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>EduQuiki Connection

Module 1: EduQuiki Ethics
EduQuiki Connection is part of a multiple case study that is currently underway.

=**Research**= Research is currently being implemented on EduQuiki and @EduQuiki Connection. If you would like to be a participant of this study, please refer to the ethical guidelines for conducting research. It is possible that even though you are not a participant of the study, your contributions still could be part of the study. In the event that a participant or non-participant of this study is used in the final reporting process, only the Wikispaces user name will be used. If you have further questions about the study, feel free to contact user:bnleez.

=Team Charter= A group of individuals who agree to work together may want to complete a @team charter. A team charter provides a structured approach to setting group goals and resolving group conflicts.

=Privacy Policy= Anyone who contributes to EduQuiki also agrees to the Privacy Policy and Terms of Use.

=Other Policies= EduQuiki policies and guidelines are developed by the community to describe best practice, clarify principles, resolve conflicts, and otherwise foster and support our development of economically sustainable ecosystems for open educational resources.

=Bibliography= Andrews, S. (1999). Why do L2 teachers need to 'know about language'? Teacher metalinguistic awareness and input for learning. Language and Education, 13(3), 161-177.

Bartels, N. (2005). Applied linguistics and language teacher education. New York: Springer. Bartels, N. (2002). Professional preparation and action research: Only for language teachers? TESOL Quarterly, 36(1), 71-79.

Borg, S. (1999). The use of grammatical terminology in the second language classroom: A qualitative study of teachers' practices and issues. Harlow: Longman.

Cullen, R. (1994). Incorporating a language improvement component in teacher training programmes. ELT Journal, 48(2), 162-172.

Davies, R. & Dart, J. (2005). //The most significant story technique: A guide to its use//. Retrieved on October 24, 2010 from www.mande.co.uk/docs/MSCGuide.pdf

Earl, S., Carden, F., Smutylo, T. (2001). //Outcome mapping: Building learning and reflection into development programs//. [|Retrieved on October 24, 2010]

Edge, J. (1988). Applying linguistics in English language teacher training for speakers of other languages. ELT Journal, 42(1), 9-13.

Mitchell, R. & Brumfit, C. (1994). Final report: Knowledge about language, language learning and the national curriculum. Centre for Language Education. University of Southampton Occasional Papers, 19.

Moss, C. & Brookhart, S. (2010). //Advancing formative assessment in every classroom: A guide for instructional leaders//. Alexandria, VA: ASCD.

Reeves, D. (2010). //Transforming professional development into student results//. Alexandria, VA: ASCD.

Thomas, A. (1987). Language teacher competence and language teacher education. In R. Bowers (Ed). Language Teacher Education: An Integrated Programme for ELt Teacher Training. London: British Council, Modern English Publications.

Wright, T. (1991). Language awareness in teacher education programmes for non-native speakers. In: C. James & P. Garrett (Eds.), Language Awareness in the Classroom. London: Longman.

Wright, T. & Bolitho, R. (1993). Language awareness: A missing link in language teacher education? ELT Journal, 47(4), 292-304.