Bibliography of Abstracts of English Language Theses on Tunisia 2001–2020
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
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...
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.002 | 0.005 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.019 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it