Items where Author is "Donaghue, Helen"

Up a level
Export as [feed] Atom [feed] RSS
Group by: Item Type | Full Text | No Grouping
Number of items: 16.

Article

filefile
MCGRATH, Lisa, DONAGHUE, Helen and NEGRETTI, Raffaella (2023). Embedding students’ academic writing development in early-career disciplinary lecturers’ practice. Journal of Academic Language and Learning, 17 (1).

filefile
DONAGHUE, Helen and ADAMS, Gill (2023). The Role of Situated Talk in Developing Doctoral Students’ Researcher Identities. Studies in Continuing Education.

file
BATES, Paul and DONAGHUE, Helen (2021). Synchronous computer-mediated communication as a peer observation tool. ELT Journal, 75 (4), 407-417.

file
DONAGHUE, Helen (2021). Teachers and supervisors negotiating face during critical account requests in post observation feedbacK. Journal of Politeness Research: Language, Behaviour, Culture.

file
DONAGHUE, Helen (2020). Teachers and supervisors negotiating identities of experience and power in feedback talk. Modern Language Journal.

file
DONAGHUE, Helen (2020). Feedback talk as a means of creating, ratifying and normalising an institutionally valued teacher identity. Journal of language, identity and education.

file
TAYLOR, Carol A, GANNON, Susanne, ADAMS, Gill, DONAGHUE, Helen, HANNAM-SWAIN, Stephanie, HARRIS-EVANS, Jean, HEALEY, Joan and MOORE, Patricia (2019). Grim tales: Meetings, matterings and moments of silencing and frustration in everyday academic life. International Journal of Educational Research, 99, p. 101513.

file
GANNON, Susanne, TAYLOR, Carol, ADAMS, Gillian, DONAGHUE, Helen, HANNAN-SWAIN, Stephanie, HARRIS-EVANS, Jean, HEALEY, Joan and MOORE, Patricia (2019). ‘Working on a rocky shore’: Micro-moments of positive affect in academic work. Emotion, space and society.

file
DONAGHUE, Helen (2019). ‘Time to construct positive identities’: Display questions in post observation teacher feedback. Classroom discourse.

file
DONAGHUE, Helen (2018). Relational work and identity negotiation in critical post observation teacher feedback. Journal of Pragmatics, 135 (Oct 18), 101-116.

file
DONAGHUE, Helen and OXHOLM, Alice (2017). Engaging student teachers in reflection through micro teaching and interaction. The European Journal of Applied Linguistics and TEFL, 6 (2), 145-164.

Book Section

DONAGHUE, Helen (2017). Co-constructing positive identities in post-observation feedback talk. In: CARDENAS, M.L. and BASURTO SANTOS, Nora M., (eds.) Investigación - research - recherche: En lenguas extranjeras y lingüística aplicada. Bogota, Colombia, Universidad Nacional de Colombia & Universidad Veracruzana, 33-56.

DONAGHUE, Helen (2015). Changing practice and enabling development: the impact of technology on teaching and language teacher education in UAE federal institutions. In: FARRELL, Thomas S.C., (ed.) International perspectives on language teacher education: innovations from the field. International prespectives on English language teaching . Basingstoke, Palgrave Macmillan, 142-159.

DONAGHUE, Helen (2014). Differences between supervisors' espoused feedback styles and their discourse in post observation meetings. In: HOWARD, Amanda and DONAGHUE, Helen, (eds.) Teacher Evaluation in Second Language Education. London, Bloomsbury Academic, 117-134.

Conference or Workshop Item

ADAMS, Gill and DONAGHUE, Helen (2023). Becoming Active Agents: Doctoral Researchers Navigating Communities [Abstract only]. In: European Conference on Educational Research (ECER) 2023, University of Glasgow, Glasgow, 22-25 August 2023. European Educational Research Association (EERA).

file
ADAMS, Gillian and DONAGHUE, Helen (2022). The role of situated talk in developing doctoral students’ researcher identities [abstract only]. In: European Conference on Educational Research (ECER) 2022, Online, 01-10 Sep 2022. European Educational Research Association (EERA).

This list was generated on Fri Mar 29 14:42:28 2024 UTC.