Social inequality in education and the use of extramural support services: access and parental experiences in disadvantaged families     

Bodvin  Kathleen  Verschueren  Karine  De Haene  Lucia  Struyf  Elke 《European Journal of Psychology of Education - EJPE》2018,33(2):215-233

European Journal of Psychology of Education - As low socioeconomic status (SES) and ethnic minority students often experience barriers during their school career, increased levels of referral of...  相似文献   

Simplifying informational text structure for struggling readers     

Barbara Arfé  Lucia Mason  Inmaculada Fajardo 《Reading and writing》2018,31(9):2191-2210

Direct instruction of reading strategies, such as the ‘structure strategy’, is demonstrated to be effective for the development of more mature and skilled reading processes in struggling readers. This instructional intervention approach, aimed at directly improving reading ability, can be used in combination with text simplification. Text simplification is the modification of the text in order to make it more understandable or readable for target groups of readers. In this article, we discuss a theoretically-driven text simplification approach, inspired by cognitive models of reading comprehension. Differently from classical approaches to linguistic text simplification, the aim of cognitive text simplification is not simply to reduce the linguistic complexity of the text, but to improve text coherence and the structure of information in the text. This can be achieved by using rhetorical devices, like signaling or discourse markers, which specify relationships among ideas at a global level (macrostructural) and work as processing instructions for the reader, scaffolding reading comprehension. The goal of this paper is to discuss, in light of the literature, the effectiveness of these adaptations for improving struggling readers’ understanding and learning from informational texts.  相似文献   

The role of individual writing in fostering scientific conceptualization     

Lucia Bigozzi  Claudio Vezzani  Christian Tarchi  Carlo Fiorentini 《European Journal of Psychology of Education - EJPE》2011,26(1):45-59

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Effects of polyurethane matrices on fungal tannase and gallic acid production under solid state culture     

Trevino L  Contreras-Esquivel JC  Rodríguez-Herrera R  Aguilar CN 《Journal of Zhejiang University. Science. B》2007,8(10):771-776

The influence of the physical structure of polyurethane matrix as a support in a solid state culture in tannase production and gallic acid accumulation by Aspergillus niger Aa-20 was evaluated. Three different polyurethane matrices were used as the support: continuous, semi-discontinuous and discontinuous. The highest tannase production at 2479.59 U/L during the first 12 h of culture was obtained using the discontinuous matrix. The gallic acid was accumulated at 7.64 g/L at the discontinuous matrix. The results show that the discontinuous matrix of polyurethane is better for tannase production and gallic acid accumulation in a solid state culture bioprocess than the continuous and semi-discontinuous matrices. Project supported by the Agricultural, Livestock and Fishing Department (SAGARPA, No. 12385) and the National Forest Commission (CONAFOR, No. 2004-C01-13), and the Council of Science and Technology, Mexico  相似文献   

Mentoring practices in workplace-based professional preparation: a critical analysis of policy developments in the Italian context     

Lucia Balduzzi  Arianna Lazzari 《Early Years: An International Journal of Research and Development》2015,35(2):124-138

In recent years, the issue of early childhood staff professionalisation has been taking an increasingly prominent position in policy-making and academic debates at the international level. Despite this growing interest, studies investigating the content and delivery of professional preparation programmes for early childhood practitioners are still quite rare in European literature. Against this background, the article will describe and critically analyse the characterising features of the university degree for the professional preparation of pre-school teachers in Italy, with a special focus on workplace-based training. In particular, the theoretical underpinnings and shared understandings related to the implementation of mentoring practices within the university course will be explored by drawing on the data collected from documentary sources and interviews with local experts. Findings highlight that the main strengths of mentoring practices within such a programme are: (a) the extended placement periods in early childhood education and care (ECEC) settings which allow prospective teachers to live the culture of practice; (b) the critically reflective component of tutoring practices, which combines theoretical and experiential learning; (c) the strong partnerships built at the local level between ECEC services and universities, which generates reciprocal influences between academic research and educational practices and thus sustains pedagogical innovation. At the same time, the fact that the mentoring role of placement tutors in ECEC institutions is not adequately supported in terms of competence development and workload allocation might potentially undermine the benefits of workplace-based training for students. In addition, the contextualisation of our analysis within the broader landscape of national policy developments in the field of ECEC staff professionalisation revealed that the increased academisation of pre-school teachers professional preparation might lead – in the long term – to a risk of ‘schoolification’ of pedagogical practices enacted within ECEC services. In regards to these issues, the article will raise questions for further consideration and debate.  相似文献   

The role of collaboration in a comprehensive programme design process in inclusive education     

Lucia Zundans-Fraser  Alan Bain 《International Journal of Inclusive Education》2016,20(2):136-148

This study focused on the role of collaboration in a comprehensive programme design process in inclusive education. The participants were six members of an inclusive education team and an educational designer who together comprised the design team. The study examined whether collaboration was evident in the practice of programme design and associated institutional processes. This was determined through an examination of institutional documents and reflections on collaborative practice provided by design team members in semi-structured interviews about their experiences. The study found that designing the programme collaboratively was more time intensive and at times challenging but ultimately produced a more coherent programme with transparent design, structure and content for students and teachers.  相似文献   

The effective use of student time: a stochastic frontier production function case study     

Peter Dolton  Oscar D. Marcenaro  Lucia Navarro 《Economics of Education Review》2003,22(6):547-560

The relationship between student study time allocation and examination performance is little understood. We model the allocation of student time into formal study (lectures and classes) and self study and its relationship to university examination scores using a stochastic frontier production function. This case study uses unique time budget data and detailed personal records from one university in Spain. The results suggest that, within the formal system of teaching in Spain, both formal study and self study are significant determinants of exam scores but that the former may be up to four times more important than the latter. We also find that self study time may be insignificant if ability bias is corrected for.  相似文献   

Divergent Thinking in Italian Students with and Without Reading Impairments     

Lucia Bigozzi  Giuliana Pinto  Renato Donfrancesco 《International Journal of Disability, Development & Education》2016,63(4):450-466

Several studies have explored the relationship between dyslexia and creativity, but results have been rather mixed. This study examines whether Italian dyslexic children are more creative than their peers without a reading impairment. One hundred ninety Italian children aged between 9 and 13 participated in this study, divided into two groups: Ninety five dyslexic students and ninety five peers without a reading impairment. All the participants’ creativity skills were assessed. The results indicated that dyslexic children outperformed their peers in the total score, and in the originality, elaboration, and titles sub-scores, whereas no differences were found in the fluency and flexibility sub-scores. The results are discussed in relation to the practical implications, and provide indications for supportive learning environments.  相似文献   

IAP Statement on the teaching of evolution     

Lucia Prinou  Lia Halkia  Constantine Skordoulis 《Resonance》2006,11(11):93-95

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Microscopic Analysis of Wall Painting Techniques: Laboratory Replicas and Romanesque Case Studies in Southern Switzerland     

Lucia Regazzoni  Danilo Biondelli  Jacopo Gilardi 《文物保护研究》2018,63(6):326-341

The identification of painting techniques is an important aspect of any research related to historical, artistic, and conservation issues in the field of wall paintings conservation. There are a variety of different methodological approaches that can be used to identify wall painting techniques. In this study, the application of optical (PLM) and electron (SEM-EDX) microscopy was explored as they are complementary analytical techniques commonly used for micro-stratigraphic analysis of painted surfaces. Five replicas were prepared according to the technical procedures reported in medieval historical treatises, and the pigment was applied at different time intervals in order to monitor the modifications at the interface between the ground and pictorial layer. The comparison of data from the replicas with samples from Romanesque wall paintings in churches in Southern Switzerland and Northern Lombardy (Italy) allowed for an evaluation of the reliability of the proposed methodology and for the interpretation of the painting techniques.  相似文献