Research Guides
Research Guides
▒ Teachers
 

Teachers

  

On This Page

    • Subject Encyclopedia Articles
    • Handbook Chapters
    • Review Articles
    • Introductory Books
    • Recent Articles in IGSE Journals

 

Subject Encyclopedia Articles
  

Handbook Chapters

  • Leung, C. (2005). Classroom teacher assessment of second language development: Construct as practice. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 869–888). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Morgan, B., & Clarke, M. (2011). Identity in second language teaching and learning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 2, pp. 817–836). New York, NY: Routledge.
  • Tsui, A. B. M. (2011). Teacher education and teacher development. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 2, pp. 21–39). New York, NY: Routledge.
  

Review Articles
   

Introductory Books

  • Cameron, L. (2005). Teaching language to young learners (8th ed.). Cambridge, England: Cambridge University Press.
  • Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge, England: Cambridge University Press.
  • Dörnyei, Z., & Kubanyiova, M. (2014). Motivating learners, motivating teachers: Building vision in the language classroom. Cambridge, England: Cambridge University Press.
  • Dörnyei, Z., & Murphey, T. (2003). Group dynamics in the language classroom. Cambridge, England: Cambridge University Press.
  • Farrell, T. C. (2015). Promoting teacher reflection in second language education: A framework for TESOL professionals. New York, NY: Routledge.
  • Llurda, E. (2006). Non-native language teachers: Perceptions, challenges, and contributions to the profession. New York, NY: Springer.
  • Medgyes, P. (1994). The non-native teacher. Macmillan.
  • Richards, J., & Lockhart, C. (1994). Reflective teaching in second language classrooms. Cambridge, England: Cambridge University Press.
  • Scharle, A., & Szabo, A. (2000). Learner autonomy: A guide to developing learner responsibility. Cambridge, England: Cambridge University Press.
  • Scrivener, J. (2012). Classroom management techniques. Cambridge, England: Cambridge University Press.
  • Wentzel, K., & Brophy, J. (2014). Motivating students to learn (4th ed.). New York, NY: Routledge.
  • Williams, M., & Burden, R. (1997). Psychology for language teachers. Cambridge, England: Cambridge University Press.
  • Wright, A. (2003). Storytelling with children. (8th, Ed.). Bristol, UK: Oxford University Press.
    

Recent Articles in IGSE Journals

2016

  • Acheson, K., Taylor, J., & Luna, K. (2016). The burnout spiral: The emotion labor of five rural U.S. foreign language teachers. The Modern Language Journal, 100(2), 522–537. http://doi.org/10.1111/modl.12333
  • Ahmadian, M., & Maftoon, P. (2016). Enhancing critical language teacher development through creating reflective opportunities. The Journal of Asia TEFL, 13(2), 90–101. http://doi.org/10.18823/asiatefl.2016.13.2.2.90
  • Ahn, J. J., & Kim, T.-Y. (2016). 행위이론 관점에서 본 초등 영어교사의 교수 동기 양상 및 변화 Changes in teacher motivation from an activity theory perspective: Cases of three primary English teachers. 영어교육연구/English Languae Teaching, 28(1), 235–258. Retrieved from http://www.riss.kr/link?id=A101823126
  • Ahn, S.-Y., & BlaineWest, G. (2016). Unmasking young learners’ perceptions of good language teacher identity. 영어교육/ENGLISH TEACHING, 71(1), 73–95. Retrieved from http://scholar.dkyobobook.co.kr/searchDetail.laf?barcode=4010024824308
  • Akiba, M., & Liang, G. (2016). Effects of teacher professional learning activities on student achievement growth. The Journal of Educational Research, 109(1), 99–110. http://doi.org/10.1080/00220671.2014.924470
  • Anderson, J. (2016). Initial teacher training courses and non-native speaker teachers. ELT Journal, 70(3), 261–274. http://doi.org/10.1093/elt/ccv072
  • Aneja, G. A. (2016). (Non)native speakered: Rethinking (non)nativeness and teacher identity in TESOL teacher education. TESOL Quarterly, 50(3), 572–596. http://doi.org/10.1002/tesq.315
  • Angelova, M., & Zhao, Y. (2016). Using an online collaborative project between American and Chinese students to develop ESL teaching skills, cross-cultural awareness and language skills. Computer Assisted Language Learning, 29(1), 167–185. http://doi.org/10.1080/09588221.2014.907320
  • Ariatna. (2016). The Need for Maintaining CLT in Indonesia. TESOL Journal, 7(4), 800–822. http://doi.org/10.1002/tesj.246
  • Atai, M. R., & Nejadghanbar, H. (2016). Unpacking in-service EFL teachers critical incidents: The case of Iran. RELC Journal, 47(1), 97–110. http://doi.org/10.1177/0033688216631177
  • Balasubramanian, C., & Al-Mahrooqi, R. (2016). Emotional intelligence in language instruction in Oman: The missing link? RELC Journal, 47(2), 145–160. http://doi.org/10.1177/0033688216645471
  • Barkhuizen, G. (2016). Narrative approaches to exploring language, identity and power in language teacher education. RELC Journal, 47(1), 25–42. http://doi.org/10.1177/0033688216631222
  • Barkhuizen, G. (2016). A short story approach to analyzing teacher (imagined) identities over time. TESOL Quarterly, 50(3), 655–683. http://doi.org/10.1002/tesq.311
  • Baser, D., Kopcha, T. J., & Ozden, M. Y. (2016). Developing a technological pedagogical content knowledge (TPACK) assessment for preservice teachers learning to teach English as a foreign language. Computer Assisted Language Learning, 29(4), 749–764. http://doi.org/10.1080/09588221.2015.1047456
  • Bell, K. J. S., & Willis, W. G. (2016). Teachers’ perceptions of bullying among youth. The Journal of Educational Research, 109(2), 159–168. http://doi.org/10.1080/00220671.2014.931833
  • Bueno-Alastuey, M. C., & Kleban, M. (2016). Matching linguistic and pedagogical objectives in a telecollaboration project: A case study. Computer Assisted Language Learning, 29(1), 148–166. http://doi.org/10.1080/09588221.2014.904360
  • Cho, C., & Baek, S. (2016). From perception to practice: native and non-native English teachers’ use of error correction in written feedback. 영어교육/ENGLISH TEACHING, 71(1), 25–45. Retrieved from http://scholar.dkyobobook.co.kr/searchDetail.laf?barcode=4010024824287
  • Choe, Y. (2016). The influence of a study abroad teacher training program on the language development of Korean teachers of English. The Journal of Asia TEFL, 13(1), 31–47. http://doi.org/10.18823/asiatefl.2016.13.1.3.31
  • Choi, E., & Lee, J. (2016). Investigating the relationship of target language proficiency and self-efficacy among nonnative EFL teachers. System, 58, 49–63. http://doi.org/10.1016/j.system.2016.02.010
  • Choi, S. (2016). Practical training experience beyond student teaching: Preservice teachers speak out. 영어교육연구/English Languae Teaching, 28(1), 45–65. Retrieved from http://www.riss.kr/link?id=A101823127
  • Coady, M. R., Harper, C., & de Jong, E. J. (2016). Aiming for equity: Preparing mainstream teachers for inclusion or inclusive classrooms? TESOL Quarterly, 50(2), 340–368. http://doi.org/10.1002/tesq.223
  • Davin, K. J., & Heineke, A. J. (2016). Preparing teachers for language assessment: A practice-based approach. TESOL Journal, 7(4), 921–938. http://doi.org/10.1002/tesj.253
  • De Naeghel, J., Van Keer, H., Vansteenkiste, M., Haerens, L., & Aelterman, N. (2016). Promoting elementary school students’ autonomous reading motivation: Effects of a teacher professional development workshop. The Journal of Educational Research, 109(3), 232–252. http://doi.org/10.1080/00220671.2014.942032
  • Doan, N. B. (2016). To employ or not to employ expatriate non-native speaker teachers: views from within. Asian Englishes, 18(1), 67–79. http://doi.org/10.1080/13488678.2015.1132112
  • Edwards, E., & Burns, A. (2016). Language teacher action research: achieving sustainability. ELT Journal, 70(1), 6–15. http://doi.org/10.1093/elt/ccv060
  • Ellis, E. M. (2016). “I may be a native speaker but I’m not monolingual”: Reimagining all teachers’ linguistic identities in TESOL. TESOL Quarterly, 50(3), 597–630. http://doi.org/10.1002/tesq.314
  • Farrell, T. S. C. (2016). Surviving the transition shock in the first year of teaching through reflective practice. System, 61, 12–19. http://doi.org/10.1016/j.system.2016.07.005
  • Flieller, A., Jarlégan, A., & Tazouti, Y. (2016). Who benefits from dyadic teacher–student interactions in whole-class settings? The Journal of Educational Research, 109(3), 311–324. http://doi.org/10.1080/00220671.2014.950718
  • Ford, K. (2016). The taped monologue as narrative technique for reflective practice. ELT Journal, 70(3), 253–260. http://doi.org/10.1093/elt/ccv079
  • Fuchs, C. (2016). “Are you able to access this website at all?” – team negotiations and macro-level challenges in telecollaboration. Computer Assisted Language Learning, 29(7), 1152–1168. http://doi.org/10.1080/09588221.2016.1167091
  • Gimeno-Sanz, A. (2016). Moving a step further from “integrative CALL”. What’s to come? Computer Assisted Language Learning, 29(6), 1102–1115. http://doi.org/10.1080/09588221.2015.1103271
  • Gleeson, M., & Davison, C. (2016). A conflict between experience and professional learning: Subject teachers beliefs about teaching English language learners. RELC Journal, 47(1), 43–57. http://doi.org/10.1177/0033688216631221
  • Gnawali, L. (2016). English language teacher development through teacher associations: the case of NELTA. ELT Journal, 70(2), 170–179. http://doi.org/10.1093/elt/ccv086
  • Goodrich, K. M., & Luke, M. (2016). Navigating the complexities at an LGBTQQI-identified charter school: An ethnography of c/overt narratives. The Journal of Educational Research, 109(2), 137–147. http://doi.org/10.1080/00220671.2014.927342
  • Greenier, V. T., & Whitehead, G. E. K. (2016). Towards a model of teacher leadership in ELT: Authentic leadership in classroom practice. RELC Journal, 47(1), 79–95. http://doi.org/10.1177/0033688216631203
  • Gurzynski-Weiss, L. (2016). Factors influencing Spanish instructors’ in-class feedback decisions. The Modern Language Journal, 100(1), 255–275. http://doi.org/10.1111/modl.12314
  • Hahl, K., Järvinen, H.-M., & Juuti, K. (2016). Accommodating to English-medium instruction in teacher education in Finland. International Journal of Applied Linguistics, 26(3), 291–310. http://doi.org/10.1111/ijal.12093
  • Haines, K. (2016). Expanding the knowledge base of teachers’ use of communication tools for language learning. System, 62, 102–112. http://doi.org/10.1016/j.system.2016.07.008
  • Han, I. (2016). Academic high school students’ perceptions of quality English teachers and teaching. 영어교육연구/English Languae Teaching, 28(2), 1–27. Retrieved from http://www.riss.kr/link?id=A101958672
  • Harris, J. (2016). Teachers’ beliefs about task-based language teaching in Japan. The Journal of Asia TEFL, 13(2), 102–116. http://doi.org/10.18823/asiatefl.2016.13.2.3.102
  • Hiratsuka, T. (2016). Actualizing Exploratory Practice (EP) principles with team teachers in Japan. System, 57, 109–119. http://doi.org/10.1016/j.system.2016.01.004
  • Hur, H. (2016). Teacher scaffolding and language socialization of English learners in literature-based activities. 외국어교육/Foreign Languages Education, 23(2), 51–83. Retrieved from http://www.riss.kr/link?id=A102073523
  • Izquierdo, J., García Martínez, V., Garza Pulido, M. G., & Aquino Zúñiga, S. P. (2016). First and target language use in public language education for young learners: longitudinal evidence from Mexican secondary-school classrooms. System, 61, 20–30. http://doi.org/10.1016/j.system.2016.07.006
  • Jang, J.-E., & Lim, H.-W. (2016). 중등영어교사들의 문화간 의사소통능력 교수 현황, 인식 및 교수 역량에 관한 고찰 English teachers’ practices, perceptions, and professional competences of intercultural communicative competence teaching. 영어교육연구/English Languae Teaching, 28(2), 197–215. Retrieved from http://www.riss.kr/link?id=A101958702
  • Jeong, S., & Hong, S.-H. (2016). 지면광고를 활용한 어휘 지도가 초등 6학년 학생들의 영어 어휘 능력에 미치는 영향 Effects of paper advertising on 6th graders’ English vocabulary learning. 초등영어교육/Primary English Education, 22(1), 35–59. Retrieved from http://www.riss.kr/link?id=A101822810
  • Jones, S. A. (2016). Writing learning outcomes for English language lessons in multilingual schools. TESOL Journal, 7(2), 469–493. http://doi.org/10.1002/tesj.255
  • Jong, C. (2016). Linking reform-oriented experiences to teacher identity: The case of an elementary mathematics teacher. The Journal of Educational Research, 109(3), 296–310. http://doi.org/10.1080/00220671.2014.947398
  • Jung, E. R. (2016). Teacher belief in a focus group: A respecification study. 영어교육/ENGLISH TEACHING, 71(1), 119–145. Retrieved from http://scholar.dkyobobook.co.kr/searchDetail.laf?barcode=4010024824322
  • Kamhi-Stein, L. D. (2016). The non-native English speaker teachers in TESOL movement. ELT Journal, 70(2), 180–189. http://doi.org/10.1093/elt/ccv076
  • Kamiya, N. (2016). What effect does reading academic articles on oral corrective feedback have on ESL teachers? TESOL Journal, 7(2), 328–349. http://doi.org/10.1002/tesj.210
  • Kang, D.-H. (2016). Native and non-native English teachers’ beliefs about grammar instruction and error correction in Korean college contexts. 한국영어학/Korean Journal of English Language and Linguistics, 16(2), 265–284. Retrieved from http://www.riss.kr/link?id=O69667296
  • Kang, S. (2016). 수업 비평에 나타난 초등 예비교사 3학년과 4학년의 영어수업에 대한 안목 Educational connoisseurship of the 3rd and 4th year pre-service elementary school teachers reflected in their class critique on an English lesson. 외국어교육/Foreign Languages Education, 23(2), 137–170. Retrieved from http://www.riss.kr/link?id=A102073520
  • Karakas, A. (2016). Turkish lecturers’ views on the place of mother tongue in the teaching of content courses through English medium. Asian Englishes, 18(3), 242–257. http://doi.org/10.1080/13488678.2016.1229831
  • Kasun, G. S., & Saavedra, C. M. (2016). Disrupting ELL teacher candidates’ identities: Indigenizing teacher education in one study abroad program. TESOL Quarterly, 50(3), 684–707. http://doi.org/10.1002/tesq.319
  • Khabiri, M., & Marashi, H. (2016). Collaborative teaching: How does it work in a graduate TEFL class? TESOL Journal, 7(1), 179–202. http://doi.org/10.1002/tesj.196
  • Kibler, A. K., Heny, N. A., & Andrei, E. (2016). In-service teachers’ perspectives on adolescent ELL writing instruction. TESOL Journal, 7(2), 350–392. http://doi.org/10.1002/tesj.211
  • Kim, H.-R., & Shin, J. (2016). 다독 기반 영어 독서 멘토링 프로그램 실행에 대한 연구 A study of implementing a mentoring program based on extensive reading in English. 영어교육연구/English Languae Teaching, 28(1), 209–233. Retrieved from http://www.riss.kr/link?id=A101823136
  • Kim, H. kyeng. (2016). An investigation into the teachability of pragmatic features to Korean young learners. 초등영어교육/Primary English Education, 22(3), 35–56. Retrieved from http://www.riss.kr/link?id=A102089310
  • Kim, J., & Ahn, K. (2016). 한국 초등 영어 전담 교사의 교수 동기 변화에 대한 사례 연구 A case study of the changes in South Korean elementary English teachers’ motivation. 초등영어교육/Primary English Education, 22(1), 113–140. Retrieved from http://www.riss.kr/link?id=A101822806
  • Kim, J. (2016). Negotiating authority and reciprocity in a college ESL class. 글로벌영어교육학회/Studies in English Education, 21(2), 85–113. Retrieved from http://www.riss.kr/link?id=A102042947
  • Kim, T. Y., & Kim, Y. (2016). EFL teachers’ initial career motives and demotivation in South Korea. 한국영어학/Korean Journal of English Language and Linguistics, 16(1), 29–52. Retrieved from http://www.riss.kr/link?id=O68715297
  • Kim, T., & Ahn, J. (2016). 유아 영어 방문교사의 교수 동기와 탈동기 요인 A study of early childhood English teachers’ motivation and demotivation. 외국어교육/Foreign Languages Education, 23(2), 171–199. Retrieved from http://www.riss.kr/link?id=A102073519
  • Kim, Y., & Jong, Y. (2016). Pre-service teachers’ perspectives on teaching practice and TEE. 영어교육연구/English Languae Teaching, 28(1), 79–99. Retrieved from http://www.riss.kr/link?id=A101823128
  • Kim, Y. S. (2016). 2009개정 교육과정 기반 초등영어 교과서의 파닉스 지도 내용 및 방법 분석 An analysis of phonics activities in English textbooks for Korean elementary school students. 초등영어교육/Primary English Education, 22(4), 237–257. Retrieved from http://www.riss.kr/link?id=A102475141
  • Kim, Y. O., & Chung, H. S. (2016). The effects of metacognitive listening instruction on young Korean EFL Learners’ listening. 초등영어교육/Primary English Education, 22(2), 215–243. Retrieved from http://www.riss.kr/link?id=A101958687
  • Kirk, C. M., Lewis, R. K., Brown, K., Karibo, B., & Park, E. (2016). The power of student empowerment: Measuring classroom predictors and individual indicators. The Journal of Educational Research, 109(6), 589–595. http://doi.org/10.1080/00220671.2014.1002880
  • Kozar, O. (2016). Teachers’ reaction to silence and teachers’ wait time in video and audioconferencing English lessons: do webcams make a difference? System, 62, 53–62. http://doi.org/10.1016/j.system.2016.07.002
  • Kumaravadivelu, B. (2016). The decolonial option in English teaching: Can the subaltern act? TESOL Quarterly, 50(1), 66–85. http://doi.org/10.1002/tesq.202
  • Kurtoglu-Hooton, N. (2016). From “plodder” to “creative”: feedback in teacher education. ELT Journal, 70(1), 39–47. http://doi.org/10.1093/elt/ccv050
  • Kuure, L., Molin-Juustila, T., Keisanen, T., Riekki, M., Iivari, N., & Kinnula, M. (2016). Switching perspectives: from a language teacher to a designer of language learning with new technologies. Computer Assisted Language Learning, 29(5), 925–941. http://doi.org/10.1080/09588221.2015.1068815
  • Lai, C., Yeung, Y., & Hu, J. (2016). University student and teacher perceptions of teacher roles in promoting autonomous language learning with technology outside the classroom. Computer Assisted Language Learning, 29(4), 703–723. http://doi.org/10.1080/09588221.2015.1016441
  • Lee, A. H., & Lyster, R. (2016). The effects of corrective feedback on instructed L2 speech perception. Studies in Second Language Acquisition, 38(1), 35–64. http://doi.org/10.1017/S0272263115000194
  • Lee, B. Y. (2016). Second language teacher education: Enhancing teacher training and professional development for CLT. 초등영어교육/Primary English Education, 22(3), 83–106. Retrieved from http://www.riss.kr/link?id=A102089312
  • Lee, D.-H., & Kim, D. (2016). 플립러닝을 활용한 초등영어 학습부진아를 위한 수업지도방안. 영상영어교육/STEM Journal, 17(1), 241–263. Retrieved from http://www.riss.kr/link?id=A101788930
  • Lee, H. (2016). Unpacking in-class silence from NESTs and NNESTs perspectives. 글로벌영어교육학회/Studies in English Education, 21(3), 1–30. Retrieved from http://www.riss.kr/link?id=A102083764
  • Lee, H., & Min, D.-G. (2016). 초등학교 영어교육에서 코퍼스 분석을 통한 전치사 교육 A study on uses of prepositions in English corpora for elementary school students. 초등영어교육/Primary English Education, 22(1), 51–86. Retrieved from http://www.riss.kr/link?id=A101822809
  • Lee, J.-A. (2016). The effects of feedback and structure of reflective journals on learning achievement and teacher efficacy belief. 한국영어학/Korean Journal of English Language and Linguistics, 16(2), 383–404. Retrieved from http://www.riss.kr/link?id=O69667290
  • Lee, J. (2016). 온라인 및 블렌디드 러닝에 대한 통번역 교수자들의 인식 조사 연구 A survey on T&I trainers’ perspectives on online & blended teaching and learning. 번역학연구/The Journal of Traslation Studies, 17(1), 81–106. Retrieved from http://www.riss.kr/link?id=A101821401
  • Lee, S. (2016). 초등 영어 학습에서 실제 자료와 제작 자료의 효과 고찰 Investigating the effects of authentic materials and artificial materials on English learning in the primary school classrooms. 초등영어교육/Primary English Education, 22(2), 87–116. Retrieved from http://www.riss.kr/link?id=A101958682
  • Lee, S. (2016). 예비교사와 현장교사의 초등영어수업에서 교사와 학생의 발화 비교 A comparison of teacher talks and student talks in pre-service and in-service elementary English teachers’ classes. 초등영어교육/Primary English Education, 22(2), 117–138. Retrieved from http://www.riss.kr/link?id=A101958683
  • Lethaby, C., & Harries, P. (2016). Learning styles and teacher training: are we perpetuating neuromyths? ELT Journal, 70(1), 16–27. http://doi.org/10.1093/elt/ccv051
  • Levis, J. M. (2016). Research into practice: how research appears in pronunciation teaching materials. Language Teaching, 49(3), 423–437. http://doi.org/10.1017/S0261444816000045
  • Li, S., Zhu, Y., & Ellis, R. (2016). The effects of the timing of corrective feedback on the acquisition of a new linguistic structure. The Modern Language Journal, 100(1), 276–295. http://doi.org/10.1111/modl.12315
  • Lindahl, K., & Baecher, L. (2016). Teacher language awareness in supervisory feedback cycles. ELT Journal, 70(1), 28–38. http://doi.org/10.1093/elt/ccv047
  • Linville, H. A. (2016). ESOL teachers as advocates: An important role? TESOL Journal, 7(1), 98–131. http://doi.org/10.1002/tesj.193
  • Litzenberg, J. (2016). Pre-service teacher perspectives towards pedagogical uses of non-native and native speech samples. International Journal of Applied Linguistics, 26(2), 168–189. http://doi.org/10.1111/ijal.12084
  • Macalister, J. (2016). Tracing it back: Identifying the impact of a trans-national language teacher education programme on classroom practice. RELC Journal, 47(1), 59–70. http://doi.org/10.1177/0033688216631204
  • Machida, T. (2016). Japanese elementary school teachers and English language anxiety. TESOL Journal, 7(1), 40–66. http://doi.org/10.1002/tesj.189
  • Martinie, S. L., Kim, J.-H., & Abernathy, D. (2016). “Better to be a pessimist”: A narrative inquiry into mathematics teachers’ experience of the transition to the Common Core. The Journal of Educational Research, 109(6), 658–665. http://doi.org/10.1080/00220671.2015.1020913
  • Moodie, I. (2016). The anti-apprenticeship of observation: how negative prior language learning experience influences English language teachers’ beliefs and practices. System, 60, 29–41. http://doi.org/10.1016/j.system.2016.05.011
  • Moore, C., Fisher, T., & Baber, E. (2016). Virtually unknown: teacher engagement in an online conference. ELT Journal, 70(2), 200–211. http://doi.org/10.1093/elt/ccw003
  • Morgan, B. (2016). Language teacher identity and the domestication of dissent: An exploratory account. TESOL Quarterly, 50(3), 708–734. http://doi.org/10.1002/tesq.316
  • Muhammad, J., Lin, S. E., Abdul, R. M., & Shaik Abdul, M. M. I. (2016). Identifying reading strategies to teach literal, reorganisation and inferential comprehension questions to ESL students. The Journal of Asia TEFL, 13(3), 204–220. http://doi.org/10.18823/asiatefl.2016.13.3.3.204
  • Mulcahy, M., Dalton, S., Kolbert, J., & Crothers, L. (2016). Informal mentoring for lesbian, gay, bisexual, and transgender students. The Journal of Educational Research, 109(4), 405–412. http://doi.org/10.1080/00220671.2014.979907
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