| 2 |
How does dialogical talk promote student learning during small group work? An exploratory study
|
|
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Development of a self-management intervention for stroke survivors with aphasia using co-production and behaviour change theory: An outline of methods and processes
|
|
|
|
In: PLoS One (2021)
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Langenscheidt, Der Englisch-Kurs : der komplette Sprachkurs zum erfolgreichen Selbstlernen ; mit Langenscheidt-Abschlusstest ; orientiert sich am europäischen Sprachenzertifikat ; 3 Bücher, 6 Audio-CDs
|
|
|
|
DNB Subject Category Language
|
|
Show details
|
|
|
| 7 |
Complexity in organoleptic paths of motion in the genre of craft beer reviews: a comparative study of Spanish and English.
|
|
Clarke, David. - : Dublin City University. School of Applied Language and Intercultural Studies, 2019. : Dublin City University. Centre for Translation and Textual Studies (CTTS), 2019
|
|
In: Clarke, David (2019) Complexity in organoleptic paths of motion in the genre of craft beer reviews: a comparative study of Spanish and English. PhD thesis, Dublin City University. (2019)
|
|
BASE
|
|
Show details
|
|
|
| 9 |
The lexicon project: Examining the consequences for international comparative research of pedagogical naming systems from different cultures
|
|
|
|
In: CERME 10 ; https://hal.archives-ouvertes.fr/hal-01938196 ; CERME 10, Feb 2017, Dublin, Ireland (2017)
|
|
BASE
|
|
Show details
|
|
|
| 10 |
Post-stroke self-management interventions: a systematic review of effectiveness and investigation of the inclusion of stroke survivors with aphasia ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 11 |
Post-stroke self-management interventions: a systematic review of effectiveness and investigation of the inclusion of stroke survivors with aphasia ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 13 |
To what extent is critical thinking affected by language demands in a level seven technical degree course?
|
|
|
|
BASE
|
|
Show details
|
|
|
| 14 |
To what extent is critical thinking affected by language demands in a level seven technical degree course?
|
|
|
|
BASE
|
|
Show details
|
|
|
| 15 |
To what extent is critical thinking affected by language demands in a level seven technical degree course?
|
|
|
|
Abstract:
Critical thinking can be said to be among the louder ‘buzz phrases’ in education in the 21st century. Both critical thinking and communication are key employability skills. Whilst there is a body of research on critical thinking, and its role in pedagogy, there seems to be a dearth of research linking second language ability and critical thinking. This area probably needs further examination given that it relates to subject specific discourse. Moreover the debate about domain-specific and generalist critical thinking skills is arguably impacted by language in ways that could disadvantage non-native English speakers in their assessed work. This research, carried out with Automotive students in New Zealand, suggests the language support currently given on a Bachelor level course in Automotive may not be adequate, and might need to be made available in different ways because perceptions of language ability may impact on success. The findings from this project suggest that automotive students might in fact prefer more language support. This information would be useful for course designers and facilitators at institutions elsewhere, particularly where courses might attract large numbers of non-native speakers either as international or domestic students. In either case, their perceived needs and expectations on the level of language support required to succeed are a focal point of this project.
|
|
Keyword:
130213 Vocational Education and Training Curriculum and Pedagogy; automotive education; Bachelor of Applied Technology (BAT); critical thinking; graduate employability; language support; New Zealand; non-native speakers of English; TVET students; vocational education
|
|
URL: https://hdl.handle.net/10652/3680
|
|
BASE
|
|
Hide details
|
|
|
| 16 |
Introducing structured caregiver training in stroke care: findings from the TRACS process evaluation study
|
|
|
|
BASE
|
|
Show details
|
|
|
| 17 |
What does distributed cognition tell us about student learning of science?
|
|
|
|
BASE
|
|
Show details
|
|
|
| 18 |
Multi-theoretic approaches to understanding the science classroom
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
