Teacher Beliefs and Intentions regarding the Instruction of English Grammar under National Curriculum Reforms: A Theory of Planned Behaviour Perspective.

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A study of secondary school English teachers’ beliefs in the context of curriculum reform in China (2014, background): “The washback effect of high-stakes examinations on teachers’ beliefs has been reported by many studies carried out in diverse contexts, such as Orafi and Borg (2009) in Libya, Choi (2008) in South Korea, and Underwood (2012) in Japan.”
Teacher Beliefs and Technology Integration. (2013, unknown): “…Özgün-Koca & Şen, 2006), China (e.g., Correa, Perry, Sims, Miller, & Fang, 2008), South Korea (e.g., Lee, Baik, & Charlesworth, 2006), Japan (e.g., Underwoord, 2012), Singapore (e.g., Lim, 2010), Australia (e.g., Mansfield & Volet, 2010; Ng et al., 2010), the U.S. (e.g., Brousseau & Freeman,…”