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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 Hits 1 – 20 of 30 1 Discursive positioning in theory and practice: a case for narrative mediation Winslade, John. - : The University of Waikato, 2020 BASE Show details 2 Brokering practices among international EAL students at a New Zealand university Lee, Sherrie. - : The University of Waikato, 2019 BASE Show details 3 Exploring the beliefs and practices of first year teachers of literacy in New Zealand primary schools Carss, Wendy Diane. - : The University of Waikato, 2019 BASE Show details 4 The writing of assignments in a pre-service primary education programme: Student and staff perspectives Gera, Christina Mary. - : The University of Waikato, 2017 BASE Show details 5 Developing EFL students' communicative skills through content-based instruction: A case study of EFL teaching in an undergraduate degree program at a tertiary institution in Indonesia Eryansyah, Eryansyah. - : University of Waikato, 2017 BASE Show details 6 Afterword to "Writer Identity and the Teaching and Learning of Writing" Cremin, Teresa; Locke, Terry. - : Routledge, 2016 BASE Show details 7 Introduction to "Writer Identity and the Teaching and Learning of Writing" Cremin, Teresa; Locke, Terry. - : Routledge, 2016 BASE Show details 8 Writer Identity and the Teaching and Learning of Writing Cremin, Teresa; Locke, Terry. - : Routledge, 2016 BASE Show details 9 Vietnamese teachers’ self-efficacy in teaching English as a foreign language Phan, Nga Thi Tuyet; Locke, Terry. - : Emerald, 2016 BASE Show details 10 "In this class automatic my words come out": Implementing process drama in two Malaysian English language-learning contexts Abdul Samat, Norhanim. - : University of Waikato, 2016 BASE Show details 11 Can I teach these students? A case study of Vietnamese teachers’ self-efficacy in relation to teaching English as a foreign language Phan, Nga Thi Tuyet. - : University of Waikato, 2015 BASE Show details 12 Preparing pupils for peer or group response Foster, Rebecca. - : University of Waikato, 2014 BASE Show details 13 Supporting student growth in syntactical fluency as writers: A paired learning approach Barrett, Sally Jane. - : University of Waikato, 2013 Abstract: The widespread belief that the traditional teaching of grammar is ineffective in enhancing student writing has contributed to a reduction in the teaching of formal grammar in the New Zealand English curriculum. At the same time and perhaps as a consequence students have little understanding about how language functions and what is needed to communicate effectively in writing. There has been widespread debate about the role grammar might play in enhancing writing effectiveness. This thesis will present the results of an intervention-centred inquiry involving the introduction of syntax in the context of teaching writing. The purpose of the research was to examine whether the teaching of syntactical concepts and structures at point of need enhanced students' writing, and how pairs, writing their stories alongside each other, might be utilised to provide productive, formative feedback. Pre- and post-intervention writing was collected as well as a questionnaire and attitudinal survey data on grammatical knowledge and writing confidence. Students subsequently worked on writing a narrative utilising the grammatical features taught during class activities. Over an eight-week period, teacher interventions included 'incidental' grammar lessons, inductive lessons where students were guided to notice grammatical patterns, conferencing together over problems, and mini-lessons that involved applying a strategy in the writing pairs. The results indicate significant improvement in areas of fluency and syntactical sophistication. Keyword: paired learning; syntactical fluency grammar URL: https://hdl.handle.net/10289/7846 BASE Hide details 14 Editorial: The professional content knowledge of the English/literacy teacher: Addressing the implications of diversity Locke, Terry. - : Waikato Faculty of Education, 2012 BASE Show details 15 Critical literacy as an approach to literary study in the multicultural, high-school classroom Locke, Terry; Cleary, Alison. - : Faculty of Education, University of Waikato, 2011 BASE Show details 16 Editorial: Culturally responsive research and pedagogy Kostogriz, Alex; Doecke, Brenton; Locke, Terry. - : Waikato Faculty of Education, 2011 BASE Show details 17 Beyond the grammar wars : a resource for teachers and students on developing language knowledge in the English/literacy classroom Locke, Terry (Hrsg.). - New York [u.a.] : Routledge, 2010 BLLDB UB Frankfurt Linguistik Show details 18 Implementing critical literacy in a Tongan bilingual classroom Vea, Peseti Tupou'ila. - : University of Waikato, 2010 BASE Show details 19 Beyond shrek: fairy tale magic in the multicultural classroom Sturgess, Janet; Locke, Terry. - : Routledge, 2009 BASE Show details 20 Constructing English in New Zealand: A report on a decade of reform Locke, Terry. - : Springer Netherlands, 2007 BASE Show details Page: 1 2

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