Items where Author is "Donaghue, Helen"

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). [Article]

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

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

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

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

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

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. [Article]

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. [Article]

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

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

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. [Article]

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. [Book Section]

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. [Book Section]

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. [Book Section]

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). [Conference or Workshop Item]

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). [Conference or Workshop Item]