Assessing Teacher Engagement in Extensive Reading: A Framework

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This proposal explores a theory-led approach to understanding teacher engagement, specifically within the context of uneven implementation of Examiner Requirements (ER) in education. It emphasizes the need for a structured research question matrix to delineate ER boundaries and separate facets of teacher engagement. The study employs an applied linguistics perspective, incorporating a multi-site case study over a semester. Methodologically, it favors questions over formal hypotheses, using...