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Sökning: WFRF:(Owen Gwilym)

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1.
  • Ahmed, Nabeela, et al. (författare)
  • Redefining the role of urban studies Early Career Academics in the post-COVID-19 university
  • 2022
  • Ingår i: City. - : Informa UK Limited. - 1360-4813 .- 1470-3629. ; 26:4, s. 562-586
  • Tidskriftsartikel (refereegranskat)abstract
    • We are an international collective of Early Career Academics (ECAs) who met throughout 2020 to explore the implications of COVID-19 on precarious academics. With this intervention, our aims are to voice commonly shared experiences and concerns and to reflect on the extent to which the pandemic offers opportunities to redefine Higher Education and research institutions, in a context of ongoing precarity and funding cuts. Specifically, we explore avenues to build solidarity across institutions and geographies, to ensure that the conduct of urban research, and support offered to ECAs, allows for more inclusivity, diversity, security and equitability.
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2.
  • Thomas, Enlli, et al. (författare)
  • Working towards diagnosing bilingual children's language abilities : issues for teachers in Wales
  • 2022
  • Ingår i: Cylchgrawn Addysg Cymru / Wales Journal of Education. - : University of Wales Press. - 2059-3708 .- 2059-3716. ; 24:2, s. 50-73
  • Tidskriftsartikel (refereegranskat)abstract
    • One area of concern within a bilingual context relates to the appropriate‘diagnostic’ assessment of bilingual children’s language abilities and to thesuitable application of their assessment results in practice. Communicationand language difficulties are numerous and complex, and manifest themselvesin a variety of ways that are captured to different degrees via standardisedtests. Such tools are readily available – often in multiple forms – in somelanguages, such as English, but less readily available in others. This is particu-larly the case for minority languages such as Welsh, and this poses greatdifficulty when aiming for a certain type of assessment of specific languageabilities. This paper outlines the current state of diagnostic assessment toolsfor Welsh, with a specific focus on measures of literacy abilities. Drawing onresearch evidence from the Welsh context, we argue for appropriate trainingof educators in this area, and for the urgent need to develop tools that are bothlanguage and context specific, with relevant bilingual speaker norms, thathave practical applications in the classroom, to ensure equitable and relevantdiagnosis and support for all children educated in Wales.
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