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Westgate, David; Hughes, Maureen – Education 3-13, 2016
In a previous phase of a project based in a group of UK primary schools, speaking and listening was found to be an effective focus for improved learning across the curriculum and for teachers' professional development. At the project's second stage and in the light of recently changed Department for Education guidelines, these findings have been…
Descriptors: Classroom Observation Techniques, Video Technology, Interviews, Diaries
Cremin, Teresa; Baker, Sally – English Teaching: Practice and Critique, 2014
In the light of international interest in teachers' literate identities and practices, this paper addresses the under-researched area of teachers' writing identities. It examines the multimodal interactive discursive practices at play in the writing classroom of a teacher in the UK who, in order to support the pupils, consciously positions herself…
Descriptors: Foreign Countries, Writing Teachers, Writing Instruction, Self Concept
Wyatt-Smith, Claire; Kimber, Kay – English Teaching: Practice and Critique, 2009
This article explores the emergence of multimodality as intrinsic to the learning, teaching and assessment of English in the Twenty-First Century. With subject traditions tied to the study of language, literature and media, multimodal texts and new technologies are now accorded overdue recognition in English curriculum documents in several…
Descriptors: Foreign Countries, English Curriculum, Learning Modalities, Technology Uses in Education
Jewitt, Carey – Review of Research in Education, 2008
The characteristics of contemporary societies are increasingly theorized as global, fluid, and networked. These conditions underpin the emerging knowledge economy as it is shaped by the societal and technological forces of late capitalism. These shifts and developments have significantly affected the communicational landscape of the 21st century.…
Descriptors: Literacy, Literature, Foreign Countries, Educational Technology

Fouzder, Nani B.; Markwick, Andrew J. W. – International Journal of Science Education, 2000
Describes the affective factors involved in the academic progress and achievement of newly-arrived bilingual twins in a secondary school in London. Finds that different personality traits and self-perceptions resulted in the development of their divergent personal learning styles, and that task interest, appropriate learning strategies, and…
Descriptors: Bilingual Students, Cognitive Development, Cognitive Style, Foreign Countries

Riding, Richard J.; Read, Geoffrey – Educational Psychology, 1996
Surveys 78 British secondary school students and correlates their responses regarding preferences in learning styles to information previously determined by the computer-presented Cognitive Styles Analysis. Examines the students' preferences for group, pair, or individual work, as well as, open and closed tasks. (MJP)
Descriptors: Aural Learning, Cognitive Processes, Cognitive Style, Computer Uses in Education
Harker, Mihye; Koutsantoni, Dmitra – ReCALL, 2005
This paper discusses the effectiveness of a web-based learning programme of English for Academic Purposes (EAP) for British students from ethnic minority backgrounds. Original web-based materials for English for Academic Purposes (EAP) were developed and 43 student volunteers participated in two different modes of learning during the 9-week long…
Descriptors: Feedback (Response), Learning Modalities, Academic Achievement, Internet