British-Chinese Pupils' Identities, Achievement and Complementary Schooling

英籍华人学生的身份、成就和补充教育

• 批准号: RES-000-23-1513
• 负责人: Becky Francis
• 金额: $ 16.73万
• 依托单位: University of Roehampton
• 依托单位国家: 英国
• 项目类别: Research Grant
• 财政年份: 2006
• 资助国家: 英国
• 起止时间: 2006 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=RES-000-23-1513
• 关键词: British; Chinese; Pupils; Identities; Achievement

Abstracts are not currently available in GtR for all funded research. This is normally because the abstract was not required at the time of proposal submission, but may be because it included sensitive information such as personal details.

目前GtR中并没有提供所有资助研究的摘要。这通常是因为在提交提案时不需要摘要，但也可能是因为它包含敏感信息，如个人详细信息。

项目成果

Language as capital, or language as identity? Chinese complementary school pupils' perspectives on the purposes and benefits of complementary schools

语言作为资本，还是语言作为身份？

• DOI: 10.1080/01411920802044586
• 发表时间: 2013
• 期刊: British Educational Research Journal
• 影响因子: 2.3
• 作者: Francis B

Parents' and teachers' constructions of the purposes of Chinese complementary schooling: 'culture', identity and power

• DOI: 10.1080/13613320903550089
• 发表时间: 2010-01-01
• 期刊: RACE ETHNICITY AND EDUCATION
• 影响因子: 2.5
• 作者: Francis, Becky;Archer, Louise;Mau, Ada
• 通讯作者: Mau, Ada

Mapping politics and pedagogy: understanding the population and practices of Chinese complementary schools in England

绘制政治与教育学：了解英国华人互补学校的人口和实践

• DOI: 10.1080/17457820802703473
• 发表时间: 2009
• 期刊: Ethnography and Education
• 影响因子: 0.5
• 作者: Mau A

'I Was Surprised to See You in a Chinese School': Researching Multilingually Opportunities and Challenges in Community-Based Research

“我很惊讶在中国学校见到你”：研究社区研究中的多语言机遇和挑战

• DOI: 10.1093/applin/amz043
• 发表时间: 2020
• 期刊: Applied Linguistics
• 影响因子: 3.6
• 作者: Ganassin S