors: Role, Language Teachers, Professional Autonomy, Second Language Instruction
Algers, Anne – Technology, Knowledge and Learning, 2020
The use of open textbooks in universities is according to some organisations changing the higher education landscape and is promising for the mainstream adoption of OER. The aim of this paper is to analyse authors' views of agency and empowerment when they plan, create and reflect on their open textbooks, their teaching and students' learning.…
Descriptors: Universities, Textbooks, Open Educational Resources, Teacher Attitudes
Stephens, Gregory Peyton – ProQuest LLC, 2018
The purpose of this study was to examine the process through which high school mathematics teachers direct their own learning and professional growth. Improving our understanding of the process of self-directed learning has significance in the field of mathematics education due to the degree to which the Common Core State Standards movement has…
Descriptors: Mathematics Instruction, Faculty Development, Independent Study, Secondary School Teachers
Better Teaching and More Learning in Mobile Learning Courses: Towards a Model of Personable Learning
Ament, Vanessa; Edwards, Richard – International Association for Development of the Information Society, 2018
In this reflection paper, we argue, contrary to many positive assessments of the use of new technologies, data analytics and artificial intelligence (AI) in mLearning, it is worthwhile to look again at the process and agency that comes from human teachers and that live teaching acts should be prioritized in the creation of mLearning courses. The…
Descriptors: Teaching Methods, Handheld Devices, Telecommunications, Teacher Role
Cox, Dana C.; Naresh, Nirmala; D'Ambrosio, Beatriz S.; Keiser, Jane M. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2012
An evaluation of the impact of a professional development experience on participants' ability to explore student voices as input for improving the teaching of mathematics evolved into a self-study of our growth as non-evaluative listeners. This paper specifically describes our emergent awareness of the evaluative stance implicit within our attempt…
Descriptors: Faculty Development, Student Attitudes, Mathematics Instruction, Independent Study
