CHRIS DAVISON
Datos Biográficos
| ID | 5998615 |
|---|---|
| NOMBRE | CHRIS DAVISON |
| NOMBRES | CHRIS |
| APELLIDO | DAVISON |
| FIRMA | DAVISON C |
| AFILIACIONES | UNSW Sydney |
| ORCID | 0000-0002-9395-5791 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 16 |
| TOTAL DE CITAS | 22 |
| TOTAL COMO AUTOR | 14 |
| TOTAL COMO EDITOR | 2 |
| PRIMER AÑO DE PUBLICACIÓN | 2004 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2023 |
| ÍNDICE H | 2 |
Comparing community-based reading interventions for middle school children with learning disabilities
Introduction There is an abundance of community-based reading programs for school-age children who are struggling learners. The aim of this study was to compare two community-based programs (i.e., skill and reason-based programs) and to analyze any complementary benefits. Methods In this randomized cross-over study, 20 children completed two 8-week literacy intervention programs. The skills-based program, Leap to Literacy , focused on explicit te…
Science teachers’ views and uses of assessment criteria
Student voice in assessment and feedback (2011–2022)
University Preparation Programs in Australia
Existing studies have revealed that prior educational experience plays an important role in student learning, and many international students are encountering challenges while undertaking academic studies at Anglophone universities. However, few studies have examined how the pre-university preparation international students experience assists them in transitioning to university. This study explores, through the perceptions of students, the effect…
Korean Bibimbap mothers’ family language policies (FLPs) for their children’s bilingualism in Australia
The influential role of parents has long been acknowledged as a key contributor to children’s bilingual development. Parents’ home-based informal efforts to foster children’s bilingual abilities are described as family language policies (FLPs). The important connection between bilingualism and FLP has been established, but to date there are few studies concerning Korean immigrant families in Australia, highlighting their unique cultural values. A…
Pre-service Teachers’ Decision-Making and Classroom Assessment Practices
Classroom assessment practices play a pivotal role in ensuring effective learning and teaching. One of the most desired attributes of teachers is the ability to gather and analyze assessment data to make trustworthy decisions leading to supporting student learning. However, this ability is often underdeveloped for a variety of reasons, including reports that teachers are overwhelmed by the complex process of data analysis and decision-making and …
The standards for academics’ standards-based assessment practices
The use of standards-based assessment (SBA) has gained prominence in higher education due to a wide range of research evidence that supports its effectiveness in improving learning and teaching. Although the concept is widely used in academic discourse and practice, it has multiple interpretations which have led to diverse assessment practices to the extent that some of these depart from the principles of SBA. To help build a common understanding…
Gestural behavior in group oral assessment
This paper reports on a microanalysis of gestural behavior in classroom assessment situations. Videotaped excerpts of secondary school ESL students engaged in a peer group oral assessment task were transcribed to represent the gestures that occurred during the interaction. Using conversation analysis as a central tool for analysis, this study explored the potential differences in use of gestures between higher‐ and lower‐scoring students in group…
Topic Negotiation in Peer Group Oral Assessment Situations
This study examines the production of topical talk in peer collaborative negotiation in an interactive assessment innovation context. The ability to stay on topic, to move from topic to topic and to introduce new topics appropriately is at the core of communicative competence. Applying conversation analysis (CA), we describe and analyze how one group of secondary ESL students orient to and construct what they take to be relevant to the assessment…
Current Issues in English Language Teacher‐Based Assessment
Teacher‐based assessment (TBA) is increasingly being promoted in educational policies internationally, with English language teachers being called on to plan and/or implement appropriate assessment procedures to monitor and evaluate student progress in their own classrooms. However, there has been a lack of theorization of TBA in the English language teaching field, with researchers pointing to much variability, a lack of systematic principles an…
Dynamic Speaking Assessments
International Handbook of English Language Teaching
International Handbook of English Language Teaching
Competing Identities, Common Issues
Collaboration Between ESL and Content Teachers
Partnership and the integration of language and content teaching in English-medium schools have long been active areas of research and inquiry in applied linguistics and TESOL. However, most researchers have tended to focus on methods and techniques to use in the classroom or on the analysis of the linguistic demands of the content areas. Much less attention has been paid to researching the process of co-planning and co-teaching and to supporting…
The contradictory culture of teacher-based assessment
A growing concern in teacher-based assessment, particularly in assessing English language development in high-stakes contexts, is our inadequate understanding of the means by which teachers make assessment decisions. This article adopts a sociocultural approach to report on the background and findings of a comparative study of ESL teachers’ assessment of written argument in the final years of secondary school in Australia and Hong Kong. Using ver…
Competing Identities, Common Issues
Current Issues in English Language Teacher‐Based Assessment
Teacher‐based assessment (TBA) is increasingly being promoted in educational policies internationally, with English language teachers being called on to plan and/or implement appropriate assessment procedures to monitor and evaluate student progress in their own classrooms. However, there has been a lack of theorization of TBA in the English language teaching field, with researchers pointing to much variability, a lack of systematic principles an…
Dynamic Speaking Assessments
Gestural behavior in group oral assessment
This paper reports on a microanalysis of gestural behavior in classroom assessment situations. Videotaped excerpts of secondary school ESL students engaged in a peer group oral assessment task were transcribed to represent the gestures that occurred during the interaction. Using conversation analysis as a central tool for analysis, this study explored the potential differences in use of gestures between higher‐ and lower‐scoring students in group…
The contradictory culture of teacher-based assessment
A growing concern in teacher-based assessment, particularly in assessing English language development in high-stakes contexts, is our inadequate understanding of the means by which teachers make assessment decisions. This article adopts a sociocultural approach to report on the background and findings of a comparative study of ESL teachers’ assessment of written argument in the final years of secondary school in Australia and Hong Kong. Using ver…
Collaboration Between ESL and Content Teachers
Partnership and the integration of language and content teaching in English-medium schools have long been active areas of research and inquiry in applied linguistics and TESOL. However, most researchers have tended to focus on methods and techniques to use in the classroom or on the analysis of the linguistic demands of the content areas. Much less attention has been paid to researching the process of co-planning and co-teaching and to supporting…
International Handbook of English Language Teaching
International Handbook of English Language Teaching
Competing Identities, Common Issues
Topic Negotiation in Peer Group Oral Assessment Situations
This study examines the production of topical talk in peer collaborative negotiation in an interactive assessment innovation context. The ability to stay on topic, to move from topic to topic and to introduce new topics appropriately is at the core of communicative competence. Applying conversation analysis (CA), we describe and analyze how one group of secondary ESL students orient to and construct what they take to be relevant to the assessment…
Current Issues in English Language Teacher‐Based Assessment
Teacher‐based assessment (TBA) is increasingly being promoted in educational policies internationally, with English language teachers being called on to plan and/or implement appropriate assessment procedures to monitor and evaluate student progress in their own classrooms. However, there has been a lack of theorization of TBA in the English language teaching field, with researchers pointing to much variability, a lack of systematic principles an…
Dynamic Speaking Assessments
Gestural behavior in group oral assessment
This paper reports on a microanalysis of gestural behavior in classroom assessment situations. Videotaped excerpts of secondary school ESL students engaged in a peer group oral assessment task were transcribed to represent the gestures that occurred during the interaction. Using conversation analysis as a central tool for analysis, this study explored the potential differences in use of gestures between higher‐ and lower‐scoring students in group…
The standards for academics’ standards-based assessment practices
The use of standards-based assessment (SBA) has gained prominence in higher education due to a wide range of research evidence that supports its effectiveness in improving learning and teaching. Although the concept is widely used in academic discourse and practice, it has multiple interpretations which have led to diverse assessment practices to the extent that some of these depart from the principles of SBA. To help build a common understanding…
Pre-service Teachers’ Decision-Making and Classroom Assessment Practices
Classroom assessment practices play a pivotal role in ensuring effective learning and teaching. One of the most desired attributes of teachers is the ability to gather and analyze assessment data to make trustworthy decisions leading to supporting student learning. However, this ability is often underdeveloped for a variety of reasons, including reports that teachers are overwhelmed by the complex process of data analysis and decision-making and …
Korean Bibimbap mothers’ family language policies (FLPs) for their children’s bilingualism in Australia
The influential role of parents has long been acknowledged as a key contributor to children’s bilingual development. Parents’ home-based informal efforts to foster children’s bilingual abilities are described as family language policies (FLPs). The important connection between bilingualism and FLP has been established, but to date there are few studies concerning Korean immigrant families in Australia, highlighting their unique cultural values. A…
Comparing community-based reading interventions for middle school children with learning disabilities
Introduction There is an abundance of community-based reading programs for school-age children who are struggling learners. The aim of this study was to compare two community-based programs (i.e., skill and reason-based programs) and to analyze any complementary benefits. Methods In this randomized cross-over study, 20 children completed two 8-week literacy intervention programs. The skills-based program, Leap to Literacy , focused on explicit te…
Science teachers’ views and uses of assessment criteria
Student voice in assessment and feedback (2011–2022)
University Preparation Programs in Australia
Existing studies have revealed that prior educational experience plays an important role in student learning, and many international students are encountering challenges while undertaking academic studies at Anglophone universities. However, few studies have examined how the pre-university preparation international students experience assists them in transitioning to university. This study explores, through the perceptions of students, the effect…
Psychology (14 obras) · Mathematics education (11 obras) · Pedagogy (11 obras) · Sociology (9 obras) · Computer Science (7 obras) · EFL/ESL Teaching and Learning (7 obras) · Linguistics (6 obras) · Political science (5 obras) · Second Language Learning and Teaching (5 obras) · Student Assessment and Feedback (5 obras)