Roya Pashmforoosh
Biographic Data
| ID | 6731092 |
|---|---|
| NAME | Roya Pashmforoosh |
| GIVEN NAMES | Roya |
| FAMILY NAME | Pashmforoosh |
| SIGNATURE | PASHMFOROOSH R |
| AFFILIATIONS | Texas A&M University |
| ORCID | 0000-0002-9394-6887 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
Identity, politeness and discursive practices in a changing world
This special issue continues the discussion of the impact of culture on identity, communication, politeness, and discourse strategies (see Russian Journal of Linguistics 22 (4) 2018, 23 (4) 2019, 24 (2) 2020). The topic has become particularly relevant in the context of two multidirectional processes, i.e., globalization resulting from current geopolitical trends and technological advancements, which have encouraged the intensification of contact…
Building school leaders’ instructional leadership capacity through virtual professional leadership learning communities
Introduction Research is still emerging on how to develop school leaders’ instructional capacity. We implemented research-based practices through virtual professional leadership learning communities (VPLCs) for building school leaders’ instructional capacity. We examined school leaders’ perceptions of (a) the effectiveness of the VPLC as a vehicle for improving instructional practices, (b) the essential components of an effective VPLC, and (c) sc…
Virtual professional development on conflict management for school leaders
From 2017 until 2020, we held face-to-face professional development focused on enhancing instructional leadership for underserved schools at the campus level. We quickly determined in March 2020, based on the predicted situation of COVID-19, that we needed to change that venue to virtual professional development (VPD). The study was grounded in the theoretical base of adult learning theory and transformational learning since we were working with …
Idealized native-speaker linguistic and pragmatic norms in English as an international language: Exploring the perceptions of nonnative English teachers
Despite the global spread of English, it seems that voices from nonnative English teachers concerning English as an international language (EIL) are under-represented. To address the issue, this study sought to investigate the nonnative teachers’ perceptions of idealized native-speaker linguistic and pragmatic norms in the EIL context. Participants included 125 nonnative English-speaking teachers from the Persian context, falling within the expan…
Speaking self-assessment: Mismatches between learners’ and teachers’ criteria
Perceptual (mis)matches between teachers and learners are said to affect learning success or failure. Self-assessment, as a formative assessment tool, may, inter alia, be considered a means to minimize such mismatches. Therefore, the present study investigated the extent to which learners’ assessment of their own speaking performance, before and after their being provided with a list of agreed-upon scoring criteria followed by a practice session,…
Idealized native-speaker linguistic and pragmatic norms in English as an international language: Exploring the perceptions of nonnative English teachers
Despite the global spread of English, it seems that voices from nonnative English teachers concerning English as an international language (EIL) are under-represented. To address the issue, this study sought to investigate the nonnative teachers’ perceptions of idealized native-speaker linguistic and pragmatic norms in the EIL context. Participants included 125 nonnative English-speaking teachers from the Persian context, falling within the expan…
Speaking self-assessment: Mismatches between learners’ and teachers’ criteria
Perceptual (mis)matches between teachers and learners are said to affect learning success or failure. Self-assessment, as a formative assessment tool, may, inter alia, be considered a means to minimize such mismatches. Therefore, the present study investigated the extent to which learners’ assessment of their own speaking performance, before and after their being provided with a list of agreed-upon scoring criteria followed by a practice session,…
Idealized native-speaker linguistic and pragmatic norms in English as an international language: Exploring the perceptions of nonnative English teachers
Despite the global spread of English, it seems that voices from nonnative English teachers concerning English as an international language (EIL) are under-represented. To address the issue, this study sought to investigate the nonnative teachers’ perceptions of idealized native-speaker linguistic and pragmatic norms in the EIL context. Participants included 125 nonnative English-speaking teachers from the Persian context, falling within the expan…
Virtual professional development on conflict management for school leaders
From 2017 until 2020, we held face-to-face professional development focused on enhancing instructional leadership for underserved schools at the campus level. We quickly determined in March 2020, based on the predicted situation of COVID-19, that we needed to change that venue to virtual professional development (VPD). The study was grounded in the theoretical base of adult learning theory and transformational learning since we were working with …
Identity, politeness and discursive practices in a changing world
This special issue continues the discussion of the impact of culture on identity, communication, politeness, and discourse strategies (see Russian Journal of Linguistics 22 (4) 2018, 23 (4) 2019, 24 (2) 2020). The topic has become particularly relevant in the context of two multidirectional processes, i.e., globalization resulting from current geopolitical trends and technological advancements, which have encouraged the intensification of contact…
Building school leaders’ instructional leadership capacity through virtual professional leadership learning communities
Introduction Research is still emerging on how to develop school leaders’ instructional capacity. We implemented research-based practices through virtual professional leadership learning communities (VPLCs) for building school leaders’ instructional capacity. We examined school leaders’ perceptions of (a) the effectiveness of the VPLC as a vehicle for improving instructional practices, (b) the essential components of an effective VPLC, and (c) sc…
Pedagogy (5 works) · Perception (4 works) · Psychology (4 works) · Medical education (3 works) · Political science (3 works) · Sociology (3 works) · Computer Science (2 works) · Educational leadership (2 works) · EFL/ESL Teaching and Learning (2 works) · History (2 works)