Currently browsing: Items authored or edited by Saraswati Dawadi

45 items in this list.
Generated on Mon Dec 2 12:33:05 2024 GMT.

2024To Top

Wolfenden, Freda; Cooper, Deborah; Dawadi, Saraswati and Noacco, Elena (2024). School Leaders as agents of change towards equity and inclusion.

Wolfenden, Freda; Cooper, Deborah; Dawadi, Saraswati and Noacco, Elena (2024). How can Networked Improvement Communities help School Leaders address inclusion challenges in their schools?

Kukulska-Hulme, Agnes; Dawadi, Saraswati; Giri, Ram Ashish; Gaved, Mark; Khan, Rubina; Bedri, Amna; Devkota, Kamal Raj and Niane, Abdou (2024). Reaching out to marginalised populations in under-resourced countries.

Dawadi, Saraswati; Kukulska-Hulme, Agnes and Seargeant, Philp (2024). English for the EDI generation: Predicting and tracking the role of English and digital/mobile technologies in Higher Education across East and South Asia. In: INTED Conference 2024, 1 Jul - 3 July 2024, Palma, Spain.

Dawadi, Saraswati; Goshtasbpour, Fereshte and Kukulska-Hulme, Agnes (2024). Equitable Access to Higher Education Learning and Assessment: Perspectives from Low-Resource Contexts. Journal of Interactive Media in Education (JIME), 2024(1), article no. 2.

Ebubedike, Margaret; Dawadi, Saraswati; Alla-Mensah, Joyceline; Kwaibwe, Henry N.; Kamunvi, Eric-Robert; Cingtho, Diana; Mwesi Habagaya, Yosia; Kyaidhi, Lilian and Ngobi, Prossy (2024). Report on stakeholders' consultative engagement on trafficking in persons in Uganda.

Kukulska-Hulme, Agnes; Power, Tom; Dawadi, Saraswati; Rahman, S. M. Hafizur and Parvin, Tauhida (2024). Factors in mathematics teachers’ access to digital technologies and their professional development through praxis in marginalised communities in Bangladesh. Journal of Technology and Teacher Education, 32(3) pp. 263–286.

2023To Top

Kukulska-Hulme, Agnes; Dawadi, Saraswati; Giri, Ram Ashish; Devkota, Kamal Raj; Khan, Rubina and Gaved, Mark (2023). Roles of Languages and Technology in Teaching in Marginalised Communities: Perspectives and Practices. Prima Educatione, 7 pp. 103–121.

Cooper, Deborah; Wolfenden, Freda and Dawadi, Saraswati (2023). Thinking Again About Agency For Inclusion: Analysing Leadership Data Through Local And Global Perspectives [Blogpost].

Adinolfi, Lina; Wolfenden, Freda and Dawadi, Saraswati (2023). Assessment: The forgotten component in large scale teacher professional development?

Charitonos, Koula; Littlejohn, Allison; Dawadi, Saraswati; Vaidya, Abhinav; Giri, Santosi; Owusu-Ofori, Alex and Goshtasbpour, Fereshte (2023). Developing Relational Work as a Design Tool in activities with health professionals. In: EARLI2023 Conference, 22-26 Aug 2023, Thessaloniki, Greece.

Kukulska-Hulme, Agnes; Giri, Ram Ashish; Dawadi, Saraswati; Devkota, Kamal Raj and Gaved, Mark (2023). Languages and technologies in education at school and outside of school: Perspectives from young people in low-resource countries in Africa and Asia. Frontiers in Communication, 8, article no. 1081155.

Dawadi, Saraswati (2023). Impact of a National English as a Foreign Language Test on Parents in Nepal. In: Khan, Rubina; Bashir, Ahmed; Basu, Bijoy Lal and Uddin, Md. Elias eds. Local Research and Glocal Perspectives in English Language Teaching: Teaching in Changing Times. Singapore: Springer, pp. 363–376.

Kukulska-Hulme, Agnes and Dawadi, Saraswati (2023). Socio-cultural practices affecting marginalised girls’ experiences of using technology for learning in low-income countries. In: CIES 2023. Comparative and International Education Society Conference, 14-22 Feb 2023, [Online].

Dawadi, Saraswati (2023). EFL Students’ Test Preparation Practices in the Nepalese context. European Journal of Educational & Social Sciences, 8(1) pp. 44–63.

Littlejohn, Allison; Charitonos, Koula; Goshtasbpour, Fereshte; Dawadi, Saraswati and McMullan, Rachel (2023). Addressing the persistent disconnect between learning and work: Using a Logic Model to support negotiations of diverse actors during the design of digital learning systems. Learning Letters, 1, article no. 7.

2022To Top

Dawadi, Saraswati and Wolfenden, Freda (2022). Capacity building of school leaders on equity and inclusion in developing countries.

Hedges, Claire; Power, Tom; Dawadi, Saraswati; Rahman, Hafiz and Siddique, Nure Alam (2022). 3MPower PEER Researcher Workshop Report.

Dawadi, Saraswati (2022). Challenges faced by researchers when working with marginalised people.

Power, Tom; Rahman, Hafizur; Kukulska-Hulme, Agnes; Siddique, Nure Alam; Hedges, Claire and Dawadi, Saraswati (2022). 3MPower Inception Report. Mobile Learning for the Empowerment of Marginalised Mathematics Educators, Bangladesh.

Dawadi, Saraswati (2022). How we ensure participants’ voices are heard: Data collection methods.

Giri, Ram Ashish; Dawadi, Saraswati; Shrestha, Sagun and Haque, Saifa eds. (2022). Enhancement Approach: Success Stories of EFL Teachers from Bangladesh and Nepal. Online: BELTA and NELTA.

Dawadi, Saraswati; Shrestha, Sagun; Haque, Safia and Giri, Ram Ashish (2022). Preparations for and practices of online education during the Covid‑19 pandemic: A study of Bangladesh and Nepal. Education and Information Technologies, 27(1) pp. 243–265.

Dawadi, Saraswati (2022). High-Stakes Test Pressure and Anxiety in the Nepalese English as a Foreign Language (EFL) Learners. Journal of NELTA, 26(1-2) pp. 20–36.

Wolfenden, Freda; Cooper, Deborah; Dawadi, Saraswati; Mazeed, Zahid; Ibrahimi, Munir and Shrestha, Sushil (2022). Promoting Inclusion at Scale with School Leader Network Communities Supported by Open Resources: Researching Participant Needs and Priorities. In: PCF 10 Conference, 14-16 Sep 2022, Canada, Commonwealth of Learning (COL).

Dawadi, Saraswati and Kukulska-Hulme, Agnes (2022). Children’s use of technology for learning English. In: 41st International Annual TESOL France Colloquium, 18-20 Nov 2022, Paris, France.

Shrestha, Sagun; Haque, Saifa; Dawadi, Saraswati and Giri, Ram Ashish (2022). Preparations for and practices of online education during the Covid-19 pandemic: A study of Bangladesh and Nepal. Education and Information Technologies(27) pp. 243–265.

2021To Top

Dawadi, Saraswati (2021). Factors affecting washback of a high-stakes English as a foreign language test. TESL-EJ: The Electronic Journal for English as a Second Language, 25(3)

Charitonos, Koula; Littlejohn, Allison; Dawadi, Saraswati; Mcmullan, Rachel; MacQueen, Hilary; Goshtasbpour, Fereshte; Ullmann, Thomas and De Munari, Paola (2021). Tackling Antimicrobial Resistance through Professional Learning: The Development and Evaluation of the Global AMR Curriculum.

Dawadi, Saraswati (2021). Thematic Analysis Approach: A Step by Step Guide for ELT Research Practitioners. Journal of NELTA, 25(1-2) pp. 62–71.

Dawadi, Saraswati; Shrestha, Sagun and Giri, Ram A. (2021). Mixed-Methods Research: A Discussion on its Types, Challenges, and Criticisms. Journal of Practical Studies in Education, 2(2) pp. 25–36.

Charitonos, Koula; Goshtasbpour, Fereshte; Dawadi, Saraswati; Littlejohn, Allison; Badger, S.; Vaidya, Abhinav; Giri, Santosi and Owusu-Ofori, Alex (2021). Tackling Antimicrobial Resistance: The AMR Surveillance Toolkit.

2020To Top

Dawadi, Saraswati (2020). Parental Involvement in National EFL Test Preparation. RELC Journal, 51(3) pp. 427–439.

Dawadi, Saraswati (2020). High-stakes test impact on student motivation to learn. European Journal of Educational & Social Sciences, 5(2) pp. 59–71.

Dawadi, Saraswati; Giri, Ram Ashish and Simkhada, Padam (2020). Impact of COVID-19 on the education sector in Nepal: Challenges and coping strategies. Advance: a SAGE preprints community

2019To Top

Dawadi, Saraswati (2019). Impact of the Secondary Education Examination (English) on Students and Parents in Nepal. PhD thesis The Open University.

Dawadi, Saraswati (2019). Students’ and parents’ attitudes towards the SEE English test. Journal of NELTA, 24(1-2) pp. 1–16.

Dawadi, Saraswati (2019). Roles of Planning and Tasks in EFL Performance. TESL-EJ, 24(2), article no. 8.

Dawadi, Saraswati (2019). Effects of task repetition on EFL oral performance. ITL - International Journal of Applied Linguistics, 170(1) pp. 3–23.

2018To Top

Dawadi, Saraswati and Shrestha, Prithvi N. (2018). Construct validity of the Nepalese school leaving English reading test. Educational Assessment, 23(2) pp. 102–120.

Dawadi, Saraswati (2018). The Impact of the School Leaving Certificate Examination on English Language Teaching and Student Motivation to Learn English. In: Hayes, David ed. English Language Teaching in Nepal: Research, Reflection and Practice. British Council, pp. 133–164.

2017To Top

Dawadi, Saraswati (2017). Language learning strategies profiles of EFL learners in Nepal. European Journal of Educational & Social Sciences, 2(2) pp. 42–55.

Dawadi, Saraswati (2017). The Relationship between Reading Strategy Use and EFL Test Performance. Journal of NELTA, 22(1-2) pp. 38–52.

2016To Top

Dawadi, Saraswati (2016). Reading Strategies in the Nepalese School Leaving Exam: Establishing Construct Validity. MRes thesis The Open University.

2014To Top

Dawadi, Saraswati (2014). Mediation in classroom interaction. Journal of NELTA, 19(1-2) pp. 47–55.

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