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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 3 4 5...8 Hits 1 – 20 of 144 1 Céad mίle fáilte: a corpus-based study of the development of a community of practice within the Irish hotel management training sector Margaret, Healy. - 2022 BASE Show details 2 Interpreting for the military: Creating communities of practice Ruiz Rosendo, Lucia In: ISSN: 1740-357X ; The journal of specialised translation, Vol. 37 (2022) pp. 16-34 (2022) BASE Show details 3 Welcoming and Inclusive Farmers Markets: A Community of Practice to Encourage Diversity, Equity, and Inclusion Pace, Jaclyn; Emmons, Regan; Hall, Kelsey... In: Outcomes and Impact Quarterly (2022) BASE Show details 4 Campus Decorum : The realisation of apologies, complaints and requests by Nigerian and German students ... Otung, Glory Essien. - : University of Bayreuth, 2021 BASE Show details 5 Glocal Network Shifts: Exploring Language Policies and Practices in International Schools Bettney, Esther; Nordmeyer, Jon In: Global Education Review; Vol. 8 No. 2-3 (2021): Teaching, Learning, Leading, and Living in a Glocal World: Policy, Practice, and Praxis (Part 2); 116-137 ; 2325-663X (2021) BASE Show details 6 Enhancing Critical Thinking Skills and Dispositions Through Community Dialogue in an Academic Writing Programme Sim, Sylvia S C In: International Journal for the Scholarship of Teaching and Learning (2021) BASE Show details 7 Emerging from the third space chrysalis: Experiences in a non-hierarchical, collaborative research community of practice Bickle, Ed; Bishopp-Martin, Silvina; Canton, Ursula... In: Journal of University Teaching & Learning Practice (2021) BASE Show details 8 Fostering A Sense of Community Among Teachers Via A Community of Practice: A Mixed-Methods Action Research Study Clark Moore, Apryl In: Theses and Dissertations--Educational Leadership Studies (2021) BASE Show details 9 STORIES OF IDENTITY CONSTRUCTION AND CLASSROOM PARTICIPATION IN AN ENGLISH-MEDIUM UNIVERSITY M. Faruq Ubaidillah; Utami Widiati In: JEELS (Journal of English Education and Linguistics Studies), Vol 8, Iss 1, Pp 147-174 (2021) (2021) BASE Show details 10 Language Ecology and Shift at Baawating, 1600-1971 Meades, Sean Brookfield. - 2021 BASE Show details 11 ENVOL : une plate-forme collaborative en réseau au service de la conception de modules de formation en FOU Prunet, Anne; Rousseau-Gadet, Emmanuelle; Salam, Pierre Louay In: ISSN: 0765-1635 ; Travaux de didactique du français langue étrangère ; https://hal.archives-ouvertes.fr/hal-03060134 ; Travaux de didactique du français langue étrangère, Université Paul Valéry, Montpellier III,, 2020, Le FOU dans tous ses états : conceptions, approches, pratiques. et nouvelles pistes ?, [27 p.] ; https://revue-tdfle.fr/articles/revue-77/1631-envol-une-plate-forme-collaborative-en-reseau-au-service-de-la-conception-de-modules-de-formation-en-fou (2020) BASE Show details 12 Promoting public communication in Basque: The “Jendaurrean Erabili” Practice Community ; Promocionant la comunicació pública en èuscar : la comunitat de pràctica «Jendaurrean Erabili» Eduardo Apodaka; Uxoa Anduaga; Idurre Eskisabel... In: Treballs de Sociolingüística Catalana; Núm. 30: Trajectòries sociolingüístiques: nous i vells parlants; 281-295 (2020) BASE Show details 13 Intersections: A paradigm for languages and cultures? Fornasiero, F.J.; Reed, S.; Amery, R.... In: https://link.springer.com/book/10.1007/978-3-030-50925-5 (2020) BASE Show details 14 Syrian Female Refugees: Exploring Identity and Online Language Learning Hadid, Alia. - : Digital Commons @ University of South Florida, 2020 In: Graduate Theses and Dissertations (2020) BASE Show details 15 Shaking my practice : navigating curriculum, aesthetic and social curiosity. Brown, Nicholas Patrick. - : University of Canterbury, 2020 Abstract: This thesis describes a journey, one in which a mid-career teacher interrogates his current teaching pedagogy and practice, his approach to drama and theatre processes and products, and his relationships with his students. It examines teacher and student growth and development, through an application of specific curricula and arts-based research methodologies and reflective practice. It reports changed practice on the part of the teacher and increased student agency and autonomy as they are engaged in workshop and rehearsal. The research findings in this thesis include an articulation of how a meaningful space can be created – in and through drama workshop and rehearsal – that enables students and teacher to engage in a co-constructed approach to a drama product. The recognition and prioritising of student voice is the foundation to textuality in the spoken parts of the dramatic product, as well as the stimulus for physical action within the performances. The dramatic product is made up of three rehearsed and performed educational-theatrical projects, co-constructed with students and adult collaborators. The first project takes place within the relatively safe space of the drama studio; however, the second two projects are full-scale dramatic performances, each having a season at the school where the research was undertaken. These second two projects also find meaning through their relationship with a public audience, drawn from the wider school community. All three projects draw upon key factors from The Arts in the New Zealand Curriculum (MoE, 2000), as well as the core principles of The New Zealand Curriculum (MoE, 2007). The rationale for this work was to enable both teacher and student to engage in a fresh, authentic and innovative workshop and rehearsal paradigm, integrating process and product. The research sought to address a reported experience of teachers in Aotearoa New Zealand, who are oftentimes frustrated in the attempt to reconcile a false dichotomy. This dichotomy is between executing NCEA assessment demands whilst at the same time creating drama products that are socially relevant (fostering biculturalism, multiculturalism and pluralism), and position the student at the heart of the experience and dramatic product. The locus of the research is in a boys’ school on the North Shore of Auckland, an area of relative socio-economic privilege. However, these students though privileged are also culturally undernourished, and lack intellectual and creative tools that allow them to fully engage with the complexity of their context: the bicultural, the multicultural and the pluralistic. Part of the rationale for this work was to culturally enrich students through dramatic play, by introducing them to difference, and to engage them in intellectual, creative and co-constructed dramatic processes and theatrical performances. This, in turn, would allow them to experience the ‘other’, and gain empathy for a perspective removed from their own. The methodology is one that combined both elements of arts-based research and reflective practice. The research involves two interconnected layers, one of which was a series of dramatic processes that led to three distinct performance products (the arts-based), and the second being a researcher’s evolving awareness and criticality of his teacher-director practice in a school context (the reflective practice). The participants were high school students, aged between 14 and 18 years-of-age, plus teacher collaborators and external advisors including a Māori cultural advisor in the second project. Keyword: agency and voice; Aotearoa New Zealand; arts-based research; biculturalism; community theatre; culturally responsive pedagogy; drama/theatre education; multicultural education; NCEA; New Zealand Curriculum; performance ethnography; reflective practice; student autonomy; verbatim theatre URL: https://doi.org/10.26021/9652 https://hdl.handle.net/10092/100074 BASE Hide details 16 The resilience of a community of practice during the COVID-19 crisis Van Deusen-Scholl, Nelleke. - : University of Hawaii National Foreign Language Resource Center, 2020. : (co-sponsored by American Association of University of Supervisors and Coordinators; Center for Advanced Research on Language Acquisition; Center for Educational Reources in Culture, Language, and Literacy; Center for Open Educational Resources and Language Learning; Open Language Resource Center; Second Language Teaching and Resource Center), 2020 BASE Show details 17 NOVICE ENGLISH LANGUAGE SAUDI TEACHERS BUILDING PROFESSIONAL IDENTITY Aljehani, Khulod In: Dissertations (2020) BASE Show details 18 “Ô, sor(a)! larga mão dessa aula chata!” : uma proposta de intervenção nas aulas de português na periferia Santos, Letícia da Silva. - 2020 BASE Show details 19 "Mission impawssible?" : an analysis of community-specific orthographic variation and lexical creativity online Mahler, Hanna. - 2020 BASE Show details 20 Ethnolinguistic Identity in Morocco El Haimeur, Amar In: Field Notes: A Journal of Collegiate Anthropology (2020) BASE Show details Page: 1 2 3 4 5...8

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