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Mark DE BOER
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Academic Background (Undergraduate Level) 【 display / non-display 】
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York University, Faculty of Science and Engineering, Bachelor of Science (Chemistry)
University, 1992/04, Graduated, CANADA
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York University, Faculty of Science and Engineering, Bachelor of Science (Biology)
University, 1991/04, Graduated, CANADA
Academic Background (Graduate Level) 【 display / non-display 】
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University of Birmingham, Graduate School, Division of Language Education, Teaching English as a Foreign Language
Master's Course, 2009/07, Completed, UNITED KINGDOM
Professional Career On-Campus 【 display / non-display 】
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Akita International University Faculty of International Liberal Arts English for Academic Purposes Program, Assistant Professor, 2023/04 -
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Akita International University Faculty of International Liberal Arts English for Academic Purposes Program, Lecturer, 2016/04 - 2023/03
External Career 【 display / non-display 】
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University of Birmingham CELS, Other Staff, 2009/04 -
Academic Society Affiliations 【 display / non-display 】
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JALT, 2002/09 - , JAPAN
Academic Papers 【 display / non-display 】
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From language to function: Developing self- and peer- assessment tools, From language to function: Developing self- and peer- assessment tools, vol.ccac014, 2022/04, deBoer Mark, Leontjev Dmitri, Friederich Lee
DOI:10.1093/elt/ccac014, Research paper (scientific journal), Multiple Authorship, English
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Choice, creativity, and contingency: CLIL at the tertiary level of education in Japan, Choice, creativity, and contingency: CLIL at the tertiary level of education in Japan, vol.4 (p.157 - 171) , 2022/03, deBoer Mark
Research paper (scientific journal), Single Author, English
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Teacher as creator: Orchestrating the learning environment to promote learner development, Teacher as creator: Orchestrating the learning environment to promote learner development, vol.0 (0) , 2022, Leontjev Dmitri, deBoer Mark
Research paper (scientific journal), Single Author, English
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Multimodal mediational means in assessment of processes: an argument for a hard-CLIL approach, Multimodal mediational means in assessment of processes: an argument for a hard-CLIL approach, vol.0 (0) (p.1275 - 1291) , 2020/05, Leontjev Dmitri, deBoer Mark
DOI:10.1080/13670050.2020.1754329, Research paper (scientific journal), Multiple Authorship, English
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The role of multimodal mediational means in assessment for learning in a CLIL classroom: An argument for a hard-CLIL approach, The role of multimodal mediational means in assessment for learning in a CLIL classroom: An argument for a hard-CLIL approach, 2020, Leontjev, D., deBoer, M.
Research paper (scientific journal), Multiple Authorship, English
Books 【 display / non-display 】
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Conclusion: Dialectics in CLIL Classrooms, Springer, 2020/11, Mark deBoer, Dmitri Leontjev
Scholarly Book, Multiple Authorship , English
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Assessment and Learning in Content and Language Integrated Learning (CLIL) Classrooms, Springer, 2020/11, Mark deBoer, Dmitri Leontjev
Scholarly Book, Multiple Authorship , English
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Conceptualising assessment and learning in the CLIL context. An introduction, Springer, 2020/11, Dmitri Leontjev, Mark deBoer
Scholarly Book, Multiple Authorship , English
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Teacher-Based Assessment of Learner-led Interactions in CLIL: The Power of Cognitive Discourse Functions, Springer, 2020/11, Mark deBoer
Scholarly Book, Single Author, English
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Critical, constructive assessment of CEFR-informed language teaching in Japan and beyond, Cambridge, 2017/09, O'Dwyer, Hunke, Imig, Nakai
Scholarly Book, Multiple Authorship , English
On-Campus Classes/Subjects In Charge of 【 display / non-display 】
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2023, Spring, EAP104-C_S, EAP Academic Reading
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2023, Spring, EAP104-H_S, EAP Academic Reading
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2023, Spring, ENG150-4_S, Advanced Research Writing
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2023, Spring, ENG150-5_S, Advanced Research Writing
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2019, Fall, ENG150-5_F, Advanced Research Writing