Bibliography of Abstracts of English Language Theses on Tunisia 2001–2020
Pourquoi ce travail est dans la base
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Notice bibliographique
Résumé
The Maghreb Review, Vol. 47, 1, 2022 © The Maghreb Review 2022 This publication is printed on FSC Mix paper from responsible sources BIBLIOGRAPHY OF ABSTRACTS OF ENGLISH LANGUAGE THESES ON TUNISIA 2001-2020 CURATED AND EDITED BY MOHAMED BEN-MADANI INTRODUCTION The following theses abstracts in English language on Tunisia presented in the United Kingdom Universities covering all fields of research, are published here for the benefit of interested scholars, students and librarians who wish to discover what has been done on Tunisia in these Universities. These abstracts have not been included in any bibliographical work in the past and are arranged in Alphabetical order by year. Some theses included here are comparatively short (as few as 92 pages!) and beg the question as to how closely supervised they were and how stringent the criteria are for awarding a PhD in some institutions. We have published bibliographical work of English language theses abstracts presented in the United States, the United Kingdom and Canadian universities on Algeria from 1945 to the present day, Libya from 1936 to the present day, Maghreb from 1978 to the present day, Mauritania from 1965 to the present day, Morocco from 1928 to the present day, and Tunisia from 1952 to the present day. We have also devoted special issues of theses abstracts to Algeria, Libya, Morocco and Tunisia covering all fields of research in the following volumes: Algeria: Vol. 7. 3-4, 1982, pp. 94-96; Vol. 27. 2-4, 2002, pp. 114-395; Vol. 44, 1, 2019, pp. 112-142. Libya: Vol. 12, I-2, 1987, 54-61; Vol. 23. l-4, l998; Vol. 43. 3, 2018, pp, 211- 352 Maghreb: Vol. 21. 3-4, 1995, pp. 298-341; Vo1. 22. 3-4, 1997, pp. 25198 ; Vol. 28. 1, 2003, pp.119-122; Vol. 26. 1, 2001, pp.82-92. Morocco: Vol. 21. l-2. 1996, pp. 95-233; Vol. 26. 2-4, 2001; Vol. 38, 2, 2013, pp. 99-239; Vol, 40. 4, 2015, pp. 515-519; Vol. 42. 4, 2017, pp. 461-472. Mauritania: Vol 24. 1-2, 1999; Vol. 36. 3-4, 2011, pp. 329-56. Tunisia: Vol. 24. 3-4, 1999, pp. 128-268. 36 CURATED AND EDITED BY MOHAMED BEN-MADANI These Volumes are still available and can be ordered through our website: www.maghrebreview.com or through a bookshop. We accept credit cards online, with secure transactions handled by PayPal – however, we take no responsibility for any errors between customer and PayPal transactions transfers, but please inform us immediately of any problems which may arise. We hope that this bibliography of theses abstracts will be a useful reference tool for students, scholars and librarians for years to come. Derbel, Fazia, EFL teacher preparation, teacher conceptual frames and the task of implementing pedagogical change: directions for future teacher education and development in Tunisia, PhD, Institute of Education, University of London, 2001 This thesis examines the links between the provision of English as a Foreign Language teacher education and development (EFL TED) and the current situation in Tunisia in a period of educational and curricular change. The study starts by examining issues at the macro level and explores the connection between economic re-structuring, educational policy and the role allocated to English within this reform period. It then describes EFL teacher education and features of the new English Language Teaching (ELT) curriculum in Tunisia. At the micro level, a semistructured interview is employed to explore the views of fifteen EFL teachers concerning their education, training and development and issues related to the implementation of some innovative aspects of the ELT curriculum. Qualitative analysis of the data uncovered areas of tension and ambiguity signalling a degree of incompatibility between the teachers’ perceptions of learning, teaching and the teacher’s role and the concepts underlying the intended ELT curriculum and the educational reform in general. I recommend some strategies that might resolve the mismatch. I suggest ways to strengthen the Teaching of English as a Foreign Language (TEFL) component at university level and to foster teacher reflection at the probationary phase and post-probationary phase. I argue that serious attention needs to be paid to the conceptual dimensions of teaching by strengthening...
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,002 | 0,001 |
| Bibliométrie | 0,002 | 0,005 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,019 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle