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ABSTRACTThe aim of this study is to gain a deeper understanding of teachers’ perspectives on promoting reading and writing for pupils with various linguistic backgrounds in grade 1. Focus group interviews were conducted with 17 teachers who work in preschool classes and in grade 1. The teachers’ perspectives on reading and writing can be characterised as balanced, in the sense that the teachers describe how they work with both the technical and the learning-oriented dimension. The number of different languages spoken in their classes is regarded in a positive manner, but it also leads to major challenges, such as not having enough time for all of the pupils and not having sufficient knowledge of multilingualism. 相似文献
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Word reading skills and reading‐related language and cognitive correlates were examined in Swedish 10–15‐year‐olds with autism spectrum disorders (ASD). The full group with ASD did not differ statistically from an age‐matched comparison group in word reading, but a poor‐readers subgroup was identified who displayed severe difficulties. Normal readers with ASD did not differ from the comparison group in nonverbal ability, phonological processing, rapid naming or receptive vocabulary. The poor subgroup performed, however, below on all measures except nonverbal ability. When poor readers with ASD were matched for reading level with younger controls, no difference was found on any reading‐related skill. No significant correlation was furthermore found between autistic symptomatology and word reading within the ASD group. It is concluded that the pattern of individual differences in word reading among children with ASD conforms well to that seen in children without ASD of normal or delayed reading abilities. 相似文献
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The purpose of this study is to contribute knowledge on and gain an understanding of elementary school teachers' perspectives on the function of play in children's learning processes. The study is qualitative with a hermeneutical approach and has George Herbert Mead as a theoretical frame of reference. Interviews have been carried out with seven teachers. The material was interpreted into four main categories: learning, development, teaching, and socialisation. Play used in school results in positive social effects, as pointed out by the teachers. The social and the academic skills that play brought to the children were also made obvious in the study's findings. 相似文献
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Fredrik Sandberg 《Vocations and Learning》2010,3(2):99-115
This article critically appraises a process of recognising prior learning (RPL) using analytical tools from Habermas’ theory
of communicative action. The RPL process is part of an in-service training program for health care assistants where the goal
is to become a licensed practical nurse. Data about the RPL process were collected using interviews and observations. Through
appraising RPL as a social practice, it is held that the process progresses through a ‘caring ideology’. The caring ideology
is the foundation that makes it possible to build up health care assistants’ trust in teachers’ authority. In this process,
the teachers, by means of strategic actions, become the possessors of (the validity claim) truth. From this starting point,
the assistants’ prior experiences are strategically acknowledged in two ways: by affective comments ‘recognising’ their identity/personality
and by generating a grade in the courses for which their prior learning is being accredited. The findings show that the lifeworld
of these workers is assimilated and colonised through the RPL process and important issues such as power, gender and class
are not accounted for. These matters should not be left out in research on caring practices performed by women from low socio-economic
groups. These issues must be included if RPL processes are not merely assumed to systematically and uncritically reproduce
an existing normative discourse. Based on the RPL practice analysed here, it is proposed that a more reflexive, emancipatory
and communicative RPL process could play a central role in the development and enlightenment of health care assistants. 相似文献
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Students with Attention Deficit/Hyperactivity Disorder (ADHD) are a growing group served under special education services in many western societies. This article describes the history and current state of the services, as well as the assessment procedure. Our conclusion is that the status of students with ADHD in Finnish basic education (Grades 1 to 9) is still unclear. Based on the comparison of the prevalence and the population served in special education we can assume that this group is probably underserved in the Finnish school system. We also present findings from two recent studies among families with ADHD children in Finland. Family viewpoint can contribute to our knowledge and understanding about the diversity of the symptoms’ manifestation as well as the extent and completeness of the possible outcomes of the disorder. In the context of schooling, studying these families’ viewpoints can be of additional use in evaluating the present state of school practices in relation to institutional enactments established in educational acts. Future challenges about meeting the variety of pupils’ needs according to inclusive pedagogy are discussed. 相似文献
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Elisabeth Hollister Sandberg Janellen Huttenlocher Nora Newcombe 《Child development》1996,67(3):721-739
Adults represent the location of a point in a 2-dimensional space using 2 independent dimensions. They encode location along these dimensions both at a fine-grained level and categorically. In reporting location, they combine and weight the fine-grained and categorical information. In Experiment 1, we found that children as young as 5 years use the same 2 independent dimensions in fine-grained spatial coding of location in a circle as are used by adults—radius and angle. However, categorical coding and hierarchical combination are seen only for radius, at both 5 and 7 years. The adult pattern, where angle as well as radius is coded hierarchically, emerges by 9 years. Experiment 2 shows that there is nothing intrinsically difficult about the categorical coding of angular information; when angle is the only dimension to be encoded, younger children use hierarchical coding. Changes in 2-dimensional hierarchical coding may be due to cognitive load factors and to changes in ability to assign frames of reference. 相似文献
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EliezerMoodySandberg 《深圳特区科技》2004,(5):54-55
以色列的领土只有20325平方公里，其中一半的国土基本上是沙漠，人口65万，与中国相比小得可怜。过去的历史中，以色列经常受到敌人压制。在这种情况下，我们必须研制一些特殊的技术满足人们在衣食方面的需求，不能仅仅依靠朋友、盟友，我们必须研发新的技术在国防领域保卫自己，技术发展成为一种现实。 相似文献