1 |
Exploring Trends in 21st Century Canadian K-12 French as Second Language Research: A Research Synthesis
|
|
|
|
BASE
|
|
Show details
|
|
2 |
Exploring Trends in 21st Century Canadian K-12 French as Second Language Research: A Research Synthesis
|
|
|
|
In: Canadian Journal of Applied Linguistics; Vol. 22 No. 1 (2019): Special Issue: In Memory of Larry Vandergrift; 60-84 ; Revue canadienne de linguistique appliquée; Vol. 22 No. 1 (2019): Numéro spécial : à la mémoire de Larry Vandergrift; 60-84 ; 1920-1818 ; 1481-868X (2019)
|
|
BASE
|
|
Show details
|
|
4 |
Test-Takers' Strategic Behaviors in Independent and Integrated Speaking Tasks
|
|
|
|
BASE
|
|
Show details
|
|
6 |
Test-Takers' Strategic Behaviors in Independent and Integrated Speaking Tasks
|
|
|
|
BASE
|
|
Show details
|
|
7 |
Editorial
|
|
|
|
In: Canadian Journal of Applied Linguistics; Vol. 14 No. 2 (2011): Special Issue: Trends in Second Language Teaching and Education ; Revue canadienne de linguistique appliquée; Vol. 14 No. 2 (2011): Numéro spécial : Tendances en didactique des langues secondes et en formation des enseignant(e)s ; 1920-1818 ; 1481-868X (2012)
|
|
BASE
|
|
Show details
|
|
8 |
A Case Study of Compact Core French Models: A Pedagogic Perspective
|
|
|
|
BASE
|
|
Show details
|
|
9 |
Languaging as Agent and Constituent of Cognitive Change in an Older Adult:An Example
|
|
|
|
In: Canadian Journal of Applied Linguistics; Vol. 14 No. 1 (2011); 104-117 ; Revue canadienne de linguistique appliquée; Vol. 14 No. 1 (2011); 104-117 ; 1920-1818 ; 1481-868X (2011)
|
|
BASE
|
|
Show details
|
|
12 |
Task Outcomes: A Focus on Immersion Students' Use of Pronominal Verbs in Their Writing
|
|
|
|
In: Canadian Journal of Applied Linguistics; Vol. 3 No. 1-2 (2000): ; 7-22 ; Revue canadienne de linguistique appliquée; Vol. 3 No. 1-2 (2000): ; 1920-1818 ; 1481-868X (2010)
|
|
BASE
|
|
Show details
|
|
16 |
Two Telecollaborative Contexts for Writing in a Beginner FSL University Program: Achievement, Perceptions, and Identity
|
|
|
|
BASE
|
|
Show details
|
|
17 |
Investigating Elementary Teachers' Perceptions About and Experiences with Ontario's Teacher Performance Appraisal System
|
|
|
|
Abstract:
Performance appraisals have far reaching consequences on people. If evaluators in any way discriminate against employees, these individuals can suffer devastating and potentially debilitating consequences. This thesis investigates elementary teachers’ perceptions of and experiences with Ontario’s Teacher Performance Appraisal system (TPA), used to appraise teachers in Ontario from 2001 until 2007. I used quantitative data obtained from a sample of 132 teachers to investigate their perceptions of TPA with respect to four dimensions of organizational justice; outcome fairness, procedural fairness, informational fairness, and interpersonal fairness. Using oppression and critical theories as the theoretical framework, my analyses of my data allowed me to compare mainstream and minoritized teachers’ perceptions of their experiences with TPA. I also conducted follow-up interviews with three mainstream and three minoritized teachers. Analyses of my data enabled me to investigate how each group experienced TPA in terms of the four dimensions of organizational fairness. Analyses of the quantitative data revealed that minoritized teachers perceived their experiences less favourably than mainstream teachers. In addition, from my analyses of the qualitative data, I found that minoritized teachers tended to experience mistreatment, including manifestations of racism and homophobia from the administrators who conducted their TPA. The implications of this study call on administrators to disrupt the cycle of oppression by thinking about the biases, prejudices and stereotypical attitudes they bring intentionally or unintentionally to appraising teachers.
|
|
Keyword:
0514; administration; elementary
|
|
URL: http://hdl.handle.net/1807/19155
|
|
BASE
|
|
Hide details
|
|
18 |
Research Perspectives on Core French: A Literature Review
|
|
|
|
In: Canadian Journal of Applied Linguistics; Vol. 12 No. 2 (2009) ; Revue canadienne de linguistique appliquée; Vol. 12 No. 2 (2009) ; 1920-1818 ; 1481-868X (2009)
|
|
BASE
|
|
Show details
|
|
|
|