Title title title title title title title title title title title title title

Size: px

Start display at page:

Download "Title title title title title title title title title title title title title"

Rudolph Gallagher
6 years ago
Views:

1 Title title title title title title title title title title title title title FULL NAME OF AUTHOR University of Xxx in Krotoszyn Poland Abstract: Abstract lines. Abstract lines. Abstract lines. Abstract lines. Abstract lines. Abstract lines. Abstract lines. Abstract lines. Abstract lines. Abstract lines. Abstract lines. Abstract lines. Abstract lines. Abstract lines. Abstract lines. Abstract lines. Abstract lines. Abstract lines. Abstract lines. Abstract lines. Abstract lines. Abstract lines. Abstract lines. Abstract lines. Abstract lines. Abstract lines. Abstract lines. Abstract lines. Abstract lines. Abstract lines. Abstract lines. Abstract lines. Abstract lines. 1. Introduction First paragraph First paragraph First paragraph First paragraph First paragraph First paragraph First paragraph First paragraph First paragraph First. 1

2 DEFINING THE SUBJECT AREA paragraph Second paragraph Second paragraph (Smith 2012: 45). Third paragraph Third paragraph Third paragraph Third paragraph Third paragraph Third paragraph (Krawiec 2016: 34). Third paragraph Third paragraph Third paragraph Third paragraph (Taylor 2002: 213). Third paragraph Third paragraph Third paragraph Third paragraph Third paragraph Third paragraph Third paragraph Third paragraph (Smith 2012: 57). As Smith (2012: 61) notes, 2. Section title First paragraph First paragraph First paragraph First paragraph First paragraph First paragraph First paragraph First paragraph First paragraph First. paragraph Second paragraph Second paragraph (Smith 2012: 45-47). 3. Section title First paragraph First paragraph First paragraph First paragraph First paragraph First paragraph First paragraph First paragraph First 2

3 paragraph First (Smith 2012: 55). Second paragraph Second paragraph quotation quotation quotation quotation quotation quotation quotation quotation quotation quotation quotation quotation (Krawiec 2016 : 34). 4. Section title First paragraph First paragraph First paragraph First paragraph First paragraph First paragraph First paragraph First paragraph First paragraph First (Smith 2012: 55). Second paragraph Second paragraph Smith (2012: 53): Block Quotation Block Quotation Block Quotation Block Block Quotation Block Quotation Block Quotation Block Quotation Block Quotation Block Quotation Block Quotation Block Quotation Block Quotation Block (block quotation more than 60 words). 3

4 DEFINING THE SUBJECT AREA HIGH QUALITY FIGURES WILL BE ACCEPTED Figure 1: Benefits of using role-play and drama in the EFL preschool classroom (Zero 2014: 12). Paragraph. Table 1: Teachers perceptions of two types of action research (Wiśniewska 2011: ). HIGH QUALITY TABLES WILL BE ACCEPTED INDIVIDUAL ACTION RESEARCH Advantages: It helps to reflect upon one s teaching. It helps to become autonomous. It focuses on students and their needs. It gives great satisfaction. You can find out how theory works in practice. You learn more about students and teaching. COLLABORATIVE ACTION RESEARCH Advantages: It provides an opportunity to share ideas. Identifying problems and looking for solutions with other teachers. It is easier to plan and analyse data than individual AR. Cooperation and support. More ideas and solutions. 4

5 It is easier to organize than collaborative AR. You work on your own and monitor your work. You gain some knowledge about yourself. It develops creative thinking. It brings variety to your classroom. You are independent. It is more challenging than individual AR. Disadvantages: Planning is time consuming and difficult. Problem identification may be difficult. You cannot share ideas with others. You may not know what to do with data. There is nobody to ask for help. Problems with preparing appropriate tools. It means hard work. You might not be sure if you proceed well. It means doing everything on your own. Sharing knowledge. It helps to see problems from different angles. It may draw attention to other problems. Opportunity for professional development. Sharing tasks. More valid results. Disadvantages: Exchanging information is difficult. Arguments in a team, lack of cooperation. Uneven participation. Lack of time to consult with others. Difficulties in communication. Difficulties in agreeing on methods and materials. It is time consuming. There problems with keeping in touch. Difficult cooperation with some teachers. Lists Lists Lists Lists Lists Lists Lists Lists Lists Lists Lists Lists Lists Lists Lists Lists Lists Lists Lists Lists Lists Lists Lists Lists Lists Lists Lists: 1) Xxx xxx xxxx xxx xxxx xxxx xxx xxxx xxxx xxxx xxxx xxx xxx xxxx xxxxx xxxxx xxxxx xxxx xxxx xxxxx xxxx xxxxx xxxxx xxxx xxxx xxxxx xxxx xxxx xxx xxx xx xxx xxxxxx: o o aaaaa aaaaa aaaaa aaaaaaa aaaaaa aaaaaa aaaaaaaa aaaaaaa a aaaaa a a aaaaaaa aaaaaa aaaaaa aaaaaaaa a aaaaaaaaa; bbbbb bb bb bbbbbbb bbbbbb bbbbb bbbbbb bbbbb bbbbb bbbbbb bbbbbbbb bhbb bbbbbb bbbbbb bbbbbb bbbbbb bbbbbb bbb bbbbbbbb bbbbbb bbbbbb; o ccccc ccccc cccccc ccccccc ccccccc c ccccccccc ccccccccc ccccccc cccccc 5

6 DEFINING THE SUBJECT AREA 2) Yyy yyyyy yyyy yyyyy yyyy yyyy yyyy yyyy yyyy yyyy yyyy yyyy yyyyy yyyyy yyyy yy yyyy y y y yyy yyyyyy yyy yyyy yyyy yyy yyyyy yyy y yyyyy yyyyyy yyyyyy yyyyy yy yyyyyyyyy y y y y yyyy yyy y yyyy; 3) Zzzz zzzz zzzz zzz z zzzzz zzzz zzzzz zzzzz zzzzz zzzzz zzzz zzzz zz z zzzzz zzzz zzzz zz z zz zzzz zzzzzzzz zzzzzz z zzzz z z z z z z zz zz z zzzzzzzzz zzzzzz z zzzz z z zz z zz z z z z z zzzzzzzzzzzzzz Or: o xxxx xxxx xxxxx xxxx xxxx xxxxx xxxxx xxxxx xxxxx xxxxx xxxx ; o yyyy yyyyy yyyy yyyy yyyyy yyyy yyyy yyyy yyyyy yyyyy yyyyyy yyyy; o zzzz zzzz zzzz zzzz zzzzz zzzz zzzz zzzz zzzz zzz zzzz zzzz zzzz zzzz zzzzz zzzz zzzzzz. Paragraph. 5. Conclusions Paragraph Paragraph Paragraph. 6

7 Paragraph Paragraph Paragraph. Paragraph Paragraph Paragraph. Bibliography Benson, Phil Autonomy as a learners and teachers right. In: Barbara Sinclair, Ian McGrath, Terry Lamb (eds.), Learner Autonomy, Teacher Autonomy: Future Directions. Harlow: Pearson Education Limited, Bourdieu, Pierre The forms of capital. In: John Richardson (ed.), Handbook of Theory and Research for the Sociology of Education. New York: Greenwood, Breen, Michael P., Sarah J. Mann Shooting arrows at the sun: Perspectives on a pedagogy for autonomy. In: Phil Benson, Peter Voller (eds.), Autonomy and Independence in Language Learning. Harlow: Longman, Byram, Michael, Bella Gribkova, Hugh Starkey Developing the Intercultural Dimension in Language Teaching. A Practical Introduction for Teachers. Strasbourg: Council of Europe. 7

8 DEFINING THE SUBJECT AREA Freeman, Donald The hidden side of the work: Teacher knowledge and learning to teach: A perspective from north American educational research on teacher education in English language teaching. Language Teaching 35 (1), Gebhard, Jerry G., Robert Oprandy (eds.) Language Teaching Awareness: A Guide to Exploring Beliefs and Practices. Cambridge: Cambridge University Press. Harrison, Jennifer Professional learning and the reflective practitioner. In: Sue Dymoke (ed.), Reflective Teaching and Learning in the Secondary School. London: Sage, Krawiec, Marek A virtual tour of EFL students to the world of art theoretical and practical implications. In: Marek Krawiec (ed.). Od języka do kultury, literatury, sztuki i mediów. Wałbrzych: DTP Service, Mróz, Jan Społeczno-kulturowe uwarunkowania tożsamości szkoły wczoraj, dziś i jutro. In: Krystyna Chałas (ed.), Kreowanie tożsamości szkoły. Tom 2. Konteksty historyczne, społeczno-kulturowe, edukacyjne. Lublin: Wydawnictwo KUL, Puppel, Stanisław Remarks on the sustainability of natural languages in the cultural-institutional perspective. In: Stanisław Puppel, Marta Bogusławska-Tafelska (eds.), New Pathways in Linguistics. Vol. II. Olsztyn: Instytut Neofilologii UWM, Schwartz, Seth The evolution of eriksonian and neo-eriksonian identity theory and research: A review and integration. Identity: An International Journal of Theory and Research 1 (1), Taack Lanier, Judith Redefining the role of the teacher: It s a multifaceted profession. (date of access: 10 th March 2013). Turner, Ralph Sponsored and contest mobility and the school system. American Sociological Review, Vol. 25, No. 6 (Dec., 1960), Wiśniewska, Danuta Individually or collaboratively? Action research from EFL teachers perspective. In: Camilla Badstubner-Kizik (ed.), Linguistik anwenden. Posener Beitrage zur Angewandten Linguistik Band 1. Frankfurt am Main: Peter Lang,

9 Full name (Academic Degree) author s biographical note 7-10 lines author s biographical note 7-10 lines author s biographical note 7-10 lines author s biographical note 7-10 lines author s biographical note 7-10 lines author s biographical note 7-10 lines author s biographical note 7-10 lines author s biographical note 7-10 lines author s biographical note 7-10 lines author s biographical note 7-10 lines author s biographical note 7-10 lines author s biographical note 7-10 lines author s biographical note 7-10 lines author s biographical note 7-10 lines author s biographical note 7-10 lines author s biographical note 7-10 lines 9

Research Article Sufficient Conditions and Applications for Carathéodory Functions

Mathematics Volume 2013, Article ID 930290, 4 pages http://dx.doi.org/10.1155/2013/930290 Research Article Sufficient Conditions and Applications for Carathéodory Functions Neng Xu School of Mathematics