Faculty of Education | Page 4 | Cambridge Language Sciences

Mia Kim

Bilingualism; language learning; language and thought

Theses / dissertations

2021

Kim, MK., 2021. Bilinguals’ Emotion and Language: An Exploratory Study of Korean-English Bilinguals’ Experience of and Expression of Shame

Prof Yongcan Liu

Journal articles

2023 (Accepted for publication)

Li, M. and Liu, Y., 2023 (Accepted for publication). Head, Help, Heart, Hand: Primary School Students’ Feedback Literacy in Second Language Writing Assessing Writing,

2023

Zhou, Y. and Liu, Y., 2023. Theorising the dynamics of heritage language identity development: a narrative inquiry of the life histories of three Chinese heritage speakers Language and Education, v. 37
Doi: 10.1080/09500782.2022.2068351

Li, Z. and Liu, Y., 2023. Theorising language learning experience in LOTE motivation with PERMA: A positive psychology perspective System, v. 112
Doi: http://doi.org/10.1016/j.system.2022.102975

2022

Wu, X. and Liu, Y., 2022. Emergent LOTE motivation? The L3 motivational dynamics of Japanese-major university students in China Applied Linguistics Review,
Doi: http://doi.org/10.1515/applirev-2021-0074

Fisher, L., Evans, M., Forbes, K., Gayton, A., Liu, Y. and Rutgers, D., 2022. Language experiences, evaluations and emotions (3Es): analysis of structural models of multilingual identity for language learners in schools in England International Journal of Multilingualism,
Doi: http://doi.org/10.1080/14790718.2022.2060235

Fu, Z. and Liu, Y., 2022. Promoting L2 writing development via a concept-based approach to teaching genre: A sociocultural intervention study in Chinese EFL writing classrooms Language Teaching Research,
Doi: http://doi.org/10.1177/13621688221114363

Shao, J. and Liu, Y., 2022. Written corrective feedback, learner-internal cognitive processes, and the acquisition of regular past tense by Chinese L2 learners of English Applied Linguistics Review, v. 13
Doi: http://doi.org/10.1515/applirev-2019-0131

2021

Xie, Y. and Liu, Y., 2021. Who do you hang out with? How Chinese students' social networks relate to their perceived oral proficiency gains during study abroad experiences Study Abroad Research in Second Language Acquisition and International Education, v. 6
Doi: http://doi.org/10.1075/sar.18014.xie

Leung, C., Evans, M. and Liu, Y., 2021. English as an Additional Language Assessment Framework: Filling a Void in Policy and Provision in School Education in England Language Assessment Quarterly, v. 18
Doi: http://doi.org/10.1080/15434303.2020.1869745

Forbes, K., Evans, M., Fisher, L., Gayton, A., Liu, Y. and Rutgers, D., 2021. Developing a multilingual identity in the languages classroom: the influence of an identity-based pedagogical intervention Language Learning Journal, v. 49
Doi: http://doi.org/10.1080/09571736.2021.1906733

Rutgers, D., Evans, M., Fisher, L., Forbes, K., Gayton, A. and Liu, Y., 2021. Multilingualism, Multilingual Identity and Academic Attainment: Evidence from Secondary Schools in England Journal of Language, Identity and Education,
Doi: http://doi.org/10.1080/15348458.2021.1986397

2020

Davidson, R. and Liu, Y., 2020. Reaching the world outside: cultural representation and perceptions of global citizenship in Japanese elementary school English textbooks Language, Culture and Curriculum, v. 33
Doi: http://doi.org/10.1080/07908318.2018.1560460

Choi, K. and Liu, Y., 2020. Challenges and strategies for ELF-aware teacher development ELT Journal, v. 74
Doi: http://doi.org/10.1093/elt/ccaa036

Guo, J. and Liu, Y., 2020. Navigating the complex landscape of cross-epistemic climates: migrant Chinese language teachers’ belief changes about knowledge and learning Teacher Development, v. 24
Doi: http://doi.org/10.1080/13664530.2020.1794951

Fisher, L., Evans, M., Forbes, K., Gayton, A. and Liu, Y., 2020. Participative multilingual identity construction in the languages classroom: a multi-theoretical conceptualisation International Journal of Multilingualism, v. 17
Doi: http://doi.org/10.1080/14790718.2018.1524896

Chen, C. and Liu, Y., 2020. The role of vocabulary breadth and depth in IELTS academic reading tests Reading in a Foreign Language, v. 32

2019

Evans, M., Fisher, L., Forbes, K. and Liu, Y., 2019. The form and functions of newcomer EAL students’ speech in English: patterns of progression and communication in semi-structured interview dialogue Language and Education, v. 33
Doi: 10.1080/09500782.2018.1445756

2018 (Accepted for publication)

Liu, Y., 2018 (Accepted for publication). Situated teacher learning as externalising and mobilising teachers’ tacit knowledge through talk in a language teacher professional community Research Papers in Education,
Doi: http://doi.org/10.1080/02671522.2018.1452956

2017 (Accepted for publication)

Wang, T. and Liu, Y., 2017 (Accepted for publication). Dynamic L3 selves: a longitudinal study of five university L3 learners’ motivational trajectories in China Language Learning Journal, v. 48
Doi: http://doi.org/10.1080/09571736.2017.1375549

2017

Liu, Y., Linda Fisher, , Karen Forbes, and Michael Evans, , 2017. The Knowledge Base of Teaching in Linguistically Diverse Contexts: Ten Grounded Principles of Multilingual Classroom Pedagogy for EAL Language and Intercultural Communication, v. 17
Doi: 10.1080/14708477.2017.1368136

2016 (Accepted for publication)

Evans, MJ. and Liu, Y., 2016 (Accepted for publication). The Unfamiliar and the Indeterminate: Language, Identity and Social Integration in the School Experience of Newly-Arrived Migrant Children in England Journal of Language, Identity, and Education,
Doi: http://doi.org/10.1080/15348458.2018.1433043

2016

Liu, Y., 2016. The emotional geographies of language teaching Teacher Development, v. 20
Doi: http://doi.org/10.1080/13664530.2016.1161660

Chang, SY. and Liu, Y., 2016. From problem-orientedness to goal-orientedness: Re-conceptualizing communication strategies as forms of intra-mental and inter-mental mediation System, v. 61
Doi: http://doi.org/10.1016/j.system.2016.07.009

Liu, Y. and Evans, M., 2016. Multilingualism as legitimate shared repertoires in school communities of practice: students’ and teachers’ discursive constructions of languages in two schools in England Cambridge Journal of Education, v. 46
Doi: http://doi.org/10.1080/0305764X.2015.1091441

2013

Liu, Y., 2013. The Social Organisation of Talk-in-Interaction at Work in a Language Teacher Professional Community Learning, Culture and Social Interaction,

2012

Liu, Y. and Xu, Y., 2012. The trajectory of learning in a teacher community of practice: A narrative inquiry of a language teacher's identity in the workplace Research Papers in Education,
Doi: http://doi.org/10.1080/02671522.2011.610899

2011

Liu, Y. and Xu, Y., 2011. Inclusion or exclusion?: A narrative inquiry of a language teacher’s identity experience in the ‘new work order’ of competing pedagogies Teaching and Teacher Education, v. 27
Doi: http://doi.org/10.1016/j.tate.2010.10.013

2010

Xu, Y. and Liu, Y., 2010. Teacher assessment knowledge and practice: A narrative inquiry of a Chinese EFL teachers’ experience TESOL Quarterly: a journal for teachers of English to speakers of other languages and of standard English as a second dialect, v. 43
Doi: http://doi.org/10.1002/j.1545-7249.2009.tb00246.x

2009

Xu, Y. and Liu, Y., 2009. Teacher Assessment Knowledge and Practice: A Narrative Inquiry of a Chinese College EFL Teacher's Experience TESOL Quarterly, v. 43
Doi: http://doi.org/10.1002/j.1545-7249.2009.tb00246.x

2006

Liu, Y. and Fisher, L., 2006. The development patterns of modern foreign language student teachers’ conceptions of self and their explanations about change: Three cases Teacher Development, v. 10
Doi: 10.1080/13664530600922203

Theses / dissertations

2021 (No publication date)

Choi, K., 2021 (No publication date). Investigating Global Englishes-oriented teacher development through the lens of transformative learning theory: A study of South Korean elementary EFL teachers’ experiences

Book chapters

2018

Liu, Y., Leug, C., Davidson, C., East, M., Evans, M. and Green, M., 2018. Using assessment to promote learning: Clarifying constructs, theories and practices.

Leung, C., Davison, C., East, M., Evans, M., Liu, Y., Hamp-Lyons, L. and Purpura, JE., 2018. Using assessment to promote learning: Clarifying constructs, theories, and practices

2017

Duff, PA., Liu, Y. and Li, D., 2017. Chinese heritage language learning: Negotiating identities, ideologies, and institutionalization
Doi: http://doi.org/10.4324/9781315727974

2010

Liu, Y. and Fisher, L., 2010. Cultural-historical perspectives on teacher education and development

Liu, Y. and Fisher, L., 2010. ‘What have we learnt after we had fun?': An activity theory perspective on cultures of learning in pedagogical reforms
Doi: http://doi.org/10.4324/9780203860106-22

Liu, Y. and Fisher, L., 2010. 'What have we learnt after we had fun?': An activity theory perspective on cultures of learning in pedagogical reforms
Doi: http://doi.org/10.4324/9780203860106

Reports

2014

Arnot, M., Schneider, C., Evans, M., Liu, Y., Welpy, O. and Davis-Tutt, D., 2014. School Approaches to the education of EAL students: langauge development, social integration and achievement

Professor Neil Mercer

Book chapters

2020

Hofmann, R., 2020. DIALOGUE, TEACHERS AND PROFESSIONAL DEVELOPMENT

2018 (Published online)

Dudley, PJ., Warwick, P., Vrikki, M., Vermunt, J. and Mercer, N., 2018 (Published online). Implementing a new mathematics curriculum in the UK: Lesson Study as a driver for professional dialogue and teacher learning

2017

Vermunt, JD., Vrikki, M., Warwick, P. and Mercer, N., 2017. Connecting teacher identity formation to patterns in teacher learning

2014

Taber, KS., Mercer, N., Ruthven, K., Riga, F., Howe, C., Hofmann, R. and Luthman, S., 2014. Developing a research-informed teaching module for learning about electrical circuits at lower secondary school level: Supporting personal learning about science and the nature of science
Doi: http://doi.org/10.4018/978-1-4666-6375-6.ch006

2013

Whitebread, DG., 2013. Self-regulation in Young Children: its Characteristics and the Role of Communication and Language in its early development

2012

Mercer, N., 2012. Commentary: The future development of research on classroom talk
Doi: http://doi.org/10.1007/978-94-6091-864-3_6

Howe, C. and Mercer, N., 2012. Children’s social development, peer interaction and classroom learning
Doi: http://doi.org/10.4324/9780203121672

2011

Littleton, K. and Mercer, N., 2011. Communication, collaboration, and creativity: How musicians negotiate a collective 'sound'
Doi: http://doi.org/10.1093/acprof:oso/9780199568086.003.0015

2010

Littleton, K. and Mercer, NM., 2010. The significance of educational dialogues between primary school children.

Edwards, D. and Mercer, NM., 2010. Extracts from Common Knowledge: the development of understanding in the classroom.

Mercer, NM., Gillen, J., Kleine Staarman, J., Littleton, K. and Twiner, A., 2010. Interactive Whiteboards: does new technology transform teaching?

Mercer, NM., 2010. The guided construction of knowledge: talk between teachers and students.

2009

Mercer, NM., 2009. Developing argumentation: lessons learned in the primary school.
Doi: http://doi.org/10.1007/978-0-387-98125-3_7

Mercer, NM., Littleton, K. and Wegerif, R., 2009. Methods for studying the processes of interaction and collaborative activity in computer-based educational activities.

Wegerif, R., 2009. Dialogue and teaching thinking with technology: Opening, expanding and deepening the 'inter-face'
Doi: http://doi.org/10.4324/9780203863510

Mercer, NM. and Howe, C., 2009. Children’s social development, peer interaction and classroom learning.

2008

Mercer, NM. and Dawes, L., 2008. the value of Exploratory Talk.

Datasets

2019 (No publication date)

Hennessy, S., Howe, C., Mercer, N., Vrikki, M. and Wheatley, L., 2019 (No publication date). Transcripts of lessons in core subjects in primary classrooms in England
Doi: http://doi.org/10.17863/CAM.39601

Journal articles

2019

Vrikki, M., Wheatley, L., Howe, C., Hennessy, S. and Mercer, N., 2019. Dialogic practices in primary school classrooms Language and Education, v. 33
Doi: http://doi.org/10.1080/09500782.2018.1509988

2017 (Accepted for publication)

Mercer, N., Hennessy, S. and Warwick, P., 2017 (Accepted for publication). Dialogue, Thinking Together and Digital Technology in the Classroom: Some Educational Implications of a Continuing Line of Inquiry International Journal of Educational Research,
Doi: http://doi.org/10.1016/j.ijer.2017.08.007

2017

Vrikki, M., Warwick, P., Vermunt, JD., Mercer, N. and Van Halem, N., 2017. Teacher learning in the context of Lesson Study: A video-based analysis of teacher discussions Teaching and Teacher Education, v. 61
Doi: http://doi.org/10.1016/j.tate.2016.10.014

Warwick, PT. and Mercer, N., 2017. Identifying and assessing students' spoken language skills. Impact, Issue 1. Chartered College of Teaching UK,

Ruthven, K., Mercer, N., Taber, KS., Guardia, P., Hofmann, R., Ilie, S., Luthman, S. and Riga, F., 2017. A research-informed dialogic-teaching approach to early secondary school mathematics and science: the pedagogical design and field trial of the epiSTEMe intervention Research Papers in Education, v. 32
Doi: http://doi.org/10.1080/02671522.2015.1129642

2016

Warwick, P., Vrikki, M., Vermunt, JD., Mercer, N. and van Halem, N., 2016. Connecting observations of student and teacher learning: an examination of dialogic processes in Lesson Study discussions in mathematics ZDM - Mathematics Education, v. 48
Doi: http://doi.org/10.1007/s11858-015-0750-z

Hofmann, RJ., Hennessy, S., Rojas-Drummond, S., Barrera, MJ., García Carrión, R., Howe, C., Kershner,, R., Littleton, K., Marquez, AM. and Mercer, N., 2016. Developing a coding scheme for analysing classroom dialogue across d educational contexts. Learning, Culture and Social Interaction, v. 9
Doi: http://doi.org/10.1016/j.lcsi.2015.12.001

Perez-Adamson, C. and Mercer, N., 2016. How do different types of schools prepare students for life at Cambridge? Cambridge Journal of Education, v. 46
Doi: http://doi.org/10.1080/0305764X.2015.1009364

Hofmann, R. and Mercer, N., 2016. Teacher interventions in small group work in secondary mathematics and science lessons Language and Education, v. 30
Doi: http://doi.org/10.1080/09500782.2015.1125363

Mannion, J. and Mercer, N., 2016. Learning to learn: improving attainment, closing the gap at Key Stage 3 Curriculum Journal, v. 27
Doi: http://doi.org/10.1080/09585176.2015.1137778

2015

Howe, C., Ilie, S., Guardia, P., Hofmann, R., Mercer, N. and Riga, F., 2015. Principled Improvement in Science: Forces and proportional relations in early secondary–school teaching International Journal of Science Education, v. 37
Doi: http://doi.org/10.1080/09500693.2014.975168

Mercer, N., 2015. Re/structuring science education: re-uniting sociological and psychological perspectives STUDIES IN SCIENCE EDUCATION, v. 51
Doi: http://doi.org/10.1080/03057267.2014.889894

Howe, C., Luthman, S., Ruthven, K., Mercer, N., Hofmann, R., Ilie, S. and Guardia, P., 2015. Rational number and proportional reasoning in early secondary school: towards principled improvement in mathematics Research in Mathematics Education, v. 17
Doi: http://doi.org/10.1080/14794802.2015.1019914

Knight, S. and Mercer, N., 2015. The role of exploratory talk in classroom search engine tasks Technology, Pedagogy and Education, v. 24
Doi: http://doi.org/10.1080/1475939X.2014.931884

2014

Knight, S. and Mercer, N., 2014. The role of exploratory talk in classroom search engine tasks Technology, Pedagogy and Education,
Doi: http://doi.org/10.1080/1475939X.2014.931884

Cheng, B., Wang, M. and Mercer, N., 2014. Effects of role assignment in concept mapping mediated small group learning Internet and Higher Education, v. 23
Doi: http://doi.org/10.1016/j.iheduc.2014.06.001

Mercer, N. and Dawes, L., 2014. The study of talk between teachers and students, from the 1970s until the 2010s Oxford Review of Education, v. 40
Doi: http://doi.org/10.1080/03054985.2014.934087

Kershner, R., Warwick, P., Mercer, N. and Kleine Staarman, J., 2014. Primary children's management of themselves and others in collaborative group work: 'Sometimes it takes patience...' Education 3-13, v. 42
Doi: http://doi.org/10.1080/03004279.2012.670255

2013

Warwick, P., Mercer, N. and Kershner, R., 2013. 'Wait, let's just think about this': Using the interactive whiteboard and talk rules to scaffold learning for co-regulation in collaborative science activities Learning, Culture and Social Interaction, v. 2
Doi: http://doi.org/10.1016/j.lcsi.2012.12.004

Mercer, NM., 2013. The social brain, language and goal-orientated collective thinking: a social conception of cognition and its implications for understanding how we think, teach and learn Educational Psychologist,
Doi: http://doi.org/10.1080/00461520.2013.804394

2012

Mercer, N. and Howe, C., 2012. Explaining the dialogic processes of teaching and learning: The value and potential of sociocultural theory Learning, Culture and Social Interaction, v. 1
Doi: http://doi.org/10.1016/j.lcsi.2012.03.001

Daniels, H., Edwards, A., Mercer, N. and Saljo, R., 2012. Untitled LEARNING CULTURE AND SOCIAL INTERACTION, v. 1
Doi: http://doi.org/10.1016/j.lcsi.2012.05.002

2011 (No publication date)

Mercer, NM. and Dawes, L., 2011 (No publication date). Making most of talk. English Drama Media,

2011

Warwick, P., Hennessy, S. and Mercer, N., 2011. Promoting teacher and school development through co-enquiry: Developing interactive whiteboard use in a 'dialogic classroom' Teachers and Teaching: Theory and Practice, v. 17
Doi: http://doi.org/10.1080/13540602.2011.554704

Hennessy, S., Mercer, N. and Warwick, P., 2011. A Dialogic Inquiry Approach to Working With Teachers in Developing Classroom Dialogue TEACH COLL REC, v. 113

Soong, B. and Mercer, N., 2011. Improving students' revision of physics concepts through ICT-based co-construction and prescriptive tutoring International Journal of Science Education, v. 33
Doi: http://doi.org/10.1080/09500693.2010.489586

2010

Mercer, N., Hennessy, S. and Warwick, P., 2010. Using interactive whiteboards to orchestrate classroom dialogue Technology, Pedagogy and Education, v. 19
Doi: http://doi.org/10.1080/1475939X.2010.491230

Kershner, R., Mercer, N., Warwick, P. and Staarman, JK., 2010. Can the interactive whiteboard support young children's collaborative communication and thinking in classroom science activities? INT J COMP-SUPP COLL, v. 5
Doi: http://doi.org/10.1007/s11412-010-9096-2

Mercer, N., Warwick, P., Kershner, R. and Staarman, JK., 2010. Can the interactive whiteboard help to provide 'dialogic space' for children's collaborative activity? LANG EDUC-UK, v. 24
Doi: http://doi.org/10.1080/09500781003642460

Warwick, P., Mercer, N., Kershner, R. and Staarman, JK., 2010. In the mind and in the technology: The vicarious presence of the teacher in pupil's learning of science in collaborative group activity at the interactive whiteboard COMPUT EDUC, v. 55
Doi: http://doi.org/10.1016/j.compedu.2010.02.001

Soong, B., Mercer, NM. and Siew, SE., 2010. Revision by means of computer-mediated peer discussions. Physics Education, v. 45

Simpson, A., Mercer, N. and Majors, Y., 2010. Editorial: Douglas Barnes revisited: If learning floats on a sea of talk, what kind of talk? And what kind of learning? ENGL TEACH-PRACT CRI, v. 9

2009

Soong, B., Mercer, N. and Er, SS., 2009. Students' difficulties when solving physics problems: Results from an ICT-infused revision intervention Proceedings of the 17th International Conference on Computers in Education, ICCE 2009,

Mercer, N., 2009. Developing argumentation: Lessons learned in the primary school
Doi: http://doi.org/10.1007/978-0-387-98125-3_7

Mercer, NM., Dawes, L. and Staarman, JK., 2009. Dialogic teaching in the primary science classroom. Language and Education, v. 23

Mercer, NM., 2009. The analysis of classroom talk: methods and methodologies. British Journal of Educational Psychology, v. 80

2008

Mercer, NM., 2008. The seeds of time: why classroom dialogue needs a temporal analysis. Journal of the Learning Sciences, v. 17

Mercer, NM., 2008. Talk and the development of reasoning and understanding. Human Development, v. 51

Gillen, J., Littleton, K., Twiner, A., Staarman, JK. and Mercer, N., 2008. Using the interactive whiteboard to resource continuity and support multimodal teaching in a primary science classroom. Journal of Computer Assisted Learning, v. 24

Mercer, NM., 2008. Classroom dialogue and the teacher's role. Education Review, v. 21

Mercer, N., 2008. Changing our minds: a commentary on 'Conceptual change: a discussion of theoretical, methodological and practical challenges for science education' Cultural Studies of Science Education,
Doi: http://doi.org/10.1007/s11422-008-9099-8

2007

Mercer, N., 2007. The joint construction identities and knowledge in a science classroom Cultural Studies of Science Education, v. 2
Doi: http://doi.org/10.1007/s11422-007-9051-3

Mercer, N., 2007. Commentary on the reconciliation of cognitive and sociocultural accounts of conceptual change EDUC PSYCHOL, v. 42

Gillen, J., Staarman, JK., Littleton, K., Mercer, N. and Twiner, A., 2007. A 'learning revolution'? Investigating pedagogic practice around interactive whiteboards in British primary classrooms Learning, Media and Technology, v. 32
Doi: http://doi.org/10.1080/17439880701511099

2006

Mercer, N. and Sams, C., 2006. Teaching children how to use language to solve maths problems Language and Education, v. 20
Doi: http://doi.org/10.2167/le678.0

2004

Mercer, NM., 2004. Sociocultural discourse analysis: analysing classroom talk as a social mode of thinking Journal of Applied Linguistics, v. 1
Doi: http://doi.org/10.1558/japl.2004.1.2.137

Mercer, NM., 2004. Reasoning as a scientist: ways of helping children to use language to learn science British Educational Research Journal, v. 30
Doi: http://doi.org/10.1080/01411920410001689689

Conference proceedings

2018 (No publication date)

Hofmann, RJ. and Mercer, N., 2018 (No publication date). Teacher interventions in small group work in secondary mathematics and science lessons.

Hofmann, RJ. and Mercer, N., 2018 (No publication date). Teacher interventions in small group work

2015 (Accepted for publication)

Vrikki, M., Vermun, JD., Warwick, P., Mercer, N. and Van Halem, N., 2015 (Accepted for publication). How teachers learn in Lesson Study: Results of Cambridge research into teachers learning through talk.

2011

Ruthven, K., Hofmann, R. and Mercer, N., 2011. A DIALOGIC APPROACH TO PLENARY PROBLEM SYNTHESIS PROCEEDINGS OF THE 35TH CONFERENCE OF THE INTERNATIONAL GROUP FOR PSYCHOLOGY OF MATHEMATICS EDUCATION, VOL. 4: DEVELOPING MATHEMATICAL THINKING,

Ruthven, K., Hofmann, RJ., Howe, C., Luthman, S., Mercer, N. and Taber, KS., 2011. The epiSTEMe pedagogical approach: essentials, rationales and challenges

2010

Ruthven, K., Howe, C., Mercer, N., Taber, KS., Luthman, S., Hofmann, RJ. and Riga, F., 2010. Effecting Principled Improvement in STEM Education: Research-based pedagogical development for student engagement and learning in early secondary-school physical science and mathematics

Books

2013

Littleton, K. and Mercer, NM., 2013. Interthinking: Putting talk to work

Whitebread, D., Mercer, N., Howe, C. and Tolmie, A., 2013. Self-regulation and Dialogue in Primary Classrooms. British Journal of Educational Psychology. Monograph Series II: Psychological Aspects of Education - Current Trends No. 10

2010

Mercer, N., 2010. Foreword
Doi: http://doi.org/10.4018/978-1-61520-715-2

2008

Mercer, N., 2008. Exploring talk in schools

Hodgkinson, S. and Mercer, N., 2008. Introduction
Doi: http://doi.org/10.4135/9781446279526

2007

Mercer, N. and Littleton, K., 2007. Dialogue and the development of children's thinking

Mercer, N. and Littleton, K., 2007. Dialogue and the development of children's thinking: A sociocultural approach
Doi: http://doi.org/10.4324/9780203946657

Dr Michael Evans

Second language education; language teacher education; cross-cultural education; language education policy

Dr Edith Esch

Second language education; bilingualism

Prof Michelle Ellefson

Development of language from a cognitive science perspective; cognitive benefits of bilingualism and multilingualism; early literacy

Journal articles

2023

Lai, RPY. and Ellefson, MR., 2023. How Multidimensional is Computational Thinking Competency? A Bi-Factor Model of the Computational Thinking Challenge Journal of Educational Computing Research, v. 61
Doi: 10.1177/07356331221121052

Eberhart, J., Paes, TM., Ellefson, MR. and Marcovitch, S., 2023. Executive functions and play. Trends Neurosci Educ, v. 30
Doi: 10.1016/j.tine.2023.100198

Tong, K., Chan, YN., Cheng, X., Cheon, B., Ellefson, M., Fauziana, R., Feng, S., Fischer, N., Gulyás, B., Hoo, N., Hung, D., Kalaivanan, K., Langley, C., Lee, KM., Lee, LL., Lee, T., Melani, I., Melia, N., Pei, JY., Raghani, L., Sam, YL., Seow, P., Suckling, J., Tan, YF., Teo, CL., Uchiyama, R., Yap, HS., Christopoulos, G., Hendriks, H., Chen, A., Robbins, T., Sahakian, B., Kourtzi, Z., Leong, V. and CLIC Phase 1 Consortium, , 2023. Study protocol: How does cognitive flexibility relate to other executive functions and learning in healthy young adults? PLoS One, v. 18
Doi: http://doi.org/10.1371/journal.pone.0286208

2022

Ellefson, MR. and Oppenheimer, DM., 2022. Is replication possible without fidelity? Psychol Methods,
Doi: http://doi.org/10.1037/met0000473

Zonneveld, AK., Serpell, Z., Parr, T. and Ellefson, MR., 2022. Executive function measurement in urban schools: Exploring links between performance-based metrics and teacher ratings. Dev Sci, v. 25
Doi: http://doi.org/10.1111/desc.13319

2021 (No publication date)

Hughes, C., Wang, Q., Ng, F., Wong, KK-Y. and Ellefson, MR., 2021 (No publication date). Two-Generational Reports of Parenting in Hong Kong and England: Beyond Autonomy Support and Psychological Control not yet accepted for publication,
Doi: http://doi.org/10.31234/osf.io/j8bct

2021 (Accepted for publication)

Patel, JN., Aldercotte, A., Tsapali, M., Serpell, Z., Parr, T. and Ellefson, MR., 2021 (Accepted for publication). The Zoo Task: A Novel Metacognitive Problem-Solving Task Developed with a Sample of African American Children from Schools in High Poverty Communities Psychological Assessment, v. 33
Doi: http://doi.org/10.1037/pas0001033

2021

Vasilopoulos, F. and Ellefson, MR., 2021. Investigation of the associations between physical activity, self-regulation and educational outcomes in childhood. PLoS One, v. 16
Doi: http://doi.org/10.1371/journal.pone.0250984

Patel, J., Aldercotte, A., Tsapali, M., Serpell, ZN., Parr, T. and Ellefson, MR., 2021. The Zoo Task: A novel metacognitive problem-solving task developed with a sample of African American children from schools in high poverty communities. Psychol Assess,
Doi: http://doi.org/10.1037/pas0001033

Cai, Y., Tsapali, M., Serpell, Z., Parr, T. and Ellefson, M., 2021. Age-related changes in sustained attention for older children from high poverty communities in the USA

2020

Ellefson, MR., Zachariou, A., Ng, FF-Y., Wang, Q. and Hughes, C., 2020. Do executive functions mediate the link between socioeconomic status and numeracy skills? A cross-site comparison of Hong Kong and the United Kingdom. J Exp Child Psychol, v. 194
Doi: 10.1016/j.jecp.2019.104734

Xu, C., Ellefson, MR., Ng, FF-Y., Wang, Q. and Hughes, C., 2020. An East-West contrast in executive function: Measurement invariance of computerized tasks in school-aged children and adolescents. J Exp Child Psychol, v. 199
Doi: http://doi.org/10.1016/j.jecp.2020.104929

2019

Ellefson, MR., Baker, ST. and Gibson, JL., 2019. Lessons for Successful Cognitive Developmental Science in Educational Settings: The Case of Executive Functions Journal of Cognition and Development, v. 20
Doi: http://doi.org/10.1080/15248372.2018.1551219

2018 (Accepted for publication)

Poletiek, F., Conway, C., Ellefson, MR., Lai, J., Bocanegra, B. and Christiansen, M., 2018 (Accepted for publication). Under What Conditions Can Recursion be Learned? Effects of Starting Small in Artificial Grammar Learning of Center Embedded Structure Cognitive Science,
Doi: http://doi.org/10.1111/cogs.12685

2017

Ellefson, MR., Ng, FF-Y., Wang, Q. and Hughes, C., 2017. Efficiency of Executive Function: A Two-Generation Cross-Cultural Comparison of Samples From Hong Kong and the United Kingdom. Psychol Sci, v. 28
Doi: 10.1177/0956797616687812

Teperek, M., Morgan, R., Ellefson, M. and Kingsley, D., 2017. Starting from the end: What to do when restricted data is released Data Science Journal, v. 16
Doi: http://doi.org/10.5334/dsj-2017-010

2014

Goedert, KM., Ellefson, MR. and Rehder, B., 2014. Differences in the weighting and choice of evidence for plausible versus implausible causes. J Exp Psychol Learn Mem Cogn, v. 40
Doi: http://doi.org/10.1037/a0035547

2013

Hughes, PW. and Ellefson, MR., 2013. Inquiry-based training improves teaching effectiveness of biology teaching assistants. PLoS One, v. 8
Doi: http://doi.org/10.1371/journal.pone.0078540

2012

Apedoe, XS., Ellefson, MR. and Schunn, CD., 2012. Learning Together While Designing: Does Group Size Make a Difference? J SCI EDUC TECHNOL, v. 21
Doi: http://doi.org/10.1007/s10956-011-9284-5

2011

Vousden, JI., Ellefson, MR., Solity, J. and Chater, N., 2011. Simplifying Reading: Applying the Simplicity Principle to Reading COGNITIVE SCI, v. 35
Doi: http://doi.org/10.1111/j.1551-6709.2010.01134.x

Apedoe, XS., Ellefson, MR. and Schunn, CD., 2011. Learning Together While Designing: Does Group Size Make a Difference? Journal of Science Education and Technology,

Vousden, JI., Ellefson, MR., Solity, J. and Chater, N., 2011. Simplifying reading: Applying the simplicity principle to reading Cognitive Science, v. 35

2009

Ellefson, MR., Treiman, R. and Kessler, B., 2009. Learning to label letters by sounds or names: A comparison of England and the United States. Journal of Experimental Child Psychology, v. 102

2008

Apedoe, XS., Reynolds, B., Ellefson, MR. and Schunn, CD., 2008. Bringing Engineering Design into High School Science Classrooms: The Heating/Cooling Unit J SCI EDUC TECHNOL, v. 17
Doi: http://doi.org/10.1007/s10956-008-9114-6

Ellefson, MR., Brinker, RA., Vernacchio, VJ. and Schunn, CD., 2008. Design-based learning for biology: Genetic engineering experience improves understanding of gene expression Biochemistry and Molecular Biology Education, v. 36

2007

Young, ME., Wasserman, EA. and Ellefson, MR., 2007. A theory of variability discrimination: finding differences. Psychon Bull Rev, v. 14
Doi: http://doi.org/10.3758/bf03194106

2006

Ellefson, MR., Shapiro, LR. and Chater, N., 2006. Asymmetrical switch costs in children COGNITIVE DEVELOPMENT, v. 21
Doi: http://doi.org/10.1016/j.cogdev.2006.01.002

2003

Young, ME., Ellefson, MR. and Wasserman, EA., 2003. Toward a theory of variability discrimination: finding differences. Behav Processes, v. 62
Doi: http://doi.org/10.1016/s0376-6357(03)00024-x

Young, ME. and Ellefson, MR., 2003. The joint contributions of shape and color to variability discrimination LEARN MOTIV, v. 34

2002

Christiansen, MH., Conway, CM. and Ellefson, MR., 2002. Raising the bar for connectionist modeling of cognitive developmental disorders BEHAV BRAIN SCI, v. 25

Theses / dissertations

2022 (No publication date)

Lai, RPY., 2022 (No publication date). Computational Thinking Competency: Conceptualization and Assessment
Doi: http://doi.org/10.17863/CAM.86070

Chu, PKC., 2022 (No publication date). The Interplay of Linguistic and Cognitive Factors in Predicting Reading Comprehension: A Case of Primary School Children from the United Kingdom and China
Doi: http://doi.org/10.17863/CAM.87661

2021 (No publication date)

Turner, G., 2021 (No publication date). Life-Worthy Learning Skills: A Curriculum Intervention to Promote Self-Regulated Learning

2021

Barsham, H., 2021. Can Retrieval Practice of The Testing Effect Increase Self-efficacy in Tests and Reduce Test Anxiety in 10-to 11-Year-Olds?
Doi: http://doi.org/10.17863/CAM.77643

2020 (No publication date)

Tsapali, M., 2020 (No publication date). Effects of different learning environments on late primary school students’ Decision-making Competence in Socio-Scientific Issues
Doi: http://doi.org/10.17863/CAM.54222

Paes, T., 2020 (No publication date). Self-regulation and language skills of 4- to 5-year-old children with English as an additional language before and after a guided play intervention as measured by teacher reports and cognitive batteries
Doi: http://doi.org/10.17863/CAM.55012

2017

Patel, J., 2017. Novel metacognitive problem-solving task for 8- to 11-year-old students
Doi: http://doi.org/10.17863/CAM.36091

2015

Tsapali, M., 2015. Progress in primary school children's understandings of materials and dissolving: A cross-age qualitative survey

Ellefson, MR., The Difficulty of Learning Complex Structure: A Comparative Study of Knowledge Acquisition

Book chapters

2021

Apedoe, XS., Ellefson, MR. and Schunn, CD., 2021. Supporting Conceptual Change in Chemistry through Design-Based Learning
Doi: 10.1163/9789004450004_004

2020

Paes, T., Tsapali, M. and Ellefson, M., 2020. Studying Cognitive Development in School-Aged Children
Doi: http://doi.org/10.1002/9781119171492.wecad107

2019 (Published online)

2019 (Published online). The Encyclopedia of Child and Adolescent Development
Doi: 10.1002/9781119171492

2002

Christiansen, MH., Dale, RAC., Ellefson, MR. and Conway, CM., 2002. The Role of Sequential Learning in Language Evolution: Computational and Experimental Studies
Doi: 10.1007/978-1-4471-0663-0_8

2001

Molfese, DL., Narter, DB., Van Matre, AJ., Ellefson, MR. and Modglin, A., 2001. Language Development during Infancy and Early Childhood
Doi: 10.1075/lald.24.10mol

Conference proceedings

2020

Paes, T. and Ellefson, MR., 2020. Pretend Play and Children's Self-Regulation and Language Skills: An Interventional Study. CogSci,

2018 (Accepted for publication)

Tsapali, M., Quinn, C., Ellefson, MR., Schlottmann, A. and Taber, K., 2018 (Accepted for publication). PROGRESS IN PRIMARY SCHOOL CHILDREN’S UNDERSTANDINGS OF MATERIALS AND THEIR COMPOSITION: A CROSS-AGE QUALITATIVE STUDY
Doi: http://doi.org/10.17863/CAM.58228

2018

Paes, T. and Ellefson, MR., 2018. The Influence of Pretend Play on Children's and Language and Pre-Literacy Skills. CogSci,

2017

Paes, T. and Ellefson, MR., 2017. An Exploratory Study of the Influence of Pretend Play on Children's Self-Regulation and Language Skills. CogSci,

Patel, J., Aldercotte, A., Parr, T., Serpell, Z. and Ellefson, MR., 2017. Novel metacognitive problem solving task. CogSci,

Francis, GA., Serpell, Z., Parr, T. and Ellefson, MR., 2017. Executive Functions and Academic Achievement in a High-Poverty Sample. CogSci,

2015

Goedert, KM., Ellefson, MR. and Kerns, V., 2015. Individual Differences, Confirmation, and the Consideration of Alternative Causes. CogSci,

2014

Goedert, KM. and Ellefson, MR., 2014. The Role of Alternative Causes in Moderating Belief-Based Data Weighting. CogSci,

Hill, JL., Schlottmann, A., Ellefson, MR., Taber, KS., Tse, VWS. and Yung, TSW., 2014. Early Understanding of Intensive Properties of Matter: Developmental and Cultural Differences Proceedings of the 36th Annual Meeting of the Cognitive Science Society, CogSci 2014,

2013

Quinn, C., Ellefson, MR., Schlottmann, A. and Taber, KS., 2013. Using Property Induction to Evaluate Understanding of Mixing Cooperative Minds: Social Interaction and Group Dynamics - Proceedings of the 35th Annual Meeting of the Cognitive Science Society, CogSci 2013,

2003

Conway, CM., Ellefson, MR. and Christiansen, MH., 2003. When less is less and when less is more: Starting small with staged input PROCEEDINGS OF THE TWENTY-FIFTH ANNUAL CONFERENCE OF THE COGNITIVE SCIENCE SOCIETY, PTS 1 AND 2,

2000

Ellefson, MR. and Christiansen, MH., 2000. Subjacency constraints without universal grammar: Evidence from artificial language learning and connectionist modeling PROCEEDINGS OF THE TWENTY-SECOND ANNUAL CONFERENCE OF THE COGNITIVE SCIENCE SOCIETY,

Internet publications

2016

Teperek, M., Morgan, R., Ellefson, M. and Kingsley, D., 2016. Starting from the end: what to do when restricted data is released
Doi: http://doi.org/10.1101/085100

Professor Linda Fisher

Multilingualism; Multilingual identity; Metaphor in relation to belief formation and change; Creativity in language learning; Language learning motivation; Language teacher education; Sociocultural approaches in relation to the above; Policy in relation to the above

Journal articles

2023

Wang, T. and Fisher, L., 2023. Using a dynamic Motivational Self System to investigate Chinese undergraduate learners’ motivation towards the learning of a LOTE: the role of the multilingual self International Journal of Multilingualism, v. 20
Doi: 10.1080/14790718.2020.1863412

Morea, N. and Fisher, L., 2023. Multilingual teachers and teachers of multilinguals: developing pre-service teachers’ multilingual identities during teacher education Language Learning Journal,
Doi: http://doi.org/10.1080/09571736.2023.2251499

2022 (Accepted for publication)

Evans, M. and Fisher, L., 2022 (Accepted for publication). The relevance of identity in languages education Language Learning Journal,
Doi: http://doi.org/10.1080/09571736.2022.2046693

Hedman, C. and Fisher, L., 2022 (Accepted for publication). Multilingual study mentoring for critical multilingual language awareness among migrant adolescents: scenarios of possibility Journal of Multilingual and Multicultural Development,
Doi: http://doi.org/10.1080/01434632.2022.2104862

Hedman, C. and Fisher, L., 2022 (Accepted for publication). Critical Multilingual Language Awareness Among Migrant Students: Cultivating Curiosity and a Linguistics of Participation Journal of Language, Identity & Education,
Doi: http://doi.org/10.1080/15348458.2022.2078722

2022

Fisher, L., Evans, M., Forbes, K., Gayton, A., Liu, Y. and Rutgers, D., 2022. Language experiences, evaluations and emotions (3Es): analysis of structural models of multilingual identity for language learners in schools in England International Journal of Multilingualism,
Doi: http://doi.org/10.1080/14790718.2022.2060235

Chung, E. and Fisher, L., 2022. A dialogic approach to promoting professional development: Understanding change in Hong Kong language teachers? beliefs and practices regarding vocabulary teaching and learning SYSTEM, v. 110
Doi: http://doi.org/10.1016/j.system.2022.102901

Chung, E. and Fisher, L., 2022. A dialogic approach to promoting professional development: Understanding change in Hong Kong language teachers’ beliefs and practices regarding vocabulary teaching and learning System, v. 110
Doi: http://doi.org/10.1016/j.system.2022.102901

2021

Forbes, K., Evans, M., Fisher, L., Gayton, A., Liu, Y. and Rutgers, D., 2021. Developing a multilingual identity in the languages classroom: the influence of an identity-based pedagogical intervention Language Learning Journal, v. 49
Doi: http://doi.org/10.1080/09571736.2021.1906733

Rutgers, D., Evans, M., Fisher, L., Forbes, K., Gayton, A. and Liu, Y., 2021. Multilingualism, Multilingual Identity and Academic Attainment: Evidence from Secondary Schools in England Journal of Language, Identity and Education,
Doi: http://doi.org/10.1080/15348458.2021.1986397

2020 (Accepted for publication)

Fisher, L. and Carruthers, J., 2020 (Accepted for publication). Conducting Interdisciplinary Research in Modern Languages. Towards 'Common Ground' Modern Languages Open,

2020

Forbes, K. and Fisher, L., 2020. Strategy development and cross-linguistic transfer in foreign and first language writing Applied Linguistics Review, v. 11
Doi: 10.1515/applirev-2018-0008

Fisher, L., Evans, M., Forbes, K., Gayton, A. and Liu, Y., 2020. Participative multilingual identity construction in the languages classroom: a multi-theoretical conceptualisation International Journal of Multilingualism, v. 17
Doi: http://doi.org/10.1080/14790718.2018.1524896

2019

Evans, M., Fisher, L., Forbes, K. and Liu, Y., 2019. The form and functions of newcomer EAL students’ speech in English: patterns of progression and communication in semi-structured interview dialogue Language and Education, v. 33
Doi: 10.1080/09500782.2018.1445756

2018 (Published online)

Birketveit, A., Rimmereide, HE., Bader, M. and Fisher, L., 2018 (Published online). Extensive reading in primary school EFL Acta Didactica Norge, v. 12
Doi: 10.5617/adno.5643

2018

Forbes, K. and Fisher, L., 2018. The impact of expanding advanced level secondary school students' awareness and use of metacognitive learning strategies on confidence and proficiency in foreign language speaking skills Language Learning Journal, v. 46
Doi: http://doi.org/10.1080/09571736.2015.1010448

2017

Liu, Y., Linda Fisher, , Karen Forbes, and Michael Evans, , 2017. The Knowledge Base of Teaching in Linguistically Diverse Contexts: Ten Grounded Principles of Multilingual Classroom Pedagogy for EAL Language and Intercultural Communication, v. 17
Doi: 10.1080/14708477.2017.1368136

2013

Fisher, L. and Kim, D., 2013. Two approaches to the use of blogs in pre-service foreign language teachers' professional development: a comparative study in the context of two universities in the UK and the US. The Language Learning Journal,

Fisher, L., 2013. Discerning change in young students' beliefs about their language learning through the use of metaphor elicitation in the classroom Research Papers in Education, v. 28
Doi: http://doi.org/10.1080/02671522.2011.648654

2012

Evans, M. and Fisher, L., 2012. Emergent communities of practice: secondary schools’ interaction with primary school foreign language teaching and learning The Language Learning Journal, v. 40
Doi: http://doi.org/10.1080/09571736.2011.567357

Fisher, L., 2012. Discerning change in young students' beliefs about their language learning through the use of metaphor elicitation in the clssroom Research Papers in Education,
Doi: http://doi.org/10.1080/02671522.2011.648654

2011 (No publication date)

Fisher, L. and Lui, Y, , 2011 (No publication date). Community of practice

2011

Taber, KS., Riga, F., Brindley, S., Winterbottom, M., Finney, J. and Fisher, LG., 2011. Formative conceptions of assessment: Trainee teachers' thinking about assessment issues in English secondary schools Teacher Development, v. 15
Doi: http://doi.org/10.1080/13664530.2011.571500

Taber, KS., Riga, F., Brindley, S., Winterbottom, M., Finney, J. and Fisher, LG., 2011. Formative conceptions of assessment: trainee teachers’ thinking about assessment issues in English secondary schools Teacher Development, v. 15
Doi: http://doi.org/10.1080/13664530.2011.571500

Fisher, L., 2011. The impact of Specialist School status: the views of Specialist Language Colleges and other schools. Educational Review, v. 63
Doi: http://doi.org/10.1080/00131911.2011.553949

2010

Fisher, L. and Evans, M., 2010. Translating policy into practice: the impact of the KS3 Framework for MFL on language teaching and learning in schools. Research Papers in Education, v. 25

2008

Winterbottom, M., Taber, KS., Brindley, S., Fisher, LG., Finney, J. and Riga, F., 2008. Understanding differences in trainee teachers' values and practice in relation to assessment Teacher Development, v. 12

Fisher, L., Winterbottom, M., Taber, KS., Brindley, S., Finney, J. and Riga, , 2008. Conceptions of assessment: trainee teachers' practice and values. The Curriculum Journal, v. 19

2007

Fisher, L., 2007. Pedagogy and the Curriculum 2000 reforms Curriculum Journal, v. 18

Fisher, L., 2007. Pedagogy and the Curriculum 2000 reforms at post-16: The ‘learn it, forget it’ culture? Curriculum Journal, v. 18
Doi: http://doi.org/10.1080/09585170701292257

2006

Liu, Y. and Fisher, L., 2006. The development patterns of modern foreign language student teachers’ conceptions of self and their explanations about change: Three cases Teacher Development, v. 10
Doi: 10.1080/13664530600922203

2005

Evans, M. and Fisher, L., 2005. Measuring gains in pupils' foreign language competence as a result of participation in a school exchange visit: The case of Y9 pupils at three comprehensive schools in the UK Language Teaching Research, v. 9
Doi: http://doi.org/10.1191/1362168805lr162oa

2004

Fisher, L., Evans, M. and Esch, E., 2004. Computer-Mediated Communication: Promoting learner autonomy and intercultural understanding at secondary level Language Learning Journal, v. 30
Doi: http://doi.org/10.1080/09571730485200231

2001

Fisher, L., 2001. Modern foreign languages recruitment post-16: The pupils' perspective Language Learning Journal, v. 23
Doi: http://doi.org/10.1080/09571730185200071

2000

Fisher, L. and Evans, M., 2000. The school exchange visit: Effects on attitudes and proficiency in language learning Language Learning Journal, v. 22
Doi: http://doi.org/10.1080/09571730085200191

Theses / dissertations

2022 (No publication date)

Liu, M., 2022 (No publication date). Multilingual Future Self-Guides: A Mixed-Methods Study of Learners of Multiple Foreign Languages in China
Doi: http://doi.org/10.17863/CAM.87020

2021

Staples, H., 2021. The Complex Construction of Multilingual Identity: A Comparative Study in Three European Contexts of L3+ Learning

Books

2022

Ayres-Bennett, W. and Fisher, L., 2022. Multilingualism and Identity Interdisciplinary Perspectives

2020

Evans, M., Schneider, C., Arnot, M., Fisher, L., Forbes, K., Liu, Y. and Welply, O., 2020. Language Development and Social Integration of Students with English as an Additional Language Conclusion

2013

Pachler, N., Evans, M., Redondo, A. and Fisher, L., 2013. Learning to teach foreign languages in the secondary school: A companion to school experience: 4th Edition
Doi: http://doi.org/10.4324/9780203181928

Book chapters

2018

Fisher, L., 2018. “Emotion recollected in tranquillity’: Blogging for metacognition in language teacher education
Doi: http://doi.org/10.4324/9781351049146

2015

Fisher, L., 2015. Researching Learners’ and Teachers’ Beliefs About Language Learning Using Metaphor
Doi: 10.1007/978-3-319-02322-9_17-1

2010

Fisher, L., 2010. What have we learnt after we had fun?' An activity theory perspective on cultures of learning in pedagogical reforms In Cultural-historical perspectives on teacher education and development

Liu, Y. and Fisher, L., 2010. ‘What have we learnt after we had fun?': An activity theory perspective on cultures of learning in pedagogical reforms
Doi: http://doi.org/10.4324/9780203860106-22

Liu, Y. and Fisher, L., 2010. 'What have we learnt after we had fun?': An activity theory perspective on cultures of learning in pedagogical reforms
Doi: http://doi.org/10.4324/9780203860106

2009

Fisher, L., 2009. Trainee teachers’ perceptions of the use of digital technology in the languages classroom.

Reports

2016

Evans, MJ., Schneider, CJ., Arnot, M., Fisher, LG., Forbes, K., Hu, M. and Liu, Y., 2016. Language development and school achievement: Opportunities and challenges in the education of EAL students

2009

Evans, M. and Fisher, L., 2009. Language Learning at Key Stage 3: The Impact of the Key Stage 3 Modern Foreign Languages Framework and changes to the curriculum on provision and practice.