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Teacher agency has become a growing research interest in language education, especially at the critical juncture of widespread globalisation, when many nations including Vietnam, the context of the study, have promulgated a new language policy to respond to this transformation. However, teacher agency remains under-examined despite a small number of recent studies. In response to the paucity in the current LP literature, this qualitative case study, grounded in positioning theory, aims to explore how English teachers exercise their agency in response to the policy under prescribed contextual conditions. Data were collected from multiple sources including in-depth interviews, classroom observations, and documents. The findings showed that teachers were positioned (by the policy and their institutions) as 'mere' policy implementers who were expected to strictly follow the mandates and instructions transferred to them. Their implementation was regularly supervised and inspected by their stakeholders (including Department of Education and Training, Bureau of Education and Training, and school leaders). However, in the classroom context, the teachers attempted to adapt the policy mandates according to their interpretations, preferences, choices, and current teaching conditions. The study also proposes implications for policy makers, educational managers and school leaders to facilitate teachers' active roles in reform implementation. [ABSTRACT FROM AUTHOR]

This study explores how two language teachers constructed and reconstructed their professional identities through their action research (AR) facilitated by university researchers in China. Informed by the theory of ‘community of practice’, the findings of the study show that AR exerted a transformative impact on the teachers’ identity development. Four distinctive routes of identity change were noted, namely their transformation from ‘fisherman’ to ‘fishing coach’, from ‘craftsman’ to ‘teacher researcher’, from ‘lonely fighter’ to ‘collaborator’, and from ‘housekeeper’ to ‘change agent’. Such change can be attributed to their engagement and practice in different communities of practice. However, the participants’ identity development also encountered some contextual obstacles, including the rigid school curriculum, lack of research knowledge, as well as the power dynamics between them and the researchers. Several implications can be drawn for teachers, teacher educators, and school leaders to help teachers construct a solid and robust professional identity in seeking their continuing professional development through AR. [ABSTRACT FROM PUBLISHER]

Language teachers constantly create, adapt and evaluate classroom materials to develop new curricula and meet their learners’ needs. It has long been argued (e.g. by Stenhouse, L. [1975]. An Introduction to Curriculum Research and Development. London: Heinemann) that teachers themselves, as opposed to managers or course book writers, are best placed to develop context-specific materials that effectively and affectively engage learners. However, a systematic approach is required for materials development, and one practical option is through action research. Action research enables teachers to investigate learners’ reactions to new materials, and work with them to develop engaging context-specific materials. To illustrate how action research can successfully support materials development, this paper reports on a classroom-based project the first author (Emily) conducted at her college in Australia. The project was part of an innovative national programme for the Australian English Language Intensive Courses for Overseas Students (ELICOS) sector, initiated and facilitated by the second author (Anne) and the ELICOS peak body English Australia. An Assessment for Learning (AfL) theoretical framework was adopted to integrate lesson materials and assessment, based on learner needs. At the college, previous assessment preparation materials had been ad hoc, so Emily explored what materials would best support her learners in preparing for written assessments and feedback. Innovative classroom materials were developed in negotiation with learners, who were actively involved in the process through interviews, focus groups and surveys. Findings included improved AfL classroom materials and new self-study resources, as well as increased learner motivation. The paper concludes with analysis of the implications of using action research for materials development. [ABSTRACT FROM PUBLISHER]

A method for the construction of an iterated function system that depends on several parameters is described. Varying the parameters in the system allows a wide variety of aesthetically pleasing designs to be produced. [ABSTRACT FROM AUTHOR]

Discusses results of attempts made to visualize a series of parabolic bifurcations in the Mandelbrot set. Definitions of the Mandelbrot set; Formulation of the escape routes; Use of various color schemes to see patterns in the orbit diagram; Role of the algorithm for the orbit diagram as a function of alpha in the animation process.

Focuses on the classroom experience of modeling plant growth with a computer while highlighting the use of the stochastic approach to modeling nature. Fascination by the students; Reference to an article in the journal `Computer Graphics'; Requirements of a method of stochastically modeling trees; Identification of the basic idea; Detailed information on the process.

Examines curves generated by trigonometric sums with a modicum of basic programming skills. Graphing of the curves of trigonometric sums; Observation of the effect of varying coefficients; Simulation of mountains using trigonometric sums of two variables; Projection of the sums onto a computer screen using calculus and vector algebra.

Examines a recursive procedure which produces a variety of attractive patterns similar to those seen in Persian rugs. Idea behind the `Persian' recursion; How this is done by use of a matrix of cells; How four variables are used to determine color; Information on how colors are generated.

Studies the application of convolutions to computer graphics. Techniques of aliasing and antialiasing; Averaging; Thresholding; Formation of colorful patterns and pictures; Fundamental principles of convolutions.