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Article: Examination preparation or effective teaching: Conflicting priorities in the implementation of a pedagogic innovation

TitleExamination preparation or effective teaching: Conflicting priorities in the implementation of a pedagogic innovation
Authors
Issue Date2010
PublisherRoutledge. The Journal's web site is located at http://www.informaworld.com/smpp/title~content=t775653669~db=all
Citation
Language Assessment Quarterly, 2010, v. 7 n. 4, p. 285-302 How to Cite?
AbstractCommunicative and task-based teaching hold central places in contemporary language pedagogy, yet their feasibility as pedagogic innovations in Chinese contexts remains open to question. Examinations are generally perceived as a particular factor militating against the implementation of communicative approaches. This study uses four case studies of teachers in two primary schools in China to provide in-depth empirical data, drawn from 55 lesson observations and a series of related interviews, focusing on the impact of examinations on classroom pedagogy. The analysis suggests that the influence of examinations differs from individual to individual, depending on various contextual and participant factors including teachers' beliefs about pedagogy. Implications for the relationship between pedagogic innovations and examination preparation are discussed. Copyright © Taylor & Francis Group, LLC.
Persistent Identifierhttp://hdl.handle.net/10722/137590
ISSN
2015 Impact Factor: 0.976
2015 SCImago Journal Rankings: 1.065
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorDeng, Cen_HK
dc.contributor.authorCarless, DRen_HK
dc.date.accessioned2011-08-26T14:28:16Z-
dc.date.available2011-08-26T14:28:16Z-
dc.date.issued2010en_HK
dc.identifier.citationLanguage Assessment Quarterly, 2010, v. 7 n. 4, p. 285-302en_HK
dc.identifier.issn1543-4303en_HK
dc.identifier.urihttp://hdl.handle.net/10722/137590-
dc.description.abstractCommunicative and task-based teaching hold central places in contemporary language pedagogy, yet their feasibility as pedagogic innovations in Chinese contexts remains open to question. Examinations are generally perceived as a particular factor militating against the implementation of communicative approaches. This study uses four case studies of teachers in two primary schools in China to provide in-depth empirical data, drawn from 55 lesson observations and a series of related interviews, focusing on the impact of examinations on classroom pedagogy. The analysis suggests that the influence of examinations differs from individual to individual, depending on various contextual and participant factors including teachers' beliefs about pedagogy. Implications for the relationship between pedagogic innovations and examination preparation are discussed. Copyright © Taylor & Francis Group, LLC.en_HK
dc.languageengen_US
dc.publisherRoutledge. The Journal's web site is located at http://www.informaworld.com/smpp/title~content=t775653669~db=allen_HK
dc.relation.ispartofLanguage Assessment Quarterlyen_HK
dc.rightsThis is an electronic version of an article published in Language Assessment Quarterly, 2010, v. 7 n. 4, p. 285-302. The article is available online at: http://www.tandfonline.com/doi/abs/10.1080/15434303.2010.510899-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.titleExamination preparation or effective teaching: Conflicting priorities in the implementation of a pedagogic innovationen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=1543-4303&volume=7&issue=4&spage=285&epage=302&date=2010&atitle=Examination+preparation+or+effective+teaching:+conflicting+priorities+in+the+implementation+of+pedagogic+innovation-
dc.identifier.emailCarless, DR: dcarless@hkucc.hku.hken_HK
dc.identifier.authorityCarless, DR=rp00889en_HK
dc.description.naturepostprint-
dc.identifier.doi10.1080/15434303.2010.510899en_HK
dc.identifier.scopuseid_2-s2.0-78650056517en_HK
dc.identifier.hkuros190190en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-78650056517&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume7en_HK
dc.identifier.issue4en_HK
dc.identifier.spage285en_HK
dc.identifier.epage302en_HK
dc.identifier.isiWOS:000284477000001-
dc.publisher.placeUnited Statesen_HK
dc.identifier.scopusauthoridDeng, C=36671076200en_HK
dc.identifier.scopusauthoridCarless, DR=13006149700en_HK

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