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Nichole Margarita Garcia 《International journal of qualitative studies in education》2019,32(6):576-590
Research focused on Latinas/os in higher education often examines patterns of failure, while neglecting factors that contribute to Latina/o generational familial success. This article focuses on intergenerational strategies taught within college-educated Puerto Rican households that assist in academic achievement and success in higher education. Delgado Bernal theorized pedagogies of the home to explain co-constructed cultural knowledge within Chicana/o households to challenge deficit perspectives. Through analysis of educational oral histories of four college-educated Puerto Rican families, pedagogies of the home are extended. The Puerto Rican college-educated children demonstrate sin pelos en la lengua (without mincing words), contradictions among college completers, and pa’lante siempre pa’lante (always moving forward) as strategies employed in navigating higher education. In rearticulating, pedagogies of the home for the Puerto Rican community, institutions of higher education can better respond to the various experiences of Latinas/os. 相似文献
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Margarita Huerta Beverly J. Irby Rafael Lara-Alecio Fuhui Tong 《International Journal of Science and Mathematics Education》2016,14(2):269-285
Despite research interest in testing the effects of literacy-infused science interventions in different contexts, research exploring the relationship, if any, between academic language and conceptual understanding is scant. What little research exists does not include English language learners (ELLs) and/or economically disadvantaged (ED) student samples—students most at risk academically. This study quantitatively determined if there exists a relationship, and if so, how strong of a relationship, between ELL and ED students’ academic language and conceptual understanding based on science notebook scores used in a larger science and literacy-infused intervention with a sample of culturally diverse students. The study also considered strengths of relationships between language and concept science notebook scores within student language status groups (ELL, former ELL, and English speaking). Correlational analyses noted positive, large, and significant correlations between students’ language and concept scores overall, with the largest correlations for science notebook entries using more academic language. Large correlations also existed for ELL student entries at the end of the school year. Implications of the findings for future research and practice in science classrooms including literacy interventions, such as science notebooks, with populations of culturally diverse students are discussed. 相似文献
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Teacher attrition is one of the driving contributors to the shortage of effective teachers internationally and in the United States. The common factors that spur teachers worldwide to leave the profession include low salaries, quality of teacher preparation programs, overwhelming workload, and poor working conditions. In this study, we analyzed three years of Arizona public schools’ teacher retention data and quantitative and qualitative working conditions survey data to understand the relationship between attrition patterns, perceived working conditions at their schools, and the characteristics of the schools where they were employed. We compared attrition rates in schools with different student demographic compositions and related these differences to working conditions as perceived by teachers in these schools. We found that schools where teachers rated their working conditions as more satisfactory had lower attrition rates and also were schools with higher rates of low-income and/or minority students. This findings support the hypothesis of working conditions being a mediating factor in the interplay between school demographics and teacher attrition. We document patterns of teacher retention rates across schools with different student demographics and discuss implications for policy. 相似文献
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Julie K. Jackson Margarita Huerta Tiberio Garza 《The Journal of educational research》2020,113(2):79-92
AbstractThis study evaluated the Science and Literacy Instructional Model aimed at helping primarily Hispanic bilingual/English Learners (ELs) and economically disadvantaged fifth grade students with science achievement as measured by high-stakes standardized science achievement scores. The model combined purposeful planning, innovative academic vocabulary instruction, and a Lesson Design Lab. Difference-in proportions tests were used to determine if students at two school campuses showed positive achievement gains on a state science test. This study found statistically significant results with medium to large effect sizes at both campuses. Findings contribute to much needed research, practice, and policy in the area of effective models to assist both teachers and students in an era of high-stakes testing. 相似文献
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The study explored how the meaning of prosocial behavior changes over toddlerhood. Sixty-five 18- and 30-month-olds could help an adult in 3 contexts: instrumental (action based), empathic (emotion based), and altruistic (costly). Children at both ages helped readily in instrumental tasks. For 18-month-olds, empathic helping was significantly more difficult than instrumental helping and required greater communication from the adult about her needs. Altruistic helping, which involved giving up an object of the child's own, was the most difficult for children at both ages. Findings suggest that over the 2nd year of life, prosocial behavior develops from relying on action understanding and explicit communications to understanding others' emotions from subtle cues. Developmental trajectories of social-cognitive and motivational components of early helping are discussed. 相似文献
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Giving students a purpose and a passion for sharing their thinking through authentic learning experiences and giving them
tools for writing through which they can risk new vocabulary, new language, and new thought is critical for the linguistic
and cognitive development of students. Furthermore, students develop a deep understanding of content they have heard and read
when given time to process information through writing and speaking. This article describes one teacher’s quest to identify
and implement effective research-based instructional strategies that she could use to successfully support her kindergarten
ELL students during science instruction. 相似文献
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