Writing and Publishing

Books

Curtis, A. & Romney, R. Colour, Race and English Language Teaching: Shades of meaning (2006). Mahwah, NJ: Lawrence Erlbaum.

Cheng, L., Watanabe, Y. with Curtis, A. (Eds.). 2004. Washback in Language Testing: Research contexts and methods. Mahwah, NJ: Lawrence Erlbaum.

Bailey, K.M., Curtis, A. & Nunan, D. (2001). Pursuing Professional Development: The self as source. Boston, MA: Heinle & Heinle.

Atkinson, D. & Curtis, A. (2000). Preparing to Write Your MPhil/PhD: A handbook for postgraduate researchers. Hong Kong: Department of English, Polytechnic University of Hong Kong

Book Chapters

Ayala, G.A. & Curtis, A. (In Press). Curriculum renewal in a Canadian context: What, why and how. In S. Spaventa (Ed.), Perspectives On Community College ESL, Volume 1: Pedagogy, Programs, Curricula, and Assessment. Alexandria, VA: TESOL Association.

Curtis, A. (In Press). Film in the ESL classroom: hearing the students' voice. In H. McGarrell (Ed.), Language Teacher Research in the Americas. Alexandria, VA: TESOL Association.

Curtis, A. & Cheng, L. (In Press). TAPping into teacher effectiveness. In C. Coombe, A.H. Mashael, P. Davidson & S. Troudi (Eds.), Evaluating Teacher Effectiveness in ELF/ESL Contexts. Ann Arbor, MI: Michigan University Press

Curtis A. (2006). A brief introduction to critical race theory, narrative inquiry and educational research. In A. Curtis & M. Romney (Eds.) Colour, Race and English Language Teaching: Shades of meaning (pp1-10). Mahwah, NJ: Lawrence Erlbaum.

Curtis A. (2006). Dark Matter: Teaching and learning between black and white. In A. Curtis & M. Romney (Eds.) Colour, Race and English Language Teaching: Shades of meaning (pp11-23). Mahwah, NJ: Lawrence Erlbaum.

Curtis A. (2005). From judgmental to developmental: Creating community through conference. In T. Murphey & K Sato (Eds.) Professional Development in Language Education: Volume Four: Communities of Supportive Professionals (pp.1-12) Alexandria, VA: TESOL Association.

Cheng, L. & Curtis, A. Washback or backwash: A review of the impact of testing on teaching and learning. (2004). In L. Cheng, Y. Watanabe with A. Curtis (Eds.). Washback in Language Testing: Research contexts and methods (pp.3-17). Mahwah, NJ: Lawrence Erlbaum.

Curtis, A. (2004). Working with Advanced Chinese Students: EAP at the Doctoral Level. In L. E. Sheldon (Ed.) Directions for the Future: Issues in English for Academic Purposes (pp.79-89). Bern, Switzerland: Peter Lang.

Curtis, A. & Roskams, T. (2000). Learning from students in networked writing labs: A view from Asia. In: J.A. Inman & D. Sewell (Eds.), Taking Flight with OWLs (pp 20-30). Mahwah, NJ: Erlbaum.

Curtis, A. (1999). Using action research in exploring the use of spoken English in Hong

Kong classrooms. In C.Y. Mee & N.S. Moi (Eds.), Language instructional issues in Asian classrooms (pp.75-88). Newark, DE: IDAC/International Reading Association.

Curtis, A. (1996). Argumentation: Logic, language and pedagogy. In Hewings, M. and

Dudley-Evans, T. (Eds.) Evaluation and Course Design in EAP (pp.166-179). Englewood Cliffs: Prentice Hall.

Articles in refereed publications

Curtis, A. & Szestay, M. (2005). The Impact of Teacher Knowledge Seminars: Unpacking Reflective Practice. TESL-EJ, 9(2), 1-16. http://writing.berkeley.edu/TESL-EJ/ej34/a3.html

Curtis, A. (2002). But what if the shoes were dancing? Learning to dance and dancing to learn. Language and Literacy, 4(1). www.educ.queensu.ca/landl

Curtis, A. (2001). Hong Kong Student Teachers' Responses to Peer Group Process Writing. Asian Journal of English Language Teaching, 11, 129-143.

Curtis, A. (2001) Hong Kong Secondary School Teachers' First Experiences of Action Research. Journal of the Pan-Asian Consortium, 1(1).

Curtis, A. & Cheng, L. (2001). Teachers' self-evaluation of knowledge, skills and personality characteristics needed to manage change. Asia-Pacific Journal of Teacher Education, 29(2), 139-152.

Curtis, A. (2001). Review of Back to school: The lecturer attachment experience by An E, H., Walker, E., Mok, A., Bodycott, P., Crew, V. (Eds.). Asian Journal of English Language Teaching, 11, 155-160.

Bailey, K., Freeman, D. & Curtis, A. (2001). Goals-based Evaluation Procedures: How Students Perceive What Teachers Intend. TESOL Journal, 10(4).

Curtis, A. (2000). A problem-solving approach to the management of change in language education. Korea TESOL Journal, 3, 1-12.

Chapple, L. & Curtis, A. (2000). Content-based instruction in Hong Kong: Student responses to film. System, 28(3), 419-433.

Curtis, A. (1999). Changing the management of change in language education: Learning from the past, lessons for the future. PASSA, A Journal of Thai TESOL 29, 92-100.

Curtis, A. (1999). Re-visioning our roles: Teachers as experts, researchers and reflective practitioners. ThaiTESOL Bulletin, 12(2), 24-32.

Curtis, A. (1999). Connecting the hand, the head and the heart: Reflective practice and action research in the classroom. The Language Teacher, 23(6), 19.

Bailey, K.M., Nunan, D. & Curtis, A. (1998). Undeniable insights: The collaborative use of three development practices. TESOL Quarterly, 32(3), 546-556.

Jacobs, G., Curtis, A., Braine, G, & Huang, S.Y. (1998). Feedback on student writing: Taking the middle path. Journal of Second Language Writing, 7(3), 307-317.

Curtis, A. & Heron, A. (1998). On being less innovative: Peer groups and process writing in Hong Kong. Asia Pacific Journal of Language in Education, 1(1), 99-118.

Curtis, A. & Roskams, T. (1998). L2 student reactions to collaboration in the networked writing laboratory. Asia Pacific Journal of Language in Education, 1(2) (76-95).

Curtis, A. & Cheng, L. (1998). Video as a source of data in classroom observation. ThaiTESOL Bulletin, 11(2), 31-38.

Articles in professional publications

Curtis, A. (2006). Investing in Professional Development. Brazil TESOL Fall 2006 Newsletter, 1-4.

Curtis, A. (2006, December). Professional development is our R&D. Essential Teacher, (3)4, 14-15.

Curtis, A. (2006, September). Learning about your teaching. Essential Teacher, (3)3, 14-15.

Curtis, A. (2006, June). Not looking in the mirror, but stepping back to move forward. Essential Teacher, (3)2, 14-15.

Curtis, A. (2006, March). Weighing the why and why nots of professional development. Essential Teacher, (3)1, 14-15.

Curtis, A. (March, 2006). The first 1000 days: Leading or managing? Both or neither? ELT Management, 37, 18-20.

Curtis, A. (2006). A leap of faith: Reflections on the transition from teaching to managing. Education Canada, 46(2), 55-56.

Curtis, A. (January, 2006).1001 days and nights. English Language Gazette: EL Management, 6.

Curtis, A. (December, 2005). Working in a winter wonderland. English Language Gazette: EL Prospects, 14.

Curtis, A. (2005). Publishing your first book: Easier than you think? Folio: Journal of the Materials Development Association, 10(1), 18-22.

Curtis, A. (2004). Confessions of a new language program administrator: The first 3,000 hours. TESOL Intensive English Program Interest Section E-Newsletter, 21(1), 1-4.

Curtis, A. (2003). Making the most of movies in the ESL classroom. Contact: Newsletter of TESL Ontario, 29(3), 29-32.

Curtis, A. (2003). Book Review: Action research in English language teaching by Gertrude Tinker Sacks. Newsletter of the Department of English and Communication, City University of Hong Kong, Issue 2. www6.citu.edu.hk/en/newsletter

Curtis, A. (2003). Book Review: In the beginning: "The story of the King James Bible and how it changed a nation, a language and a culture" by Alistair McGrath. TESOL Christian Teacher Educators Caucus Newsletter.

Curtis, A. (2003, September). Paths to professional development: Part 6: Getting it write. The English Connection: Korea TESOL, 7(5), 13.

Curtis, A. (2003, July). Paths to professional development: Part 5: Dying to develop. The English Connection: Korea TESOL, 7(4), 13 & 20.

Curtis, A. (2003, May). Paths to professional development: Part 4: Creating the necessary conditions. The English Connection: Korea TESOL, 7(3), 11.

Curtis, A. (2003, March). Paths to professional development: Part 3: Creating spaces and mapping relationships. The English Connection: Korea TESOL, 7(2), 11.

Curtis, A. (2003, Jan-Feb). Paths to professional development: Part 2: Moving Pictures. The English Connection: Korea TESOL, 7(1), 11.

Curtis, A. (2002, November). Paths to professional development: Part 1. The English Connection: Korea TESOL, 6(6), 9 & 20.

Curtis, A. & Bailey K. (2001). Using pictures in the language classroom. ESL Magazine, 10-12.

Curtis, A. (2001). Eight conditions necessary for the promotion of professional development. KATE (Korean Association of Teachers of English) Update, 25(2), 8-9.

Curtis, A. (2001). Learning about leadership from TESOL mentors. TESOL Matters, 11(2), 4.

Curtis, A. (2001, August). Managing your supervisor, part two: Basic training. antiTHESIS, 1-2.

Curtis, A. (2001, March). Managing your supervisor: Ways of thinking about your working relationship. antiTHESIS, 6-7.

Curtis, A. (2000). Adding colour to the list. International Black Professionals and Friends in TESOL (IBPFT) Newsletter, 1, 4.

Curtis, A. (2000). Portfolios and continuing professional development. English Teaching Professional, 16, 41-43.

Curtis, A. (1999). The sound of silence. English Teaching Professional, 10, 12-13.

Curtis, A. (1999). The meaning of teacher development: An Indonesian perspective

TESOL Teacher Education Interest Section Newsletter, 14(2), 3-4 & 11.

Curtis, A. (1999). Conference Preview: TE SIG's Guest Speaker: Andy Curtis. Explorations in Teacher Education, 7(2), 2.

Curtis, A.(1998). A self-access, self-feedback arrangement for improving effective oral communication. Self-Access Language Learning, 4, 7-9.

Curtis, A. (1998). Action research: what, how and why. The English Connection, 3(1), 12-14.

Curtis, A. (1998). Teaching in the mirror: Self-reflection and self-development. Professional Perspectives, 3(4),1-2.

Curtis, A. (1998). Living and working in Hong Kong. TESOL Placement Bulletin, 8(4), 6-7.

Curtis, A. (1997-1998). Hong Kong students' perceptions of the usefulness of Interchange. Wings (A newsletter for users of the Daedalus Integrated Writing Environment), 5(2), 1-4.

Conference Proceedings

Curtis, A. (2006). Empowering teachers and students through professional development - but at what cost? The need for a cost-benefit analysis of teacher professional development. Korea TESOL conference, Seoul, October 2006. Pre-conference plenary papers, 1-5.

Curtis, A. (2005). Maintaining standards through professional development in ELT: What do we mean by "standards"? In Proceedings of the 10th TESOL Arabia Conference: Standards in English language teaching (pp.3-12). Dubai, United Arab Emirates.

Curtis, A. (2003). Using models to visualize change in language education. In

Crossroads: Generational change in ELT in Asia: Selected proceedings of the 10th

Korea TESOL Conference (pp.9-21). Korea: KOTESOL.

Curtis, A. (2001). Teacher development as a selfish activity: (Re)Visiting reflective practice. In Casting the net: Diversity in language learning: Selected proceedings of the 2000 Korea TESOL Conference (pp.21-29). Kyongbuk National University, Korea: KOTESOL.

Curtis, A. (2000). Teaching, teams and technology. In English instruction via the Internet: Selected papers from the AJET 2000 conference (pp. 5-14). Kaohsiung, Taiwan: National Sun Yat-sen University.

Curtis, A. (1999). Collaboration as the key to excellence. In ELT collaboration: Towards excellence in the new millennium: Selected papers from the 4th CULI international conference (pp.15-27). Bangkok, Thailand: Chulalongkorn University Language Institute.

Curtis, A. (1999). Classroom teachers as experts, researchers and reflective practitioners: New models for the new millennium. In Towards the new millennium: Trends and techniques: Selected papers from the 19th Thailand TESOL international conference (pp.14-15). Bangkok, Thailand.

Curtis, A. (1999). Changing roles for language teachers in the new era. In Selected proceedings of the eighth ETA-ROC international symposium on English teaching (pp.37-47). Taipei, Taiwan: Crane Publishing.

Curtis, A. (1999). What EFL teachers learn from action research. In Advancing our profession: Perspectives on teacher development and education: Selected proceedings of the 1998 Korea TESOL Conference (pp.9-14). Korea: KOTESOL.

Curtis, A. (1998). Successful and unsuccessful change and innovation in ELT in SEAsia.

ASEAN Perspectives Selected Conference Proceedings (pp.1-6). Brunei.

Curtis, A. (1994). The learning and teaching of argumentation in British academic writing. In Kohn, J. and Wolff, D. (Eds.) New Methodologies in Foreign Language Teaching and Learning (pp.229-242). Hungary: TEMPUS Program.

Curtis, A. (1992). Overlapping dimensions: Second language acquisition research and language development in autism. In Living with Autism: The Individual, The Family and The Professional: Conference Papers (pp.103-110).