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      Kiely, R., M. Davis and E. Wheeler. 2010. Investigating Critical Learning Episodes: A Practical Guide for Continuing Professional Development. Reading: CfBT Education Trust.
      ISBN: 978-1-907496-13-4
      Summary: A Guidance Report written to serve as a practical guide in the development of CPD programmes which focus on current practice and support ways of researching it. Available online: http://www.cfbt.com/evidenceforeducation/pdf/5Bristol_InvestigatingCLE_FINAL(Web).pdf
      Country of research: United Kingdom
      Learners' background: United Kingdom
      Institutional level: adult
      Entered by: University College Plymouth St Mark & St John (Department of International Education)
      Kiely, R. 2010. ‘L1 and L2 in the CLIL classroom’ in CLIL und Immersion: Erfolgsbedingungen für fremdsprachlichen Sachfachunterricht in der Grundschule. Braunschweig: Westermann Verlag, pp. 88-99
      Book editor(s): Massler, U. and P. Burmeister.
      ISBN: 978-3-14-162133-4
      Summary: A book chapter based on the findings of the PRO-CLIL programme evaluation.
      Country of research: various
      Learners' background: various
      Institutional level: primary
      Entered by: University College Plymouth St Mark & St John (Department of International Education)
      Jones, P. 2010. Early Beginnings: Early Stages of Ab Initio FL Learning in a US University.
      Supervisor(s): Kiely, R.
      Awarding institution: University of Bristol
      Thesis type: PhD
      Entered by: University of Bristol (Graduate School of Education)
      Askham, J. 2010. The English Language Portfolio (ELP) and Implementation of the Common Framework of Reference (CEFR) in Language Teaching in two European Countries.
      Supervisor(s): Kiely, R.
      Awarding institution: University of Bristol
      Summary: This ESRC-funded study examined the classroom implementation of the European Language Portfolio in two countries, Italy and the UK, with a view to identifying affordances of the ELP, the ways teachers construct these, and the ways in which the context of English as a foreign language differs from other foreign languages in the European context.
      Thesis type: PhD
      Country of research: various
      Learners' background: various
      Institutional level: primary
      Entered by: University of Bristol (Graduate School of Education)
      Anthony, E. 2010. Problem-based Learning - A Case Study of ESL in a Malaysia University.
      Supervisor(s): Kiely, R.
      Awarding institution: University of Bristol
      Summary: This study examined the implementation of problem-based learning (PBL), an innovative pedagogy developed here to support English learning in a Malaysian university. The study illustrated a positive impact of the features of PBL which promote autonomy, person al responsibility and self-assessment.
      Thesis type: PhD
      Country of research: Malaysia
      Learners' background: Malaysia
      Institutional level: tertiary
      Entered by: University of Bristol (Graduate School of Education)
      Al-Zefeiti, A. 2010. A Stakeholder Evaluation of an English for Academic Purposes (EAP) Writing Programme.
      Supervisor(s): Kiely, R.
      Awarding institution: University of Bristol
      Summary: A stakeholder evaluation of a large EAP programme, with a focus on teachers' practices and the motivations and cognitions which underpin these, and on the management enterprise which has responsibility for the student experience in the university as a whole.
      Thesis type: PhD
      Country of research: Oman
      Learners' background: Oman
      Institutional level: tertiary
      Entered by: University of Bristol (Graduate School of Education)
      Kiely, R. and M. Davis. 2010. ‘From transmission to transformation: teacher learning in ESOL’. Language Teaching Research 14/3: 277-96
      Summary: A paper based on the findings of the InSITE Project.
      Country of research: United Kingdom
      Learners' background: various
      Institutional level: adult
      Entered by: University College Plymouth St Mark & St John (Department of International Education)
      Kiely, R. 2010. ‘Craft and context: understanding language teaching’ in Language, Learning & Context: Proceedings of the 42nd Annual Meeting of the British Association for Applied Linguistics. London: Scitsiugnil Press
      Editor(s): Harris, A and A. Brandt.
      Country of research: United Kingdom
      Learners' background: United Kingdom
      Institutional level: adult
      Entered by: University College Plymouth St Mark & St John (Department of International Education)
      Kiely, R. 2010. ‘Understanding the craft of the experienced teacher’ in IATEFL 2009: Cardiff Conference Selections. Kent: IATEFL, pp. 48-51
      Editor(s): Beavan, B.
      Country of research: United Kingdom
      Learners' background: United Kingdom
      Institutional level: adult
      Entered by: University College Plymouth St Mark & St John (Department of International Education)
      Kiely, R. and P. Rea-Dickens. 2009. ‘Evaluation and learning in language programmes’ in Handbooks of Applied Linguistics: Volume 6: Handbook of Foreign Language Communication and Learning. Amsterdam: Mouton de Gruyter, pp. 663-694
      Book editor(s): Knapp, K., B. Seidlhofer and H. Widdowson.
      ISBN: 978-3-11-018833-2
      Summary: A survey article of research and practice in language programme evaluation.
      Country of research: various
      Entered by: University College Plymouth St Mark & St John (Department of International Education)