ERIC Number: ED411711
Record Type: RIE
Publication Date: 1995
Teachers' Voices: Exploring Course Design in a Changing Curriculum.
Burns, Anne, Ed.; Hood, Susan, Ed.
The collection of papers on course design includes reports of teaching practice and classroom research by teachers of English as a second language. Papers include: "Teacher Researchers: Perspectives on Teacher Action Research and Curriculum Renewal" (Anne Burns); "From Curriculum to Courses: Why Do Teachers Do What They Do?" (Susan Hood); "The Dynamic and Complex Process of Course Construction" (Angela McKenna); "The Special Considerations in Selecting and Sequencing Content in Workplace Courses" (Ann Beales); "Functional Grammar in the Classroom" (Annabelle Lukin); "Topics, Text-Types and Grammar: Making the Links" (Susie Llewelyn); "What About Grammar?" (Dora Troupiotis); "Investigating with Learners Their Perceptions of Competency-Based Language" (Alison MacPhail); "Developing Integrated Approaches to Assessment" (Michael Carroll); "The Effects of Educational Background in the Program of Beginning Learners: A Case Study" (Margaret Carew); "Competency-Based Vocational Language Learning: Exploring Learners' Views" (Vivienne Campbell); and "Collaboration in Action Research: The Role of the Research Coordinator" (Nan Dingle). (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)
Descriptors: Adult Education, Case Studies, Classroom Research, Competency Based Education, Cooperation, Course Content, Course Organization, Curriculum Design, Curriculum Development, Educational Background, English (Second Language), Foreign Countries, Grammar, Inplant Programs, Instructional Design, Introductory Courses, Language Tests, Literacy Education, Research Administration, Second Language Instruction, Student Attitudes, Student Evaluation, Testing, Vocational English (Second Language)
National Centre for English Language Teaching and Research, Macquarie University, Sydney, New South Wales, Australia 2109 ($26.95, Australian).
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: Macquarie Univ., Sydney (Australia). National Centre for English Language Teaching and Research.
Grant or Contract Numbers: N/A