Karen Ashton
Biographic Data
| ID | 6329632 |
|---|---|
| NAME | Karen Ashton |
| GIVEN NAMES | Karen |
| FAMILY NAME | Ashton |
| SIGNATURE | ASHTON K |
| AFFILIATIONS | Massey University |
| ORCID | 0000-0001-6419-8720 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 19 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 3 |
Pre-service teachers’ belief changes in an English for specific purposes teacher education context
Language teacher agency in emergency online teaching
Teachers’ views on classroom-based assessment
This study explores six secondary school English as a Foreign Language (EFL) teachers’ views on classroom-based assessment at an Islamic boarding school in Lombok, Indonesia. Researching teacher views is important as a significant curriculum reform which mandates teachers’ use of formative assessment practices within the classroom is planned for implementation by the Indonesian government in 2020. Results from this study found that teachers tende…
Improving educational inclusion for refugee-background learners through appreciation of diversity
A refugee crisis is taking place as an unprecedented number of people, half of whom are under the age of 18, become displaced following conflict and persecution in their home countries. In the Aotearoa New Zealand context refugees will continue to be welcomed, so it is important for schools and the wider education system to support inclusion of refugee-background learners. Enabling them the opportunity to participate meaningfully with education, …
Novice teacher agency in the multi-level language classroom
This article explores the agency of novice New Zealand language teachers in the multi-level class. While the experiences of novice teachers have been widely reported, the field of language teacher agency is in its infancy as is research on how novice teachers respond to an increasingly diverse range of learners’ needs from the outset of their teaching career. Data from semi-structured interviews revealed that novice teachers felt constrained by t…
The ontological politics of evidence and policy enablement
Ontological politics has received increasing attention within education policy studies, particularly as a support for the notion of policy enactment. While policy enactment offers serious challenges to traditional approaches toward policy implementation, this paper takes up ontological politics as a concept that extends beyond implementation and holds consequences for policy formation as well. Analysing the different uses of evidence in recent po…
Exploring teacher views of multi-level language classes in New Zealand secondary schools
Reflections on international comparative education survey methodology
This paper reflects on the methodology used in international comparative education surveys by conducting a systematic review of the European Survey on Language Competences (ESLC). The ESLC was administered from February to March 2011, with final results released in June 2012. The survey tested approximately 55,000 students across 14 European countries with the goals of (1) providing comparative data on foreign language competence and (2) informin…
Using self-assessment to compare learners' reading proficiency in a multilingual assessment framework
Language teacher agency in emergency online teaching
Novice teacher agency in the multi-level language classroom
This article explores the agency of novice New Zealand language teachers in the multi-level class. While the experiences of novice teachers have been widely reported, the field of language teacher agency is in its infancy as is research on how novice teachers respond to an increasingly diverse range of learners’ needs from the outset of their teaching career. Data from semi-structured interviews revealed that novice teachers felt constrained by t…
The ontological politics of evidence and policy enablement
Ontological politics has received increasing attention within education policy studies, particularly as a support for the notion of policy enactment. While policy enactment offers serious challenges to traditional approaches toward policy implementation, this paper takes up ontological politics as a concept that extends beyond implementation and holds consequences for policy formation as well. Analysing the different uses of evidence in recent po…
Improving educational inclusion for refugee-background learners through appreciation of diversity
A refugee crisis is taking place as an unprecedented number of people, half of whom are under the age of 18, become displaced following conflict and persecution in their home countries. In the Aotearoa New Zealand context refugees will continue to be welcomed, so it is important for schools and the wider education system to support inclusion of refugee-background learners. Enabling them the opportunity to participate meaningfully with education, …
Exploring teacher views of multi-level language classes in New Zealand secondary schools
Using self-assessment to compare learners' reading proficiency in a multilingual assessment framework
Reflections on international comparative education survey methodology
This paper reflects on the methodology used in international comparative education surveys by conducting a systematic review of the European Survey on Language Competences (ESLC). The ESLC was administered from February to March 2011, with final results released in June 2012. The survey tested approximately 55,000 students across 14 European countries with the goals of (1) providing comparative data on foreign language competence and (2) informin…
Exploring teacher views of multi-level language classes in New Zealand secondary schools
The ontological politics of evidence and policy enablement
Ontological politics has received increasing attention within education policy studies, particularly as a support for the notion of policy enactment. While policy enactment offers serious challenges to traditional approaches toward policy implementation, this paper takes up ontological politics as a concept that extends beyond implementation and holds consequences for policy formation as well. Analysing the different uses of evidence in recent po…
Novice teacher agency in the multi-level language classroom
This article explores the agency of novice New Zealand language teachers in the multi-level class. While the experiences of novice teachers have been widely reported, the field of language teacher agency is in its infancy as is research on how novice teachers respond to an increasingly diverse range of learners’ needs from the outset of their teaching career. Data from semi-structured interviews revealed that novice teachers felt constrained by t…
Teachers’ views on classroom-based assessment
This study explores six secondary school English as a Foreign Language (EFL) teachers’ views on classroom-based assessment at an Islamic boarding school in Lombok, Indonesia. Researching teacher views is important as a significant curriculum reform which mandates teachers’ use of formative assessment practices within the classroom is planned for implementation by the Indonesian government in 2020. Results from this study found that teachers tende…
Improving educational inclusion for refugee-background learners through appreciation of diversity
A refugee crisis is taking place as an unprecedented number of people, half of whom are under the age of 18, become displaced following conflict and persecution in their home countries. In the Aotearoa New Zealand context refugees will continue to be welcomed, so it is important for schools and the wider education system to support inclusion of refugee-background learners. Enabling them the opportunity to participate meaningfully with education, …
Language teacher agency in emergency online teaching
Pre-service teachers’ belief changes in an English for specific purposes teacher education context
Pedagogy (8 works) · Psychology (8 works) · Mathematics education (7 works) · Sociology (7 works) · EFL/ESL Teaching and Learning (4 works) · Political science (4 works) · Computer Science (3 works) · Curriculum (3 works) · Professional development (3 works) · Second Language Learning and Teaching (3 works)