The volume consists of twelve classroom studies concerned with the implementation of learner autonomy in English classes. The individual studies range from primary school level to university level. They include studies on multi-media dictionary work, reading logs, peer correctio…
From 1966 to 1970, historian Martin Duberman transformed his undergraduate Princeton seminar on American radicalism. This book looks closely at the seminar, drawing on interviews with former students and colleagues, conversations with Duberman, and abundant archival material in …
From 1966 to 1970, historian Martin Duberman transformed his undergraduate Princeton seminar on American radicalism. This book looks closely at the seminar, drawing on interviews with former students and colleagues, conversations with Duberman, and abundant archival material in …
From 1966 to 1970, historian Martin Duberman transformed his undergraduate Princeton seminar on American radicalism. This book looks closely at the seminar, drawing on interviews with former students and colleagues, conversations with Duberman, and abundant archival material in …
This is the first collection of essays to offer a comprehensive analysis of, and reflection on, the major themes emergent in Jacques Lacan's seminars of 1955-56 and 1956-57: Seminar IV - the object relation, and Seminar V - formations of the unconscious. Assessing the value of a…
The number of doctorates being awarded around the world has almost doubled over the last ten years, propelling it from a small elite enterprise into a large and ever growing international market. Within the context of increasing numbers of doctoral students this book examines th…
The aim of this volume is to look into how academic identity is discoursally constructed in CMC (computer-mediated communication), using the example of an e-seminar.
Annotation
The aim of this book is to examine the academic seminar presentation from the perspective of the listening audience. The analysis unpacks the detail of what it is the speakers actually do when talking to an audience.
Keep students engaged and actively learning with focused, relevant discussion Second only to lecture as the most widely used instructional strategy, there's no better method than classroom discussion to actively engage students with course material. Most faculty are not aware th…
