Comparación entre dos modelos de educación bilingüe     

Edith Mägiste 《Infancia y Aprendizaje》2013,36(33):63-75

Resumen

La presente investigación es una comparación entre dos modelos de educación bilingüe introducidos hace algunos años en el Colegio Alemán de Estocolmo: por un lado, estudiantes con el sueco como primera lengua de instrucción en el primer curso, con tres horas semanales de instrucción en alemán, que se iba incrementando progresivamente en los años posteriores, de manera que en el cuarto curso, el idioma en las clases era en un 50 por 100 alemán y en un 50 por 100 sueco. Por otro lado, estudiantes con tres horas semanales de instrucción en sueco en el primer curso, que aumentaban a cinco horas en los siguientes cursos.

Sólo se encontró un bilingüismo balanceado en los estudiantes que siguieron el currículum en alemán. Los estudiantes que siguieron el currículum sueco, mantuvieron el sueco como su idioma claramente dominante y obtuvieron una alta competencia en el alemán como segundo idioma.

Estas diferencias se explicaron por el bagaje lingüístico de los alumnos. Puesto que los alumnos que tenían el alemán como primera lengua adquirían sus dos lenguajes tanto en los entornos informales como en el formal, conseguían más input de los entornos naturales. Los estudiantes de idioma sueco en cambio, recibían el input del alemán únicamente en la instrucción formal de la escuela, que no podía compensar la fuerte influencia del idioma del hogar y del país.

Además, la presente investigación ha contribuido a corroborar la hipótesis de la edad óptima para el aprendizaje de la segunda lengua.  相似文献   

“A Scientist Can Be Anyone!” Oral Histories of Scientists Can Make “Real Science” Accessible to Youth     

Jrene Rahm  Jayne Downey 《Clearing house (Menasha, Wis.)》2013,86(5):253-257

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Memorial Chapel∗: (Stanford)     

Edith Walkerdine Brandt 《The Educational forum》2013,77(2)

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An evaluation of local teacher support strategies for the implementation of inquiry-based science education in French primary schools     

Monique Delclaux  Edith Saltiel 《Education 3-13》2013,41(2):138-159

This article presents the results of an evaluation of local teacher support strategies for implementing inquiry-based science education (IBSE) in French primary schools. The research objective was to determine which aspects of the French model of IBSE are implemented in class, and the efficiency of each teacher support strategy. Data were recovered through class observations. Findings confirm the need for long and continuous forms of teacher support, and expose the advantages and disadvantages of support delivered by pedagogues and support delivered by university science students. Writing in science class, which isa fundamental aspect of the French IBSE programme, is far from being implemented according to advocated practices.  相似文献   

Production of mica in 1994     

Harry W. Jayne 《Journal of The Franklin Institute》1905,160(2):156-157

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It is changed beyond all recognition: exploring the evolving habitus of assistants in special schools     

Una O’Connor  Felicity Hasson  Christine McKeever  Jayne Finlay 《Journal of Research in Special Educational Needs》2021,21(2):146-155

The assistant workforce is a constituent presence in all schools. Progressive reconfiguration of the role has resulted in a hybrid position, with assistants customarily navigating power relationships in the hierarchy of the school. This paper employs Bourdieu’s theory of social fields, in particular, his system of relations, as a means to consider the intersection of habitus and capital amongst assistants in special schools in Northern Ireland. Using this analytic approach, focus group interviews with Classroom Assistants and Health Assistants explored their current deployment, their interaction with each other and with teachers. Data was collected from 47 participants across 7 special schools, with interviews transcribed and thematically analysed. Findings revealed assistants as a workforce in transition, whose conventional habitus has been steadily disrupted by a supply and demand culture often at variance with the origins of the post. Whilst such divergence has the potential to create a site of struggle, the burgeoning social and cultural capital held by assistants has, instead, re-configured their perceived position within the special school environment, creating more porous professional boundaries and an increasingly fluid professional identity. These explanatory insights offer a fresh perspective for further research into this pivotal yet under-researched group in Northern Ireland.  相似文献   

Some developments in teacher education in England and Wales     

Edith Cope 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1969,15(1):57-65

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Assessing coping in children and adolescents: Research and practice     

Lenora G. Knapp  Lori J. Stark  Jayne A. Kurkjian  Anthony Spirito 《Educational Psychology Review》1991,3(4):309-334

Although standardized and psychometrically-sound instruments for assessing children's coping are essential to both clinical practice and theory development, there have been few systematic efforts to design such measures. This review of assessment instruments compatible with the Lazarus and Folkman (1984) formulation of coping reveals a limited number of instruments but great diversity in the types of techniques employed to assess the coping of children and adolescents. Types of measures critiqued include projective techniques, interviews, questionnaires, and behavioral observation scales. A comprehensive assessment procedure is proposed and suggestions for future research are discussed.  相似文献   

Child sex abuse treatment: Some barriers to program operation     

Karen Bander  Edith Fein  Gerrie Bishop 《Child abuse & neglect》1982,6(2):185-191

A treatment program for sexually abusing families is described, which illustrates the complexities in the families, in the treatment required to assist them, and in the interrelations of agencies with whom they come into contact. The program used a multi-therapist, multi-modality treatment model in conjunction with expert consultants in medicine, psychology, art therapy, law, criminology, and research. The article discusses the formidable barriers to creating a treatment program that stem from the necessity of establishing linkages with other agencies and systems in the society. These barriers include the difficulty other service providers may have in recognizing the problem; the trouble doctors, lawyers, and policemen have in interviewing the young victims; the problems in the criminal justice system with obtaining justice for the victim by arresting and prosecuting the offender while protecting his rights; and the conflict of the schools caught between their responsibility as mandated reporters of abuse and the legal rights of the parent-offender. Questions are raised which may assist others embarked on developing similar programs.  相似文献   

Medical literature and medical libraries     

Jayne WA 《Bulletin of the Medical Library Association》1991,79(4):404

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