LEARNING POTENTIAL ASSESSMENT AND ADAPTATION TO THE EDUCATIONAL CONTEXT: THE USEFULNESS OF THE ACFS FOR ASSESSING IMMIGRANT PRESCHOOL CHILDREN     

M. Dolores Calero  Sara Mata  Rosario Carles  Carmen Vives  Sonia López‐rubio  Antonio Fernández‐parra  Elena Navarro 《Psychology in the schools》2013,50(7):705-721

The objective of this study was to test the usefulness of dynamic assessment for determining cognitive abilities such as classification, auditory and visual memory, pattern sequences, perspective taking, verbal planning, learning potential, and metacognition in immigrant preschool children with and without competence in the dominant language (Spanish). One hundred seventy‐six preschool‐children were distributed in three groups according to the cultural background of their parents (native Spanish/Spanish‐speaking immigrants/non‐Spanish speaking immigrants). The children were assessed by means of the K‐BIT, the Application of Cognitive Functions Scale (ACFS), and metacognition, language competence and academic performance estimates. The results show that although there are initial differences in execution between the two groups (Spanish/immigrants), there are no differences with regard to learning potential. The study also demonstrates the importance of behavioral, attitudinal, and metacognitive variables in children's test execution and academic performance.  相似文献   

Early Childhood Professionals and HIV/AIDS‐Impacted Children and Families: Strategies for Professional Preparation     

Dolores A. Stegelin Ph.D. 《Journal of Early Childhood Teacher Education》2013,34(3):26-34

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Faculty training: an unavoidable requirement for approaching more inclusive university classrooms     

Anabel Moriña  M. Dolores Cortés-Vega  Víctor M. Molina 《Teaching in Higher Education》2013,18(8):795-806

Adequate policies for faculty training in diversity continue to be pending on the agendas of many universities. This paper presents the recommendations of 44 university students with disabilities not only for adequate faculty training, but also on informing them on both matters of the disability itself and how to respond to the needs derived from it. The data analyzed come from research funded by the Spanish Ministry of Economy and Competiveness ‘University Barriers and Aids Identified by Students with Disabilities’, which has been underway since 2011. A biographical-narrative methodology was used. The university life histories of the students were compiled by making use of in-depth interviews, lifelines and photographs. The conclusions of the study discuss the main results along with other previous studies, and recommendations are made so universities can provide training plans leading to inclusive education and learning.  相似文献   

Relevance of the SFU Review_SP-NEG corpus annotated with the scope of negation for supervised polarity classification in Spanish     

Salud María Jiménez-Zafra  M. Teresa Martín-Valdivia  M. Dolores Molina-González  L. Alfonso Ureña-López 《Information processing & management》2018,54(2):240-251

Up to now, negation is a challenging problem in the context of Sentiment Analysis. The study of negation implies the correct identification of negation markers, the scope and the interpretation of how negation affects the words that are within it, that is, whether it modifies their meaning or not and if so, whether it reverses, reduces or increments their polarity value. In addition, if we are interested in managing reviews in languages other than English, the issue becomes even more problematic due to the lack of resources. The present work shows the validity of the SFU Review_SP-NEG corpus, which we annotated at negation level, for training supervised polarity classification systems in Spanish. The assessment has involved the comparison of different supervised models. The results achieved show the validity of the corpus and allow us to state that the annotation of how negation affects the words that are within its scope is important. Therefore, we propose to add a new phase to tackle negation in polarity classification systems (phase iii): i) identification of negation cues, ii) determination of the scope of negation, iii) identification of how negation affects the words that are within its scope, and iv) polarity classification taking into account negation.  相似文献   

The Cost of the Veil: Visual Communication Impacts of Hijab on News Judgments     

Colleen Connolly-Ahern  Lee Ahern  Ioana Alexandra Coman  María Dolores Molina Davila  Stefanie E. Davis  María Cabrera-Baukus 《Mass Communication and Society》2019,22(6):851-871

Using disposition theory as a framework, this 2 (headscarf vs. no headscarf) by 2 (US citizen vs. refugee) experiment sought to elucidate the impact of visual and verbal cues in mediated messages on conclusions drawn from a television news package about a woman accused of consorting with a known terrorist group in the US, in terms of parochial empathy for and perceived innocence of the woman. Parochial empathy measures the difference between ingroup and outgroup empathy; higher levels indicate ingroup empathy is greater than outgroup empathy, meaning the individual’s empathy is very narrow in scope or “parochial.” Political identity was a measured independent variable. The data supported a model in which political identity was a significant moderator of the headscarf’s effect on parochial empathy, and that parochial empathy mediated the relationship between the manipulated and measured predictor variables on perceived innocence. Details of the relationships among variables are reported and the implications for theory and journalism practice are discussed.  相似文献   

Validation of a Spanish version of the Distance Education Learning Environments Survey (DELES) in Spain     

Maria Dolores Fernández-Pascual  Rosario Ferrer-Cascales  Abilio Reig-Ferrer  Natalia Albaladejo-Blázquez  Scott L. Walker 《Learning Environments Research》2015,18(2):179-196

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What do Pre-Service Teachers See as Their Roles in Promoting Positive Social Environments? “I see Myself as a Facilitator of Acceptance”     

Dolores J. Appl  Loraine J. Spenciner 《Early Childhood Education Journal》2008,35(5):445-450

Teacher educators describe a developmental process they use for preparing pre-service teachers to support preschool-age children with and without disabilities in becoming socially competent. Social competence is crucial in developing the “whole” child and may actually foster other areas of development. Using qualitative data gathered from multiple classes over several years, the authors explain ways they guide future teachers in learning how to provide positive social environments. They describe their observations of changes in students’ beliefs about their roles and responsibilities, which appear to be influenced by the guided experiences they have provided. Activities implemented in early childhood and early childhood special education courses are shared, as well as student work samples that illustrate developing awareness and understanding.  相似文献   

A collaborative approach to understanding children's development     

Mary Anne Hannibal  Dolores J. Appl 《Journal of Early Childhood Teacher Education》2013,34(2):73-77

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Peculiaridades de la enseñanza del árabe en España: algunos datos para la reflexión     

María Dolores Cinca 《Cultura y Educación》2013,25(7-8):157-161

Estamos habituados a pensar en la enseñanza-aprendizaje de segundas lenguas en términos de una relativa uniformidad cultural. Alemán, inglés, por no hablar de italiano, francés o portugués, son lenguas que de un modo u otro impregnan nuestro universo de significados cotidiano. Las lenguas que, como el árabe, son vehículo de culturas potentes y de peso específico en el mundo de hoy, son tratadas de un modo marginal, por no decir despectivo, en nuestro país. A ese desprecio, los profesores de esa lengua, ven añadirse las dificultades de una tremenda « dialectización» del árabe, lo que dificulta su enseñanza y obliga a alumnos y profesores a plantearse opciones de uso de la lengua que no se dan en otros idiomas, o al menos no con tanta crudeza.  相似文献   

REMEDIATION BEYOND DEVELOPMENTAL EDUCATION: THE USE OF LEARNING ASSISTANCE CENTERS TO INCREASE ACADEMIC PREPAREDNESS IN COMMUNITY COLLEGES     

Dolores Perin 《Community College Journal of Research & Practice》2013,37(7):559-582

A qualitative case study in 15 community colleges across the country found that learning assistance centers and specialized skills labs are an important means of increasing students' academic preparedness for postsecondary study. Since these facilities provide instruction or support in reading, writing, and math skills, it appears that they play a valuable remedial role. Most of the assistance occurs in the form of tutoring and computer-assisted instruction, and some of the centers also provide specialized learning workshops and self-paced remedial courses. The majority of colleges have several learning centers and labs, and duplication of services may explain the lower than expected demand for assistance services seen in some of the sites. However, the institutions consider the learning centers to be effective, and report positive outcomes including retention in college English and increase in GPA. Because, in some cases, recipients of learning assistance services display severe learning difficulties, tutors may benefit from professional development in instructional strategies for special-needs students. It is recommended that future research compare the effectiveness of learning assistance services and developmental education courses in boosting students' basic academic skills.  相似文献