rowland imperial - Academia.edu (original) (raw)
Papers by rowland imperial
I hereby declare that this thesis is my original work and it has been written by me in its entire... more I hereby declare that this thesis is my original work and it has been written by me in its entirety. I have duly acknowledged all the sources of information which have been used in the thesis. This thesis has also not been submitted for any degree in any university previously." _________________________________ ROWLAND ANTHONY S. IMPERIAL 9 December 2016 I would also like to thank A/P Mie Hiramoto for her kindness and overall amazing-ness. She has been a great pillar of support throughout my two and a half years as a graduate student in the ELL Department. Thanks to the academic and administrative staff at the University of Baguio and MONOL International Educational Institute for letting me into their school grounds, following and chasing after their students like a stalker fan. I would also like to thank my cousin Romana, and Ate Niña, Tita Abette, and Tito Jojo, for helping me out during my three-month stay in Baguio. Without them, this research would not have been possible. Thanks to everyone else in the Department who helped me through school work and admin-related matters (since I'm so bad at admin stuff), and made grad school fun-filled and awesome. Special thanks go out to my awesome grad research roommates and drinking buddies
Pluralist Publics in Market-Driven Education, 2020
Pluralist Publics in Market Driven Education opens a conversation on the nature of the public in ... more Pluralist Publics in Market Driven Education opens a conversation on the nature of the public in education systems weary from market driven educational reform. Ruth Boyask observes the characteristic of publicness within contemporary education settings, a characteristic defined by tools from public sphere and democratic education theory. Boyask’s investigations of publicness in educational sites are founded in conceptualising public education as pluralist, unbounded and conditional. These concepts of the public are important for ongoing and future debate on public education. The settings Boyask examines are different in structure, function and location yet each demonstrates the push and pull between market relations (including competition, efficiency and productivity) and the desire for social equality and democracy in education. Examples of educational settings are drawn broadly from an Anglo-American imaginary that has taken hold in educational systems transnationally, with detail...
International Journal for the Scholarship of Teaching and Learning
Despite the growing movement to embrace sociomaterial approaches to feedback practices (e.g. Grav... more Despite the growing movement to embrace sociomaterial approaches to feedback practices (e.g. Gravett, 2020), dialogicity remains the prominent and dominant approach, especially in the teaching of introductory or compulsory writing courses at the tertiary level. To examine this in our own practice, we reflected on and compared our written corrective feedback (WCF) provided to our students. Based on our WCF practices, we contend that feedback practices may range from dialogic to sociomaterial. The former aims to ensure students' learning of expected academic skills or objectives of a module, while the latter promotes students' pursuit of content knowledge. These observations are noteworthy for other higher education instructors, whether subject experts or academic literacy instructors. In particular, we recommend that instructors need to carefully identify temporal and spatial contexts where either or both dialogic and sociomaterial feedback practices can be utilized to enhance students' learning experiences.
I hereby declare that this thesis is my original work and it has been written by me in its entire... more I hereby declare that this thesis is my original work and it has been written by me in its entirety. I have duly acknowledged all the sources of information which have been used in the thesis. This thesis has also not been submitted for any degree in any university previously." _________________________________ ROWLAND ANTHONY S. IMPERIAL 9 December 2016 I would also like to thank A/P Mie Hiramoto for her kindness and overall amazing-ness. She has been a great pillar of support throughout my two and a half years as a graduate student in the ELL Department. Thanks to the academic and administrative staff at the University of Baguio and MONOL International Educational Institute for letting me into their school grounds, following and chasing after their students like a stalker fan. I would also like to thank my cousin Romana, and Ate Niña, Tita Abette, and Tito Jojo, for helping me out during my three-month stay in Baguio. Without them, this research would not have been possible. Thanks to everyone else in the Department who helped me through school work and admin-related matters (since I'm so bad at admin stuff), and made grad school fun-filled and awesome. Special thanks go out to my awesome grad research roommates and drinking buddies
Pluralist Publics in Market-Driven Education, 2020
Pluralist Publics in Market Driven Education opens a conversation on the nature of the public in ... more Pluralist Publics in Market Driven Education opens a conversation on the nature of the public in education systems weary from market driven educational reform. Ruth Boyask observes the characteristic of publicness within contemporary education settings, a characteristic defined by tools from public sphere and democratic education theory. Boyask’s investigations of publicness in educational sites are founded in conceptualising public education as pluralist, unbounded and conditional. These concepts of the public are important for ongoing and future debate on public education. The settings Boyask examines are different in structure, function and location yet each demonstrates the push and pull between market relations (including competition, efficiency and productivity) and the desire for social equality and democracy in education. Examples of educational settings are drawn broadly from an Anglo-American imaginary that has taken hold in educational systems transnationally, with detail...
International Journal for the Scholarship of Teaching and Learning
Despite the growing movement to embrace sociomaterial approaches to feedback practices (e.g. Grav... more Despite the growing movement to embrace sociomaterial approaches to feedback practices (e.g. Gravett, 2020), dialogicity remains the prominent and dominant approach, especially in the teaching of introductory or compulsory writing courses at the tertiary level. To examine this in our own practice, we reflected on and compared our written corrective feedback (WCF) provided to our students. Based on our WCF practices, we contend that feedback practices may range from dialogic to sociomaterial. The former aims to ensure students' learning of expected academic skills or objectives of a module, while the latter promotes students' pursuit of content knowledge. These observations are noteworthy for other higher education instructors, whether subject experts or academic literacy instructors. In particular, we recommend that instructors need to carefully identify temporal and spatial contexts where either or both dialogic and sociomaterial feedback practices can be utilized to enhance students' learning experiences.