Elahe Shakhsi Dastgahian
Biographic Data
| ID | 6521427 |
|---|---|
| NAME | Elahe Shakhsi Dastgahian |
| GIVEN NAMES | Elahe Shakhsi |
| FAMILY NAME | Dastgahian |
| SIGNATURE | DASTGAHIAN E S |
| AFFILIATIONS | Monash University |
| ORCID | 0000-0001-5787-5615 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Multilingual master’s students’ experiences of research skills development in a collective supervision context at Australian higher education
This qualitative case study explores multilingual master’s students’ experiences of research skills development within a collective supervision context at an Australian university. While collective supervision, which integrates group-based and individualised support, has potential to address diverse needs, little research has examined how multilingual students experience learning in such settings – particularly in Australia. Data were generated t…
Graduate research supervisors’ engagement with a multimodal, collective model of supervision in Australian higher education
Multilingual Master's Students’ Perceptions of Academic Writing Development in the Context of Collective Research Supervision in Australian Higher Education
This qualitative case study examines three multilingual master's students’ perceptions of their academic writing development within a collective, dialogic, and peer‐supported supervision context in an Australian university. Although previous research has documented multilingual students’ writing challenges and the pedagogical value of collective supervision, little is known about how such supervision—where supervisory scaffolding and peer dialogu…
Implementing English language teaching reforms through professional learning
In response to recent reforms to English language education in secondary schools in Iran, this study investigated how a small collaborative professional learning community prompted shifts in teachers’ practices. The study relied on Engeström’s professional learning intervention to examine the practices of three junior high school teachers. Through the analysis of teacher observations and interviews, the findings revealed that the teachers’ collab…
Teachers’ incentive for grammar instruction in Iran's reformed EFL context
An educational reform in Iran required teachers to employ communicative pedagogies while teaching English at secondary schools in order to develop students’ communicative ability. This study seeks to understand three Iranian English language teachers’ incentives for supporting their strongly established grammar instruction practices as they trialed aspects of task‐supported language teaching. Interviews and observations were used to gather data f…
Teachers’ incentive for grammar instruction in Iran's reformed EFL context
An educational reform in Iran required teachers to employ communicative pedagogies while teaching English at secondary schools in order to develop students’ communicative ability. This study seeks to understand three Iranian English language teachers’ incentives for supporting their strongly established grammar instruction practices as they trialed aspects of task‐supported language teaching. Interviews and observations were used to gather data f…
Implementing English language teaching reforms through professional learning
In response to recent reforms to English language education in secondary schools in Iran, this study investigated how a small collaborative professional learning community prompted shifts in teachers’ practices. The study relied on Engeström’s professional learning intervention to examine the practices of three junior high school teachers. Through the analysis of teacher observations and interviews, the findings revealed that the teachers’ collab…
Teachers’ incentive for grammar instruction in Iran's reformed EFL context
An educational reform in Iran required teachers to employ communicative pedagogies while teaching English at secondary schools in order to develop students’ communicative ability. This study seeks to understand three Iranian English language teachers’ incentives for supporting their strongly established grammar instruction practices as they trialed aspects of task‐supported language teaching. Interviews and observations were used to gather data f…
Multilingual Master's Students’ Perceptions of Academic Writing Development in the Context of Collective Research Supervision in Australian Higher Education
This qualitative case study examines three multilingual master's students’ perceptions of their academic writing development within a collective, dialogic, and peer‐supported supervision context in an Australian university. Although previous research has documented multilingual students’ writing challenges and the pedagogical value of collective supervision, little is known about how such supervision—where supervisory scaffolding and peer dialogu…
Multilingual master’s students’ experiences of research skills development in a collective supervision context at Australian higher education
This qualitative case study explores multilingual master’s students’ experiences of research skills development within a collective supervision context at an Australian university. While collective supervision, which integrates group-based and individualised support, has potential to address diverse needs, little research has examined how multilingual students experience learning in such settings – particularly in Australia. Data were generated t…
Graduate research supervisors’ engagement with a multimodal, collective model of supervision in Australian higher education
Doctoral Education Challenges and Solutions (3 works) · Context (archaeology (2 works) · Discourse Analysis in Language Studies (2 works) · Evaluation of Teaching Practices (2 works) · Faculty Development (2 works) · Higher education (2 works) · Mathematics education (2 works) · Pedagogy (2 works) · Professional development (2 works) · Professional learning community (2 works)