Doran Meredith (14 results)
- Hardcover
Seller: BooksRun, Philadelphia, PA, U.S.A.BooksRun
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Hardcover. Condition: Very Good. It's a well-cared-for item that has seen limited use. The item may show minor signs of wear. All the text is legible, with all pages included. It may have slight markings and/or highlighting.
- Hardcover
Seller: Grand Eagle Retail, Bensenville, IL, U.S.A.Grand Eagle Retail
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Hardcover. Condition: new. Hardcover. This is an Open access book which provides insights into innovative approaches in designing, implementing, and evaluating professional development programs for English-Medium Instruction (EMI) faculty. It offers empirically-grounded solutions to the pressing challenge of supporting faculty w…ho teach disciplinary content through English in non-Anglophone contexts, addressing the current lack of an established paradigm for effective EMI faculty development practices. As EMI expands globally across higher education institutions, faculty face complex linguistic, pedagogical, and disciplinary demands that call for targeted professional support. However, limited research exists exploring specific design and implementation features of faculty development programs and their impact on teaching practices and student outcomes. The volume bridges these crucial gaps by showcasing original empirical studies that demonstrate clear connections across program design choices, implementation strategies, and resulting effects on faculty instructional practices and decision-making. Featuring in-depth case studies from diverse institutional and sociocultural settings in Asia, Europe, and Latin America, the collection offers unique perspectives on how faculty developers have addressed the shared challenge of supporting EMI faculty professional development. The book features diverse methodological approaches - including qualitative, quantitative, and mixed-methods studies - that foreground multiple aspects of EMI faculty development: collaborative practices within professional development initiatives, innovative approaches to pedagogy integrating language and content support, institutional frameworks for sustainable implementation, and longitudinal analysis of program impact on teaching and learning. The contributing authors expand the conceptual and disciplinary foundations of EMI faculty development research by drawing on their diverse scholarly perspectives from educational psychology, applied linguistics, second language studies, STEM education, and educational policy and leadership, as well as their lived experiences in developing, implementing, and assessing professional development initiatives. The volume aims to provide evidence-based guidance for creating sustainable and effective support for EMI faculty development and contribute to paradigm-building in EMI. It is poised to be essential reading for multiple audiences in global higher education, including EMI researchers, faculty developers, language educators, higher education administrators, and graduate student researchers. This is an Open access book which provides insights into innovative approaches in designing, implementing, and evaluating professional development programs for English-Medium Instruction (EMI) faculty. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.
- Hardcover
Seller: California Books, Miami, FL, U.S.A.California Books
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US$ 74.00
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Condition: New.
- Hardcover
Seller: Books Puddle, New York, NY, U.S.A.Books Puddle
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Condition: New.
- Hardcover
Seller: Revaluation Books, Exeter, United KingdomRevaluation Books
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Hardcover. Condition: Brand New. 330 pages. 6.14x0.75x9.21 inches. In Stock.
- Hardcover
Seller: AHA-BUCH GmbH, Einbeck, GermanyAHA-BUCH GmbH
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US$ 71.31
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Buch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - This is an Open access book which provides insights into innovative approaches in designing, implementing, and evaluating professional development programs for English-Medium Instruction (EMI) faculty. It offers empirically-grounded solutions to the press…ing challenge of supporting faculty who teach disciplinary content through English in non-Anglophone contexts, addressing the current lack of an established paradigm for effective EMI faculty development practices. As EMI expands globally across higher education institutions, faculty face complex linguistic, pedagogical, and disciplinary demands that call for targeted professional support. However, limited research exists exploring specific design and implementation features of faculty development programs and their impact on teaching practices and student outcomes. The volume bridges these crucial gaps by showcasing original empirical studies that demonstrate clear connections across program design choices, implementation strategies, and resulting effects on faculty instructional practices and decision-making. Featuring in-depth case studies from diverse institutional and sociocultural settings in Asia, Europe, and Latin America, the collection offers unique perspectives on how faculty developers have addressed the shared challenge of supporting EMI faculty professional development. The book features diverse methodological approaches - including qualitative, quantitative, and mixed-methods studies - that foreground multiple aspects of EMI faculty development: collaborative practices within professional development initiatives, innovative approaches to pedagogy integrating language and content support, institutional frameworks for sustainable implementation, and longitudinal analysis of program impact on teaching and learning. The contributing authors expand the conceptual and disciplinary foundations of EMI faculty development research by drawing on their diverse scholarly perspectives from educational psychology, applied linguistics, second language studies, STEM education, and educational policy and leadership, as well as their lived experiences in developing, implementing, and assessing professional development initiatives. The volume aims to provide evidence-based guidance for creating sustainable and effective support for EMI faculty development and contribute to paradigm-building in EMI. It is poised to be essential reading for multiple audiences in global higher education, including EMI researchers, faculty developers, language educators, higher education administrators, and graduate student researchers.
- Hardcover
- Print on Demand
Seller: BuchWeltWeit Ludwig Meier e.K., Bergisch Gladbach, GermanyBuchWeltWeit Ludwig Meier e.K.
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Buch. Condition: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -This is an Open access book which provides insights into innovative approaches in designing, implementing, and evaluating professional development programs for English-Medium Instruction (EMI) faculty. It offers empirically-grounded soluti…ons to the pressing challenge of supporting faculty who teach disciplinary content through English in non-Anglophone contexts, addressing the current lack of an established paradigm for effective EMI faculty development practices. As EMI expands globally across higher education institutions, faculty face complex linguistic, pedagogical, and disciplinary demands that call for targeted professional support. However, limited research exists exploring specific design and implementation features of faculty development programs and their impact on teaching practices and student outcomes. The volume bridges these crucial gaps by showcasing original empirical studies that demonstrate clear connections across program design choices, implementation strategies, and resulting effects on faculty instructional practices and decision-making. Featuring in-depth case studies from diverse institutional and sociocultural settings in Asia, Europe, and Latin America, the collection offers unique perspectives on how faculty developers have addressed the shared challenge of supporting EMI faculty professional development. The book features diverse methodological approaches - including qualitative, quantitative, and mixed-methods studies - that foreground multiple aspects of EMI faculty development: collaborative practices within professional development initiatives, innovative approaches to pedagogy integrating language and content support, institutional frameworks for sustainable implementation, and longitudinal analysis of program impact on teaching and learning. The contributing authors expand the conceptual and disciplinary foundations of EMI faculty development research by drawing on their diverse scholarly perspectives from educational psychology, applied linguistics, second language studies, STEM education, and educational policy and leadership, as well as their lived experiences in developing, implementing, and assessing professional development initiatives. The volume aims to provide evidence-based guidance for creating sustainable and effective support for EMI faculty development and contribute to paradigm-building in EMI. It is poised to be essential reading for multiple audiences in global higher education, including EMI researchers, faculty developers, language educators, higher education administrators, and graduate student researchers. 332 pp. Englisch.
- Hardcover
- Print on Demand
Seller: Majestic Books, Hounslow, United KingdomMajestic Books
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US$ 100.91
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Condition: New. Print on Demand.
- Hardcover
- Print on Demand
Seller: moluna, Greven, Germanymoluna
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US$ 57.51
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Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt.
- Hardcover
- Print on Demand
Seller: Biblios, frankfurt am main, HESSE, GermanyBiblios
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US$ 107.84
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Condition: New. PRINT ON DEMAND.
- Hardcover
- Print on Demand
Seller: CitiRetail, Stevenage, United KingdomCitiRetail
Contact seller5-star sellerCondition: New
US$ 77.21
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Hardcover. Condition: new. Hardcover. This is an Open access book which provides insights into innovative approaches in designing, implementing, and evaluating professional development programs for English-Medium Instruction (EMI) faculty. It offers empirically-grounded solutions to the pressing challenge of supporting faculty w…ho teach disciplinary content through English in non-Anglophone contexts, addressing the current lack of an established paradigm for effective EMI faculty development practices. As EMI expands globally across higher education institutions, faculty face complex linguistic, pedagogical, and disciplinary demands that call for targeted professional support. However, limited research exists exploring specific design and implementation features of faculty development programs and their impact on teaching practices and student outcomes. The volume bridges these crucial gaps by showcasing original empirical studies that demonstrate clear connections across program design choices, implementation strategies, and resulting effects on faculty instructional practices and decision-making. Featuring in-depth case studies from diverse institutional and sociocultural settings in Asia, Europe, and Latin America, the collection offers unique perspectives on how faculty developers have addressed the shared challenge of supporting EMI faculty professional development. The book features diverse methodological approaches - including qualitative, quantitative, and mixed-methods studies - that foreground multiple aspects of EMI faculty development: collaborative practices within professional development initiatives, innovative approaches to pedagogy integrating language and content support, institutional frameworks for sustainable implementation, and longitudinal analysis of program impact on teaching and learning. The contributing authors expand the conceptual and disciplinary foundations of EMI faculty development research by drawing on their diverse scholarly perspectives from educational psychology, applied linguistics, second language studies, STEM education, and educational policy and leadership, as well as their lived experiences in developing, implementing, and assessing professional development initiatives. The volume aims to provide evidence-based guidance for creating sustainable and effective support for EMI faculty development and contribute to paradigm-building in EMI. It is poised to be essential reading for multiple audiences in global higher education, including EMI researchers, faculty developers, language educators, higher education administrators, and graduate student researchers. This is an Open access book which provides insights into innovative approaches in designing, implementing, and evaluating professional development programs for English-Medium Instruction (EMI) faculty. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.
- Hardcover
- Print on Demand
Seller: buchversandmimpf2000, Emtmannsberg, BAYE, Germanybuchversandmimpf2000
Contact seller5-star sellerCondition: New
US$ 63.59
US$ 69.26 shippingShips from Germany to U.S.A.Quantity: 1 available
Buch. Condition: Neu. This item is printed on demand - Print on Demand Titel. Neuware -This is an Open access book which provides insights into innovative approaches in designing, implementing, and evaluating professional development programs for English-Medium Instruction (EMI) faculty. It offers empirically-grounded solutions…to the pressing challenge of supporting faculty who teach disciplinary content through English in non-Anglophone contexts, addressing the current lack of an established paradigm for effective EMI faculty development practices. As EMI expands globally across higher education institutions, faculty face complex linguistic, pedagogical, and disciplinary demands that call for targeted professional support. However, limited research exists exploring specific design and implementation features of faculty development programs and their impact on teaching practices and student outcomes. The volume bridges these crucial gaps by showcasing original empirical studies that demonstrate clear connections across program design choices, implementation strategies, and resulting effects on faculty instructional practices and decision-making. Featuring in-depth case studies from diverse institutional and sociocultural settings in Asia, Europe, and Latin America, the collection offers unique perspectives on how faculty developers have addressed the shared challenge of supporting EMI faculty professional development. The book features diverse methodological approaches - including qualitative, quantitative, and mixed-methods studies - that foreground multiple aspects of EMI faculty development: collaborative practices within professional development initiatives, innovative approaches to pedagogy integrating language and content support, institutional frameworks for sustainable implementation, and longitudinal analysis of program impact on teaching and learning. The contributing authors expand the conceptual and disciplinary foundations of EMI faculty development research by drawing on their diverse scholarly perspectives from educational psychology, applied linguistics, second language studies, STEM education, and educational policy and leadership, as well as their lived experiences in developing, implementing, and assessing professional development initiatives. The volume aims to provide evidence-based guidance for creating sustainable and effective support for EMI faculty development and contribute to paradigm-building in EMI. It is poised to be essential reading for multiple audiences in global higher education, including EMI researchers, faculty developers, language educators, higher education administrators, and graduate student researchers.Springer Nature Customer Service Center GmbH, Europaplatz 3, 69115 Heidelberg 332 pp. Englisch.
- Hardcover
- Print on Demand
Seller: AussieBookSeller, Truganina, VIC, AustraliaAussieBookSeller
Contact seller5-star sellerCondition: New
US$ 99.21
US$ 37.00 shippingShips from Australia to U.S.A.Quantity: 1 available
Hardcover. Condition: new. Hardcover. This is an Open access book which provides insights into innovative approaches in designing, implementing, and evaluating professional development programs for English-Medium Instruction (EMI) faculty. It offers empirically-grounded solutions to the pressing challenge of supporting faculty w…ho teach disciplinary content through English in non-Anglophone contexts, addressing the current lack of an established paradigm for effective EMI faculty development practices. As EMI expands globally across higher education institutions, faculty face complex linguistic, pedagogical, and disciplinary demands that call for targeted professional support. However, limited research exists exploring specific design and implementation features of faculty development programs and their impact on teaching practices and student outcomes. The volume bridges these crucial gaps by showcasing original empirical studies that demonstrate clear connections across program design choices, implementation strategies, and resulting effects on faculty instructional practices and decision-making. Featuring in-depth case studies from diverse institutional and sociocultural settings in Asia, Europe, and Latin America, the collection offers unique perspectives on how faculty developers have addressed the shared challenge of supporting EMI faculty professional development. The book features diverse methodological approaches - including qualitative, quantitative, and mixed-methods studies - that foreground multiple aspects of EMI faculty development: collaborative practices within professional development initiatives, innovative approaches to pedagogy integrating language and content support, institutional frameworks for sustainable implementation, and longitudinal analysis of program impact on teaching and learning. The contributing authors expand the conceptual and disciplinary foundations of EMI faculty development research by drawing on their diverse scholarly perspectives from educational psychology, applied linguistics, second language studies, STEM education, and educational policy and leadership, as well as their lived experiences in developing, implementing, and assessing professional development initiatives. The volume aims to provide evidence-based guidance for creating sustainable and effective support for EMI faculty development and contribute to paradigm-building in EMI. It is poised to be essential reading for multiple audiences in global higher education, including EMI researchers, faculty developers, language educators, higher education administrators, and graduate student researchers. This is an Open access book which provides insights into innovative approaches in designing, implementing, and evaluating professional development programs for English-Medium Instruction (EMI) faculty. This item is printed on demand. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.
- Hardcover
- Print on Demand
Seller: preigu, Osnabrück, Germanypreigu
Contact seller5-star sellerCondition: New
US$ 59.75
US$ 80.81 shippingShips from Germany to U.S.A.Quantity: 5 available
Buch. Condition: Neu. Innovations in EMI Faculty Professional Development | Connecting Program Design, Implementation, and Impact | Meredith Doran (u. a.) | Buch | English Language Education | xv | Englisch | 2026 | Springer | EAN 9783032118950 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 H…eidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu Print on Demand.
