David Wray

Information about the paper titled "LESSONS FROM A SHANGHAI READING LESSON" at IATED Digital Library

Information about the paper titled "PRE-SERVICE TEACHERS UNDERTAKING INTERNATIONAL RESEARCH: DEVELOPING SKILLS OF REFLECTION" at IATED Digital Library

Information about the paper titled "PRINT OR DIGITAL? AN EXPLORATORY STUDY OF ADOLESCENTS’ PREFERENCES FOR TEXT FORMATS IN THE UK AND CHINA" at IATED Digital Library

Information about the paper titled "AN EXPLORATION OF CHINESE STUDENTS’ SELF-DIRECTED MOBILE LEARNING OUTSIDE SCHOOL: PRACTICES AND MOTIVATION" at IATED Digital Library

Information about the paper titled "CONCEPT-BASED TEACHING AND LEARNING: A REVIEW OF THE RESEARCH LITERATURE" at IATED Digital Library

This study examines teachers’ views about and practices in homework in primary schools, based on questionnaire data from 235 primary teachers and 19 in-depth interviews. Findings suggest that teachers prioritise contradictory goals and act in ways that support only some of these. Reading with parents is a universal form of homework and other homework focuses either on English or mathematics or takes a project-led approach. Integration of homework into class learning is problematic. Teachers are concerned about the possible effects of homework on educational inequality and questions are raised about teachers’ perceptions of homework as a signifier of good parenting.

Learning Styles: A Review of Validity and Usefulness

The Perspectives of Iranian EFL Teachers on the Integration of ICT into their Teaching Practices: 10.4018/978-1-4666-8519-2.ch005: This chapter reports the findings of a multiple-case study that was carried out during October-January 2013 held with 9 Iranian EFL teachers -five male, four

Texting, or text messaging, refers to the use of mobile phones to type and send brief, electronic messages over a telephone network. Because such messages are limited to 160 characters and are typed on a small phone keypad, texters tend to employ a great many abbreviations in conveying their messages. This has led to widespread spelling adaptations, for example, “BRB” (be right back), “LOL” (laughing out loud), and “CUL8ER” (see you later). The research in this paper aimed to examine the views and opinions held by teachers about the impact of texting on children’s literacy development. Twenty-seven primary teachers were interviewed in depth and a number of key themes emerged. These teachers did express some negative view about the impact of texting, and of technology use generally, upon their students’ literacy, although many also mentioned some positive effects. A majority did feel concerned about the effects of textisms, but these feelings were tempered by a range of other factors. None of them blamed the use of textisms exclusively for declining levels of student literacy, suggesting also that the impact of student “street slang” was a significant influence as was the fact that many of their students spoke English as an additional language. These outcomes suggest that the media portrayal of this issue has been over-simplistic at best.