Dr Michael Michell

Michell M; Davison C, 2020, 'Bringing the teacher back in: Toward L2 assessment praxis in English as an additional language education', in Poehner M; Inbar-Lourie O (ed.), Toward a reconceptualization of L2 classroom assessment: Praxis and researcher-teacher partnership., Springer, New Yok, pp. 23 - 40, http://dx.doi.org/10.1007/978-3-030-35081-9

Michell M; Davison C, 2020, '‘Bringing the Teacher Back In’: Toward L2 Assessment Praxis in English as an Additional Language Education', in Educational Linguistics, pp. 23 - 41, http://dx.doi.org/10.1007/978-3-030-35081-9_2

Thompson R; Michell M, 2019, 'Vygotsky, Threshold Concepts and Liminality: Using Vygotsky to illuminate the edge of conceptual understanding.', in Timmermans JA; Land R (ed.), Threshold Concepts on the Edge, Brill Sense, Leiden, The Netherlands, pp. 71 - 88, http://dx.doi.org/10.1163/9789004419971_005

Michell M, 2014, 'Dramatic Interactions: From Vygotsky's life of drama to the drama of life', in Davis S; Ferholt B; Grainger Clemson H; Jansson S-M; Marjanovic-Shane A (ed.), Dramatic Interactions in Education : Vygotskian and Sociocultural Approaches to Drama, Education and Research, Bloomsbury, Sydney, pp. 19 - 38, http://www.bloomsbury.com/us/dramatic-interactions-in-education-9781472576903/

Michell M; Davison C, 2020, '‘Bringing the Teacher Back In’: Toward L2 Assessment Praxis in English as an Additional Language Education', in Educational Linguistics, pp. 23 - 41, http://dx.doi.org/10.1007/978-3-030-35081-9_2

Michell M; Davison C, 2020, 'Bringing the teacher back in: Toward L2 assessment praxis in English as an additional language education', in Poehner M; Inbar-Lourie O (ed.), Toward a reconceptualization of L2 classroom assessment: Praxis and researcher-teacher partnership., Springer, New Yok, pp. 23 - 40, http://dx.doi.org/10.1007/978-3-030-35081-9

Thompson R; Michell M, 2019, 'Vygotsky, Threshold Concepts and Liminality: Using Vygotsky to illuminate the edge of conceptual understanding.', in Timmermans JA; Land R (ed.), Threshold Concepts on the Edge, Brill Sense, Leiden, The Netherlands, pp. 71 - 88, http://dx.doi.org/10.1163/9789004419971_005

Michell M, 2014, 'Dramatic Interactions: From Vygotsky's life of drama to the drama of life', in Davis S; Ferholt B; Grainger Clemson H; Jansson S-M; Marjanovic-Shane A (ed.), Dramatic Interactions in Education : Vygotskian and Sociocultural Approaches to Drama, Education and Research, Bloomsbury, Sydney, pp. 19 - 38, http://www.bloomsbury.com/us/dramatic-interactions-in-education-9781472576903/

Clarke M; Michell M; Ellis NJ, 2017, 'Dialectics of development: teacher identity formation in the interplay of ideal ego and ego ideal', Teaching Education, vol. 28, pp. 115 - 130, http://dx.doi.org/10.1080/10476210.2016.1211631

Michell M, 2016, 'Finding the "prism": Understanding Vygotsky's perezhivanie as an ontogenetic unit of child consciousness', International Research in Early Childhood Education, vol. 7, pp. 5 - 33

Davison C; Michell M, 2014, 'EAL assessment: What do Australian teachers want?', TESOL in Context, vol. 24, pp. 51 - 72, http://search.informit.com.au/documentSummary;dn=949508765515560;res=IELAPA

Michell M; Sharpe T, 2005, 'Collective instructional scaffolding in English as a Second Language classrooms', Prospect: an Australian journal of TESOL, vol. 20, pp. 31 - 58

Michell M, 1999, '‘Wither’ ESL? Post-literacy Prospects for English as a second language programs in Australian schools', Prospect: an Australian journal of TESOL, vol. 14, pp. 4 - 23

Clarke M; Michell M; Ellis NJ, 2017, 'Dialectics of development: teacher identity formation in the interplay of ideal ego and ego ideal', Teaching Education, vol. 28, pp. 115 - 130, http://dx.doi.org/10.1080/10476210.2016.1211631

Michell M, 2016, 'Finding the "prism": Understanding Vygotsky's perezhivanie as an ontogenetic unit of child consciousness', International Research in Early Childhood Education, vol. 7, pp. 5 - 33

Davison C; Michell M, 2014, 'EAL assessment: What do Australian teachers want?', TESOL in Context, vol. 24, pp. 51 - 72, http://search.informit.com.au/documentSummary;dn=949508765515560;res=IELAPA

Michell M; Sharpe T, 2005, 'Collective instructional scaffolding in English as a Second Language classrooms', Prospect: an Australian journal of TESOL, vol. 20, pp. 31 - 58

Michell M, 1999, '‘Wither’ ESL? Post-literacy Prospects for English as a second language programs in Australian schools', Prospect: an Australian journal of TESOL, vol. 14, pp. 4 - 23

Michell M; Davison C, 2020, '‘Bringing the Teacher Back In’: Toward L2 Assessment Praxis in English as an Additional Language Education', in Educational Linguistics, pp. 23 - 41, http://dx.doi.org/10.1007/978-3-030-35081-9_2

Michell M; Davison C, 2020, 'Bringing the teacher back in: Toward L2 assessment praxis in English as an additional language education', in Poehner M; Inbar-Lourie O (ed.), Toward a reconceptualization of L2 classroom assessment: Praxis and researcher-teacher partnership., Springer, New Yok, pp. 23 - 40, http://dx.doi.org/10.1007/978-3-030-35081-9

Thompson R; Michell M, 2019, 'Vygotsky, Threshold Concepts and Liminality: Using Vygotsky to illuminate the edge of conceptual understanding.', in Timmermans JA; Land R (ed.), Threshold Concepts on the Edge, Brill Sense, Leiden, The Netherlands, pp. 71 - 88, http://dx.doi.org/10.1163/9789004419971_005

Michell M, 2014, 'Dramatic Interactions: From Vygotsky's life of drama to the drama of life', in Davis S; Ferholt B; Grainger Clemson H; Jansson S-M; Marjanovic-Shane A (ed.), Dramatic Interactions in Education : Vygotskian and Sociocultural Approaches to Drama, Education and Research, Bloomsbury, Sydney, pp. 19 - 38, http://www.bloomsbury.com/us/dramatic-interactions-in-education-9781472576903/

Thompson RE; Michell M, 2016, 'East meets West: Using Vygotsky to illuminate conceptual learning in the liminal space', presented at 6th Biennial Threshold Concepts Conference: Thresholds on the Edge., Halifax, Nova Scotia, Canada, 16 June 2016 - 17 June 2016, http://www.dal.ca/dept/clt/events-news/Threshold_Concepts/program3/C1_2118a.html

Bai Y; Clarke M; Michell M, 2011, 'Home-school Interactions and Ethnic Identity: A Comparison Case Study of Three Bilingual Tibet Primary Schools in Southwest China', in Anthropology Perspective on Culture & Education of Southwest Ethnic Groups (APCESEG), Key Research Institute for Education and Psychology of Southwest Ethnic Groups, Southwest University (KRI-EPSEG), Chongquing, China, pp. 136 - 151, presented at Anthropology Perspective on Culture & Education of Southwest Ethnic Groups (APCESEG), China, 05 November 2011 - 06 November 2011

Thompson RE; Michell M, 2016, 'East meets West: Using Vygotsky to illuminate conceptual learning in the liminal space', presented at 6th Biennial Threshold Concepts Conference: Thresholds on the Edge., Halifax, Nova Scotia, Canada, 16 June 2016 - 17 June 2016, http://www.dal.ca/dept/clt/events-news/Threshold_Concepts/program3/C1_2118a.html

Bai Y; Clarke M; Michell M, 2011, 'Home-school Interactions and Ethnic Identity: A Comparison Case Study of Three Bilingual Tibet Primary Schools in Southwest China', in Anthropology Perspective on Culture & Education of Southwest Ethnic Groups (APCESEG), Key Research Institute for Education and Psychology of Southwest Ethnic Groups, Southwest University (KRI-EPSEG), Chongquing, China, pp. 136 - 151, presented at Anthropology Perspective on Culture & Education of Southwest Ethnic Groups (APCESEG), China, 05 November 2011 - 06 November 2011

Clarke M; Michell M; Ellis NJ, 2017, 'Dialectics of development: teacher identity formation in the interplay of ideal ego and ego ideal', Teaching Education, vol. 28, pp. 115 - 130, http://dx.doi.org/10.1080/10476210.2016.1211631

Michell M, 2016, 'Finding the "prism": Understanding Vygotsky's perezhivanie as an ontogenetic unit of child consciousness', International Research in Early Childhood Education, vol. 7, pp. 5 - 33

Davison C; Michell M, 2014, 'EAL assessment: What do Australian teachers want?', TESOL in Context, vol. 24, pp. 51 - 72, http://search.informit.com.au/documentSummary;dn=949508765515560;res=IELAPA

Michell M; Sharpe T, 2005, 'Collective instructional scaffolding in English as a Second Language classrooms', Prospect: an Australian journal of TESOL, vol. 20, pp. 31 - 58

Michell M, 1999, '‘Wither’ ESL? Post-literacy Prospects for English as a second language programs in Australian schools', Prospect: an Australian journal of TESOL, vol. 14, pp. 4 - 23