Issue Five (2019)
The editorial team is delighted to welcome you to Issue 5 of Hillary Place Papers!
In line with previous issues, this edition contains six papers covering a range of subjects and reflecting the breadth of interests found in the educational research community.
The first paper by Ana Ilse Benavides Lahnstein presents a reflection on the relationship between theory and practice in education, facilitated through a professional account of an early career researcher graduated from Leeds and living in Mexico. The account briefly narrates Ana’s initial experiences and some crucial learning whilst completing her PhD degree.
Alexander McMullan-Bell presents a case study on the role of audiological support in the language development of deaf learners. The paper is written to illustrate to general and non-deaf specialist educators some of the most commonly occurring struggles that deaf learners, who use their supportive technology effectively, face in language development.
A second case study presented by Ruaa Hariri explores the beliefs of teachers of English as a second language on learners’ writing in an academic context. This was conducted through interviews with 6 teacher participants in a context of English for Academic Purposes (EAP), whilst observing sample documents of teachers’ written feedback on students’ writing assessments.
The paper by Abraham Gutierrez is written with the intention of providing guidance and motivation to international students studying in the UK who want to research a problem from their home countries. The analysis and recommendations should also be of interest to lecturers and dissertation supervisors.
Narantuya Jugder presents a paper that focuses on the quality of masters level research and explains the concepts of theories regarding the evaluation of research and the analyses of dissertations against 16 criteria in seven categories at the National Academy of Governance in Mongolia.
In the final paper, Dimah Hamad M Aldosari presents a report on a conference on early childhood studies that featured three well-known speakers in the field of Early Childhood Studies who each discussed their recent research and projects.
Despite the differences in focus, all of the authors reflect the spirit of scholarly engagement and sharing of knowledge.
In line with Issue 4, the editorial team of post-graduate researchers worked alongside more experienced, university faculty reviewers in order to develop their own reviewing skills. This approach has become a key feature of the process now embedded in the production process of Hillary Place Papers. The editorial team therefore wish to express their gratitude to faculty reviewers for their support and guidance.
If you are interested in getting involved in future editions as an author, reviewer or member of the editorial team, keep an eye on the website for up-dates and do take the opportunity to get involved; it’s a worthy and rewarding process!
Finally, the editorial team offer their sincere thanks to the contributing authors and reviewers and invite further contributions from the educational research community.
Individual articles:
Hariri, R. - Exploring EFL Teachers’ Beliefs and Self-Reported Feedback Provision on Learners’ Writing in an EAP Context Aldosari,
D.H. - A Report on Attending a Conference on Early Childhood Studies
Gutierrez Ezquerra, A.G. - Researching an overseas topic at the University of Leeds
Jugder, N. - Reviewing the Quality of Master’s Dissertations
Benavides-Lahnstein, A.I. - On good intentions and the juxtaposition of educational practices
Complete issue: