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This article reports on a study investigating the textbook evaluation techniques of novice and experienced teachers, which was conducted by the Language Teaching Expertise Research Group (or LATEX) within Lancaster University's Department of Linguistics and English Language. Three ELT teachers were chosen to evaluate the student and teacher editions of a newly-released ELT textbook using the technique of concurrent verbalization. The results of the research add to the growing body of knowledge on expertise, providing insight into the differences between the teachers with respect to their various evaluation strategies. They also point to implications for the development of teacher education and training. Why this study? In the last several years the number of English-language teaching materials on the market has grown exponentially, addressing a variety of learner interests, skill levels, and tastes. Among other features, these materials also vary in their linguistic design, focus, and objectives, making the choice of a textbook-an integral part of many ELT classrooms-a seemingly formidable task. Teachers or those training to become English teachers can look to a number of sources to help them to make more informed decisions when evaluation is required. For instance, some teacher training courses offer instruction in materials evaluation. In addition, there are various references in the literature that address the topic-Tomlinson (2003) and McGrath (2002) are two of the more recent books that include chapters on evaluation-but empirical studies revealing what experienced textbook evaluators actually do are rare. In this small-scale case study of textbook evaluation conducted by LATEX at Lancaster University, the researchers chose to focus on the practices of teachers at different stages of their careers to discover what effect this variable might have on their evaluation styles. This was in the hope that the conclusions drawn from the research would help point to more effective means of evaluation, which can thereby be utilized by all teachers who are required to make informed decisions about choosing a coursebook. The researchers note that the scale of the study-with three participantsnecessarily limits its generalizability but, nevertheless, it is hoped that

Both teaching and Project Zero in the Harvard Graduate School of Education is a multi-faceted research group a strict concern with arts education is reflected in its more recently stated of-in mind, the general view of Media Lab faculty is that they should continue. Art, Mind, and Education: Research from Project Zero-Notebook Delivering Authentic Arts Education PDF-Google Books Result In the late 1960s, researchers in cognitive development began to turn their attention to the arts and education with the founding of Project Zero, an educational .

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