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Outputs (106)

Grammar as concept: The implementation of the PACE model in Beginning Spanish classes (2023)
Journal Article
Ewurama, O., & Zapata, G. C. (2023). Grammar as concept: The implementation of the PACE model in Beginning Spanish classes. Applied Language Learning, 33, 58-70

This study investigates the effectiveness of the PACE approach (Adair-Hauck & Donato, 2002) for grammar teaching in beginning (novice mid/high) second language (L2) Spanish classes. Even though research has reported instructional benefits for PACE in... Read More about Grammar as concept: The implementation of the PACE model in Beginning Spanish classes.

Multiliteracies, OER, and Inclusive L2 Pedagogical Practices (2023)
Book Chapter
Zapata, G. C. (2023). Multiliteracies, OER, and Inclusive L2 Pedagogical Practices. In G. C. Zapata, M. Kalantzis, & B. Cope (Eds.), Multiliteracies in International Educational Contexts: Towards Education Justice (76-96). Routledge. https://doi.org/10.4324/9781003349662-3

The benefits of undergraduate research for students from traditionally underrepresented groups are well documented in STEMM. However, few studies have focused on similar programs in the humanities. The objective of this chapter is to do so by describ... Read More about Multiliteracies, OER, and Inclusive L2 Pedagogical Practices.

Multiliteracies in International Educational Contexts: Towards Education Justice (2023)
Book
Zapata, G. C., Kalantzis, M., & Cope, B. (Eds.). (2023). Multiliteracies in International Educational Contexts: Towards Education Justice. Routledge. https://doi.org/10.4324/9781003349662

Multiliteracies in International Educational Contexts: Towards Education Justice examines how multiliteracies and Learning by Design have been taken up across international second-language instructional contexts, with a focus on inclusive practices a... Read More about Multiliteracies in International Educational Contexts: Towards Education Justice.

Promoting students’ informal inferential reasoning through arts-integrated data literacy education (2023)
Journal Article
Matuk, C., Vacca, R., Amato, A., Silander, M., Desportes, K., Woods, P. J., & Tes, M. (2024). Promoting students’ informal inferential reasoning through arts-integrated data literacy education. Information and Learning Science, 125(3/4), 163-189. https://doi.org/10.1108/ils-07-2023-0088

Purpose Arts-integration is a promising approach to building students’ abilities to create and critique arguments with data, also known as informal inferential reasoning (IIR). However, differences in disciplinary practices and routines, as well as... Read More about Promoting students’ informal inferential reasoning through arts-integrated data literacy education.

Promoting students’ informal inferential reasoning through arts-integrated data literacy education (2023)
Journal Article
Matuk, C., Vacca, R., Amato, A., Silander, M., DesPortes, K., WOODS, P., & Tes, M. (2024). Promoting students’ informal inferential reasoning through arts-integrated data literacy education. Information and Learning Science, 125(3/4), 163-189. https://doi.org/10.1108/ILS-07-2023-0088

Purpose Arts-integration is a promising approach to building students’ abilities to create and critique arguments with data, also known as informal inferential reasoning (IIR). However, differences in disciplinary practices and routines, as well as... Read More about Promoting students’ informal inferential reasoning through arts-integrated data literacy education.

An Islamic-oriented educational leadership model: towards a new theory of school leadership in Muslim societies (2023)
Journal Article
Alazmi, A. A., & Bush, T. (2024). An Islamic-oriented educational leadership model: towards a new theory of school leadership in Muslim societies. Journal of Educational Administration and History, 56(3), 312-334. https://doi.org/10.1080/00220620.2023.2292573

In recent years, research into educational leadership has prompted growing appreciation for the critical role which both cultural and societal tenets can have in shaping school leadership approaches. With that in mind, this study examines a school le... Read More about An Islamic-oriented educational leadership model: towards a new theory of school leadership in Muslim societies.

From being social, to becoming academic, and leaving as a graduate - Transformative university transitions (2023)
Presentation / Conference Contribution
HORDOSY, R. (2023, December). From being social, to becoming academic, and leaving as a graduate - Transformative university transitions. Paper presented at SRHE International Conference 2023, Birmingham, UK

Drawing on a longitudinal research project that followed the undergraduate entrants of 2013 into, and through their university time, this paper provides a novel conceptualisation of transformative transitions via looking at the four dimensions of non... Read More about From being social, to becoming academic, and leaving as a graduate - Transformative university transitions.

Exploring the role of sociological research in curriculum documents and the eyes of Norwegian, Hungarian and English students (2023)
Presentation / Conference Contribution
Hordosy, R., Yasdiman, M. B., & Lashari, A. (2023, December). Exploring the role of sociological research in curriculum documents and the eyes of Norwegian, Hungarian and English students. Paper presented at 2023 SRHE Conference, Birmingham, UK

Over the past few decades, there have been increased discussions on the relationships between research and teaching in higher education, subject to influence from a variety of structural and agentical factors that change over time. This paper is base... Read More about Exploring the role of sociological research in curriculum documents and the eyes of Norwegian, Hungarian and English students.

Enabling transformative university transitions: becoming a student and a graduate (2023)
Presentation / Conference Contribution
Hordosy, R. (2023, December). Enabling transformative university transitions: becoming a student and a graduate. Paper presented at Society for Research in Higher Education Annual Conference, Aston University, Birmingham, UK

Drawing on a longitudinal research project that followed the undergraduate entrants of 2013 into, and through their university time, this paper provides a novel conceptualisation of transformative transitions via looking at the four dimensions of non... Read More about Enabling transformative university transitions: becoming a student and a graduate.