Exploring Latino/a college students’ transition experiences: An ethnography of social preparedness and familial support     

Raquel Michel  Nathan Durdella 《Journal of Latinos & Education》2019,18(1):53-67

This ethnographic case study examined first-year, first-generation, low-income Latino/a college students’ social experiences and familial support during their transition from a charter high school to four-year universities. Through interviews and observations, we found that maintaining communication and building relationships among high school and college peers, high school faculty and staff, and college professors were essential to navigating the educational system; also, having a family that supported their academic work to allow students to only focus on their coursework was important.  相似文献   

Teachers' Assessment and National Testing in Primary Schools in Scotland: roles and relationships     

Wynne Harlen  Heather Chisnall Malcolm  Michel Byrne 《Assessment in Education: Principles, Policy & Practice》1995,2(2):129-144

The revised arrangements for national testing, introduced into primary schools in Scotland in January 1993, give the tests a role in confirming teachers' assessments of when pupils have achieved certain levels of attainment. The test units, in reading, writing and mathematics, are used at any time, with individual pupils or with groups, at teachers' discretion. This paper draws upon evidence gathered by questionnaire and interview with primary school teachers and headteachers during a 4‐year evaluation of the implementation of the non‐statutory guidelines of the 5‐14 development programme, the Scottish national curriculum. It explores how teachers are carrying out formative assessment and how they decide when a pupil is likely to succeed in test units at a certain level. There was evidence of considerable moves towards teachers' assessment becoming more systematic, wide‐ranging and more often recorded. However, the moderating role of the tests material has not been taken on board by the majority of teachers for reasons and with consequences which are explored in the paper.  相似文献   

Teachers' Conceptions of their Professional Responsibility: some international comparisons     

Patricia Broadfoot  Marilyn Osborn  Michel Gilly  Arlette Paillet 《比较教育学》1987,23(3):287-301

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Coming to Cologne: Molecular Biology and the Organisation of Research     

Michel Morange 《Metascience》2009,18(2):339-342

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Psicología y psicopedagogía de la elección profesional     

Michel Huteau 《Infancia y Aprendizaje》2013,36(9):57-66

RESUMEN

La Orientación Profesional, en la actualidad, se concibe bajo una óptica psicopedagógica que realza la importancia de la elección profesional y el papel fundamental del sujeto en la formación de las preferencias profesionales. La elección se realiza en base a la representación socioprofesional que el adolescente elabora; en ella se asocian componentes afectivos y cognitivos e implica una esquematización de la realidad. Las preferencias profesionales surgen de la confrontación entre la representación del mundo socioprofesional y la representación de sí mismo, buscando la mayor coherencia posible entre ambas.  相似文献   

Electric propagation on long lines terminated by lumped networks     

Michel G. Malti  Michael Golomb 《Journal of The Franklin Institute》1943,235(2):101-118

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Contribution of temporal processing skills to reading comprehension in 8-year-olds: evidence for a mediation effect of phonological awareness     

Malenfant N  Grondin S  Boivin M  Forget-Dubois N  Robaey P  Dionne G 《Child development》2012,83(4):1332-1346

This study tested whether the association between temporal processing (TP) and reading is mediated by phonological awareness (PA) in a normative sample of 615 eight-year-olds. TP was measured with auditory and bimodal (visual-auditory) temporal order judgment tasks and PA with a phoneme deletion task. PA partially mediated the association between both auditory and bimodal TP and reading, above nonverbal abilities, vocabulary, and processing speed. PA explained a larger proportion of the association between auditory TP and reading (56% vs. 39% for bimodal TP), and most of the association between bimodal TP and reading was direct. This finding is consistent with a dual-phonological and visual-pathway model of the association between TP and reading in normative reading skills.  相似文献   

School Life and Adolescents' Self‐Esteem Trajectories     

Alexandre J. S. Morin  Christophe Maïano  Herbert W. Marsh  Benjamin Nagengast  Michel Janosz 《Child development》2013,84(6):1967-1988

This study investigates heterogeneity in adolescents' trajectories of global self‐esteem (GSE) and the relations between these trajectories and facets of the interpersonal, organizational, and instructional components of students' school life. Methodologically, this study illustrates the use of growth mixture analyses, and how to obtain proper student‐level effects when there are multiple schools, but not enough to support multilevel analyses. This study is based on a 4‐year, six‐measurement‐point, follow‐up of 1,008 adolescents (M_age = 12.6 years, SD = 0.6 at Time 1.) The results show four latent classes presenting elevated, moderate, increasing, and low trajectories defined based on GSE levels and fluctuations. The results show that GSE becomes trait‐like as it increases and that school life effects, moderated by gender, played an important role in predicting membership in these trajectories.  相似文献   

Using the classics     

Michel Eyquem de Montaigne 《Quarterly Journal of Speech》2013,99(4)

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A strategy for staff development   总被引：1，自引：1，他引：0  

Michel Perrin 《Open Learning》2013,28(1):48-51

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