2010. Managing Educational Change In a Turbulent Environment. Saarbrucken, Germany: Lambert Academic Publishing.
ISBN: 9783838342610
Summary: A longitudinal study of a TESOL change project in Hungary from 1991-1998. The study uses a framework that looks at the project from the point of view of its content and its process, within a local, national and international context which was itself unpredictably changing.
Country of research: Hungary
Learners' background: Hungary
Institutional level: tertiary
Entered by: University of Leeds (School of Education)
ISBN: 9783838342610
Summary: A longitudinal study of a TESOL change project in Hungary from 1991-1998. The study uses a framework that looks at the project from the point of view of its content and its process, within a local, national and international context which was itself unpredictably changing.
Country of research: Hungary
Learners' background: Hungary
Institutional level: tertiary
Entered by: University of Leeds (School of Education)
2010. ‘The design and evolution of the BA Educational Studies (TESOL) programme: perspectives from Leeds’ in
International Collaboration for Educational Change: The BA Project. Muscat, Sultanate of Oman: Ministry of Education, pp. 22-34
Book editor(s): Atkins, J., M. Lamb and M. Wedell.
ISBN: 978-9948-15-342-9
Summary: The BA TESOL programme was an innovative large-scale degree programme taken by nearly 1000 Omani teachers of English in the period 1999-2009. This chapter describes how the programme was designed, and how the initial design evolved over the 10 years.
Learners' background: Oman
Entered by: University of Leeds (School of Education)
Book editor(s): Atkins, J., M. Lamb and M. Wedell.
ISBN: 978-9948-15-342-9
Summary: The BA TESOL programme was an innovative large-scale degree programme taken by nearly 1000 Omani teachers of English in the period 1999-2009. This chapter describes how the programme was designed, and how the initial design evolved over the 10 years.
Learners' background: Oman
Entered by: University of Leeds (School of Education)
2010. ‘Participant motivation on the BA programme: a self-determination perspective’ in
International Collaboration for Educational Change: The BA Project. Muscat, Sultanate of Oman: Ministry of Education, pp. 35-47
Book editor(s): Atkins, J., M. Lamb and M. Wedell.
ISBN: 978-9948-15-342-9
Summary: Self-determination theory posits that learners who have internalized motives for studying will tend to make better progress. This chapter reports on research testing this hypothesis with Omani students taking a BA degree in TESOL at the University of Leeds, UK.
Country of research: United Kingdom
Learners' background: Oman
Institutional level: tertiary
Entered by: University of Leeds (School of Education)
Book editor(s): Atkins, J., M. Lamb and M. Wedell.
ISBN: 978-9948-15-342-9
Summary: Self-determination theory posits that learners who have internalized motives for studying will tend to make better progress. This chapter reports on research testing this hypothesis with Omani students taking a BA degree in TESOL at the University of Leeds, UK.
Country of research: United Kingdom
Learners' background: Oman
Institutional level: tertiary
Entered by: University of Leeds (School of Education)
2010. Beliefs about Arabic Language Learning Held by Students and their Teachers at ITANA (Institute for the Teaching of Arabic to Non-Arabs, Riyadh, Saudi Arabia).
Supervisor(s): Wedell, M. and P. Robinson
Awarding institution: University of Leeds
Thesis type: PhD
Country of research: Saudi Arabia
Learners' background: various
Institutional level: adult
Entered by: University of Leeds (School of Education)
Supervisor(s): Wedell, M. and P. Robinson
Awarding institution: University of Leeds
Thesis type: PhD
Country of research: Saudi Arabia
Learners' background: various
Institutional level: adult
Entered by: University of Leeds (School of Education)
2010. Anxiety in English Language Learning: A Case Study of Taiwanese University Student on a Study Abroad Programme.
Supervisor(s): Wedell, M.
Awarding institution: University of Leeds
Thesis type: PhD
Country of research: Taiwan
Entered by: University of Leeds (School of Education)
Supervisor(s): Wedell, M.
Awarding institution: University of Leeds
Thesis type: PhD
Country of research: Taiwan
Entered by: University of Leeds (School of Education)
2009. Planning for Educational Change: Putting People and Their Contexts First. London: Continuum.
ISBN: 9780826487278
Summary: Integration of educational change theory and practice. Current ideas about the what, why and how of educational (TESOL) change are analysed to identify key issues for consideration. International case studies are used to illustrate how change processes are affected when such issues are insufficiently acknowledged or ignored.
Institutional level: tertiary
Entered by: University of Leeds (School of Education)
ISBN: 9780826487278
Summary: Integration of educational change theory and practice. Current ideas about the what, why and how of educational (TESOL) change are analysed to identify key issues for consideration. International case studies are used to illustrate how change processes are affected when such issues are insufficiently acknowledged or ignored.
Institutional level: tertiary
Entered by: University of Leeds (School of Education)
2009. ‘Supporting change in teachers’ ideas and practices: the influence of the BA Educational Studies (TESOL) Programme on classroom teaching’ in
International Collaboration for Educational Change: The BA project. Muscat, Oman: Ministry of Education, pp. 82-94
Book editor(s): Atkins, J., M. Lamb and M. Wedell.
URL: http://www.moe.gov.om/Portal/sitebuilder/Sites/EPS/Arabic/IPS/Importa/tesol/4/Supporting%20change%20in%20teachers%E2%80%99%20ideas%20and%20practices%20The%20influ.pdf
ISBN: 978-9948-15-342-9
Summary: This chapter presents evidence of a BA Educational Studies (TESOL) Programme in Oman influencing the way that teachers taught, as well as thought about their work: both cognitive and behavioural change seemed to occur. The programme appeared to be constructivist in various ways.
Country of research: Oman
Learners' background: Oman
Institutional level: tertiary
Entered by: University of Portsmouth (School of Languages and Area Studies)
Book editor(s): Atkins, J., M. Lamb and M. Wedell.
URL: http://www.moe.gov.om/Portal/sitebuilder/Sites/EPS/Arabic/IPS/Importa/tesol/4/Supporting%20change%20in%20teachers%E2%80%99%20ideas%20and%20practices%20The%20influ.pdf
ISBN: 978-9948-15-342-9
Summary: This chapter presents evidence of a BA Educational Studies (TESOL) Programme in Oman influencing the way that teachers taught, as well as thought about their work: both cognitive and behavioural change seemed to occur. The programme appeared to be constructivist in various ways.
Country of research: Oman
Learners' background: Oman
Institutional level: tertiary
Entered by: University of Portsmouth (School of Languages and Area Studies)
2009. The Relationship Between Teacher Education, Teacher Cognition and Classroom Practice in Language Teaching: A Case Study of MA.
Supervisor(s): Borg, S. and M. Wedell
Awarding institution: University of Leeds
Thesis type: PhD
Country of research: Turkey
Entered by: University of Leeds (School of Education)
Supervisor(s): Borg, S. and M. Wedell
Awarding institution: University of Leeds
Thesis type: PhD
Country of research: Turkey
Entered by: University of Leeds (School of Education)
2009. Pedagogical Practice and Support of English Language Student Teachers During the Practicum in Kenya.
Supervisor(s): Wedell, M., A. Malderez and S. Borg
Awarding institution: University of Leeds
Thesis type: PhD
Country of research: Kenya
Entered by: University of Leeds (School of Education)
Supervisor(s): Wedell, M., A. Malderez and S. Borg
Awarding institution: University of Leeds
Thesis type: PhD
Country of research: Kenya
Entered by: University of Leeds (School of Education)
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