排序方式： 共有66条查询结果，搜索用时 296 毫秒
11.
Writing is a task that entails high cognitive and linguistic efforts, especially when producing academic texts. Academic language might be one of the factors influencing the quality of written texts, given that prior research has shown its impact on reading comprehension. The purpose of this study is to examine the contribution of Spanish Core Academic Language Skills (S-CALS) and academic vocabulary to the quality of written argumentation and explanation. For this study, 126 Chilean 8th grade students produced an argumentative text and an explanatory text about the same topic. In addition, their academic vocabulary was assessed with the S-AVoc-T test and their CALS with the S-CALS-I test. Results show that both CALS and academic vocabulary are significantly and positively correlated with both writing tasks. Even though these instruments make different contributions to the predictive models in each discursive genre, a Principal Component Analysis revealed that the model that best explains writing quality are those which combine both language variables, namely Spanish Core Academic Language and Vocabulary Skills (S-CALVS). In argumentation, the S-CALVS model explains 29% of the variance, after controlling by gender. In contrast, in explanation, S-CALVS explains 35% of the variance. It is concluded that it is relevant to develop situated writing in each discursive genre and, upon that basis, to work with both CALS and academic vocabulary, because they have a specific impact on academic texts writing. 相似文献
12.
13.
The article explores the Social Guarantee Programmes, one measure at attending to diversity within the Spanish educational system. It is an alternative measure that aims to break away from the organisational structure of Obligatory Secondary Education, seeking an organisational model and educational strategies that pursue satisfactory results through motivation, interest and the recovery of the student’s self‐esteem. The article presents the obtained results following ethnographic case study methodology. The research was performed in a secondary education school in a town in the province of Cadiz, Andalusia, Spain. The group chosen suffered significant learning difficulties and problems in adapting to schools. Our intention was to analyse and understand the relevant educational practices in the context of these programmes, since they were so innovative in nature. 相似文献
14.
Ricardo Rosas María-Paz Ramírez Alejandra Meneses Alejandra Guajardo 《Infancia y Aprendizaje》2017,40(1):158-188
Reading difficulties have reached a prevalence of 3–10% in school-age children. Those who present these difficulties avoid reading and benefit very little from school-based learning opportunities, resulting in maladjustments, dropping out of school and having to repeat grades. Presented here are the results of an intervention based on a computer game intended for explicit phonic training in first-grade school children at risk of possessing reading difficulties. Fifty-six children from a low socioeconomic status (SES) and 31 children from a high socioeconomic status, divided into two groups (control and experimental), participated in the study. After the intervention, participants from the low-SES experimental group had enhanced their skills regarding letter sound recognition, whereas the high-SES experimental group had improved their naming speed. The results are discussed in light of the impact of interventions based on computer games and of the importance of the development of sublexical skills in children at risk of manifesting reading difficulties in transparent orthographies. 相似文献
15.
This study focuses on quantifying the quality of mathematics teaching in 183 randomly selected sixth grade classrooms: 100 from the North West province of South Africa and 83 from South East Botswana. The teaching quality is measured by coding videotaped lessons for three different components: mathematical proficiency, level of cognitive demand, and observed teacher knowledge. Results suggest that the overall teaching quality is about the same in both regions. Some variation was observed at the level of each component. For example, in the South Africa sample the students engage more in tasks that just involve “memorization” and less in tasks that involve “procedures without connections” in comparison with the Botswana students. Teachers in Botswana implement the official curriculum more faithfully than do those in North West. In both countries most of the learners engaged only in low-level tasks (very little activity involved “procedures with connections”) and teachers demonstrated a lack of knowledge about how to integrate mathematical content with effective pedagogical techniques. 相似文献
16.
Growing evidence suggests that child care instability is associated with child behavior problems, but existing studies confound different types of instability; use small, convenience samples; and/or control insufficiently for selection into child care arrangements. This study uses survey and calendar data from the Fragile Families and Child Well-Being Study to estimate the associations between three different types of child care instability—long-term instability, multiplicity, and the use of back-up arrangements—and children's internalizing, externalizing, and prosocial behaviors at age 3, controlling for a large number of child and family background characteristics. Long-term instability between birth and age 3, as measured in both the survey and calendar data, is associated with higher levels of externalizing behavior problems. Current multiplicity at age 3 (as measured by survey data) is associated with higher levels of both externalizing and internalizing behavior problems, but stable multiplicity over time (as measured using calendar data) is not. Finally, the use of back-up arrangements at age 3 is associated with higher levels of internalizing behaviors. We find no consistent differences in these results by the timing of instability, child gender, family income, or type of care. 相似文献
17.
Lourdes Campero Alejandra Benítez Erika Atienzo Guillermo González Eréndira Marín 《Gender and education》2014,26(2):151-167
Research focused on adolescent pregnancy reports that this event acquires significance and has different consequences according to the context and social subjects who experience it. In this study, by means of a sample formed by adolescent women and men who are socially vulnerable in Mexico, with and without a history of pregnancy, we can see how this reproductive event turns into a factor of educational vulnerability and how their possibilities and expectations with respect to continuing in school are determined in a differentiated manner, according to gender. The findings show that adolescent pregnancy in vulnerable sectors is scarcely compatible with educational projects and that possibilities and expectations to continue in or re-enter the school system are determined by gender differences; these usually lead to fewer opportunities for adolescent women to return to school during or after pregnancy. 相似文献
18.
Alejandra J. Magana Sean P. Brophy Lynn A. Bryan 《International Journal of Science Education》2013,35(14):2181-2203
Size and scale cognition is a critical ability associated with reasoning with concepts in different disciplines of science, technology, engineering, and mathematics. As such, researchers and educators have identified the need for young learners and their educators to become scale-literate. Informed by developmental psychology literature and recent findings in nanoscale science and engineering education, we propose an integrated knowledge framework for characterizing and scaffolding size and scale cognition called the FS2C framework. Five ad hoc assessment tasks were designed informed by the FS2C framework with the goal of identifying participants' understandings of size and scale. Findings identified participants' difficulties to discern different sizes of microscale and nanoscale objects and a low level of sophistication on identifying scale worlds among participants. Results also identified that as bigger the difference between the sizes of the objects is, the more difficult was for participants to identify how many times an object is bigger or smaller than another one. Similarly, participants showed difficulties to estimate approximate sizes of sub-macroscopic objects as well as a difficulty for participants to estimate the size of very large objects. Participants' accurate location of objects on a logarithmic scale was also challenging. 相似文献
19.
In 2014, three librarians at the University of San Diego came together to explore open educational resources (OER). Coming from both technical services and digital collections, we were well-versed in the economic challenges facing today’s libraries. In order to formulate the approach that would work best for our campus, we first had to educate ourselves on the past, present, and possible future of the Open Access movement. While traditionally Open Access has focused on serials, OER offer the opportunity to expand its benefits to other formats. This article examines opportunities and tensions surrounding OER, as well as highlighting major players on the OER landscape. Our efforts began with a focus group for faculty to assess their own knowledge of and opinions on OER. After establishing a stipend budget, we sent out a call for proposals to faculty who were interested in participating in the Copley OER Initiative. 相似文献
20.
In this paper, C. Alejandra Elenes proposes ways to implement the goals of border/transformative pedagogies in classroom practices in order to deal with the multiplicity of ideologies present in educational settings. The theorization and discussion presented is based on the sometimes tense relationships between Chicana faculty and White women students. Border/transformative pedagogy incorporates as social practices the construction of knowledge(s) capable of analyzing conflicts over meaning. This pedagogy is concerned with the elimination of racial, gender, class, and sexual orientation hierarchies by decentralizing hegemonic practices that places at the center of cultural practices a homogeneous belief in US society that has marginalized the cultural practices of people of color, women, and gays and lesbians. Thus, it can be viewed as liberatory by students who agree with those goals, and oppressive for students with more conservative leanings. Based on Gloria Anzaldua's conceptualization of mestiza consciousness, border/transformative pedagogies propose ways in which we can enact a practice where students and teachers participate, and that tries to undo dualistic thinking. Thus, this paper, which is based on classroom observations and analysis of student evaluations, is self-reflexive. Particular emphasis is placed on finding ways to be able to bring multiple ideologies and points of view to classroom discussion in ways that productive discourse is enabled. The discussion also centers on the contradictions present in classrooms that seek to be liberatory to the goals of democracy. Finally, the paper discusses ways in which women of color faculty can deal with racism existing in many contemporary educational settings. 相似文献