Browsing by Author "De Luca, Rosemary"

• Editorial 

  De Luca, Rosemary (Faculty of Education, University of Waikato, 2008)

  An introduction to the journal is presented in which the author discusses several articles including those on today's teaching and learning of language and music, Sylvia Ashton-Warner's contribution to educational theory ...

  

• How an exchange of perspectives led to tentative ethical guidelines for visual ethnography 

  Pope, Clive C.; De Luca, Rosemary; Tolich, Martin (Taylor & Francis, 2010)

  Qualitative research, especially visual ethnography, is an iterative not a linear process, replete with good intentions, false starts, mistaken assumptions, miscommunication and a continually revised statement of the ...

• Human ethics guidelines for schools 

  Cooper, Beverley; De Luca, Rosemary (New Zealand Association for Science Educators, 2009)

  The article depicts the development, the process and the composition human ethics guidelines for schools in New Zealand. It states that the guidelines must be provided at schools for guiding school-based student research ...

  

• Issues and challenges of using web blogs as a medium for research communication. 

  Hasim, Zuwati; De Luca, Rosemary; Bell, Beverley (Faculty of Education, University of Waikato, 2011)

  The advent of web-based technology has initially allowed millions of users to get hold of immense information and to communicate worldwide. In the field of education, for example, web-based technology has brought about ...

  

• Student agency in collaborative writing: A sociocognitive perspective 

  Pu, Yue-en Anita (The University of Waikato, 2020)

  There is a vast amount of literature on collaborative writing in second language teaching and learning, much of it inspired by Storch (2002 - 2015). Although the topic of collaborative writing has been researched extensively, ...

  

• Oral corrective feedback in a blended learning environment: Challenges and contradictions faced by teachers in a Vietnamese university 

  Nguyen, Thi Huong (The University of Waikato, 2019)

  Although much research has investigated oral correction feedback (OCF), little has addressed EFL teachers’ cognition and practices about OCF provision in blended learning environments. This qualitative case study aims to ...

  

• Constructing Learner Autonomy Through Control Shift: Sociocultural Implications of Teacher Cognition and Practice in a Chinese Secondary School 

  Wang, Yi (University of Waikato, 2016)

  Recognised as an educationally desirable goal, the development of learner autonomy (LA) has been extensively implemented and researched in various settings. Many have advocated that the goal can be achieved in a conventional ...

  

• Bridging the mismatches between the lecturers’ and students’ beliefs about the value of written feedback on their assignments: A Private Malaysian University Case Study 

  Ng, Judy/Miang Koon (University of Waikato, 2015)

  This multi-method, qualitative study seeks to examine issues surrounding the purposes and roles of the written feedback provided by Malaysian lecturers in a private university on assessed student assignments written in ...

  

• An Integration of a Process Approach and Formative Assessment into the Development of Teaching and Learning of ESL Writing in a Malaysian University: A Sociocultural Perspective 

  Hasim, Zuwati (University of Waikato, 2014)

  A review of relevant literature indicates that assessment of students’ academic writing needs to include formative as well as summative feedback, especially when process approaches to the teaching of writing are adopted. ...

  

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