This paper reports the results acquired in a research work about ＂questionable＂ practices and behaviors in the academic production of researches and postgraduate social sciences and humanities studies of the program...This paper reports the results acquired in a research work about ＂questionable＂ practices and behaviors in the academic production of researches and postgraduate social sciences and humanities studies of the programs that are appointed by the National Program of Quality Postgraduate Studies （PNPC, by its acronym in Spanish） in Mexico. Through a qualitative methodology, the authors interpreted some of the arguments that explain and/or justify certain practices in relation to doubled production, authorship, and coauthorship of academic products. In this paper, the authors present and analyze the results that they obtained after reviewing documents produced by professors and students of six postgraduate programs that are taught in two Mexican public universities. At the same time, the authors examine some of the practices that take place within said programs, given the institutional demands of improving finished studies efficiency. One of the hypotheses of this work is the demands that are imposed by external evaluations of academic processes on professors and their programs in order to reach desirable rates with the purpose of maintaining or increasing the levels of productivity, gives way to certain practices that must be analyzed. This work＇s theoretic framework is constituted by the contributions of career sociology and professional ethics.展开更多
This empirical study intends to explore the questioning behaviors of an English as a second language(hereinafter referred to as ESL)teacher in Hong Kong by quantitatively looking at the distribution of the two types o...This empirical study intends to explore the questioning behaviors of an English as a second language(hereinafter referred to as ESL)teacher in Hong Kong by quantitatively looking at the distribution of the two types of questions,namely display questions and referential questions,as well as by qualitatively evaluating the universally accepted functions of the questions and the effectiveness of the modification techniques used to enhance the factual value of the questions.Data-based explorations challenging the traditional views toward questions are critically presented,and new findings are excavated and advocated.Pedagogical implications are considerably raised as they serve as a theoretical framework to be applied and further analyzed in future real-life EFL and ESL settings,so as to realize better assessment for learning.展开更多
文摘This paper reports the results acquired in a research work about ＂questionable＂ practices and behaviors in the academic production of researches and postgraduate social sciences and humanities studies of the programs that are appointed by the National Program of Quality Postgraduate Studies （PNPC, by its acronym in Spanish） in Mexico. Through a qualitative methodology, the authors interpreted some of the arguments that explain and/or justify certain practices in relation to doubled production, authorship, and coauthorship of academic products. In this paper, the authors present and analyze the results that they obtained after reviewing documents produced by professors and students of six postgraduate programs that are taught in two Mexican public universities. At the same time, the authors examine some of the practices that take place within said programs, given the institutional demands of improving finished studies efficiency. One of the hypotheses of this work is the demands that are imposed by external evaluations of academic processes on professors and their programs in order to reach desirable rates with the purpose of maintaining or increasing the levels of productivity, gives way to certain practices that must be analyzed. This work＇s theoretic framework is constituted by the contributions of career sociology and professional ethics.
文摘This empirical study intends to explore the questioning behaviors of an English as a second language(hereinafter referred to as ESL)teacher in Hong Kong by quantitatively looking at the distribution of the two types of questions,namely display questions and referential questions,as well as by qualitatively evaluating the universally accepted functions of the questions and the effectiveness of the modification techniques used to enhance the factual value of the questions.Data-based explorations challenging the traditional views toward questions are critically presented,and new findings are excavated and advocated.Pedagogical implications are considerably raised as they serve as a theoretical framework to be applied and further analyzed in future real-life EFL and ESL settings,so as to realize better assessment for learning.
