Reading and Writing - The present study investigates the effectiveness of question paraphrases in supporting students’ understanding of a specific task. Secondary school students (i.e.,... 相似文献
ABSTRACT The aim of this article is to examine how EU lifelong learning policies are trying to reach the vulnerable by looking at what measures against social exclusion they offer and how equitable these measures are. It is a qualitative study that focuses on policy documents that form the European Union’s legal and political frameworks of reference in the lifelong learning area since 1992. The document analysis has been complemented by semi-structured interviews with EU lifelong learning experts. The findings show that early school leavers and migrants are the main target groups in the policies, leaving many other groups at risk of being excluded from learning opportunities. There is not enough attention to measures addressing wider social phenomena. There is also an overemphasis on basic skills which are understood in a very narrow way as literacy and numeracy when referring to the vulnerable. We argue that a greater variety of measures as well as better targeted measures are needed to address the multiple and complex needs of the vulnerable. Such measures would allow a broader understanding of lifelong learning where those that are hardest to reach are offered learning opportunities independent of their personal and social circumstances 相似文献
The purpose of this study is to explore key factors that impact the college transition of aspiring underrepresented minority
students in the biomedical and behavioral sciences, in comparison with White, Asian students and non-science minority students.
We examined successful management of the academic environment and sense of belonging during the first college year. Longitudinal
data were derived from the Higher Education Research Institute’s (HERI) 2004 Cooperative Institutional Research Program (CIRP)
Freshman Survey and the 2005 Your First College Year (YFCY) Survey. Using a reformulation of the integration model (Nora,
Barlow, and Crisp, 2005), we find concerns about college financing, negotiating family support and responsibility, and campus
racial dynamics (perceived and behavioral) affect student adjustment and sense of integration in the first year.
This study was made possible by the support of the National Institute of General Medical Sciences, NIH Grant Number 1 RO1
GMO71968-01. This independent research and the views expressed here do not indicate endorsement by the sponsor. 相似文献
The French orthographic code is complex, and its acquisition is laborious (Catach, 2008; Fayol & Jaffré, 2008). Three hypotheses attempt to explain orthographic knowledge acquisition (OKA). For some, exposure to the code leads to OKA through a self-learning process (Share, 2004). For others, OKA benefits from graphophonological processes (Coltheart, Rastle, Perry, Langdon, & Ziegler, 2001). Finally, some authors suggest that OKA is possible thanks to visual specific processes (Ans, Carbonnel, & Valdois, 1998). The main goal of this study was to test these hypotheses in a classroom context with comparable samples. In total, 143 2nd-grade children participated in this quasi-experimental study with a pretest, immediate posttest, and delayed posttest design. We assigned participants to one of four conditions. For three conditions, we created three teaching procedures based on each of the hypotheses: frequency of contacts with target words; explicit teaching of graphophonological properties of words; explicit teaching of visual properties of words. The fourth served as a control group. ANOVA analyses indicated that all three experimental conditions favored OKA, showing that the different teaching procedures led to spelling development. However, the visual condition was the most favorable. Three main conclusions can be drawn from this study: (a) models of OKA should account for the different paths that can lead to spelling acquisition; (b) visual properties of words and their acquisition need additional research, and (c) applied research in real classroom contexts is not only relevant for informing teaching practices but also for better understanding how learning takes place.
This study explored the role of student (e.g., age, language background, gender), home (e.g., parent/caregiver education), and school (e.g., school type, size) socio-demographic factors in students’ school (e.g., in-school arts tuition, arts engagement), home (e.g., parent/caregiver–child arts interaction), and community (e.g., arts attendance, arts tuition) arts participation. The sample comprised 1172 elementary and secondary school students from 15 schools. Findings revealed that student and home socio-demographic factors were the most salient in predicting arts participation across school, home, and community contexts. Age, gender, and prior achievement were the key student socio-demographic factors, while parent/caregiver education and occupation were also associated with students’ arts participation. Implications for practice and intervention pertinent to young people’s arts participation are discussed. 相似文献
International Journal for Educational and Vocational Guidance - This case study of an undecided university student has two aims: to assess the effect of life design career counselling on... 相似文献
European Journal of Psychology of Education - Understanding rational numbers is a complex task for primary and secondary school students. Previous research has shown that a possible reason is... 相似文献
The aim of the present study was to determine, through colorimetric analysis, whether school textbooks for children aged 5 to 7 years contained tasks requiring normal colour vision discrimination for their resolution. In addition, the performance of a group of observers with diverse colour vision deficiencies was evaluated while conducting the tasks under analysis.
Results
Textbooks of mathematics were found to include 10% of tasks which, to an observer with colour vision deficiency, would be very difficult or impossible to solve. The level of difficulty of each task was influenced by the type and degree of colour vision deficiency and by the actual ambient illumination under which it was observed.
Conclusions
Some school textbooks need to be redesigned through an alternative use of colours and textures to take into consideration colour vision deficiencies. In view of the present findings, many Spanish editorial boards have committed to undertake these changes. 相似文献
Most universities use Information Systems (IS) to perform their daily administrative activities (student enrollment, data
files, accountancy, etc.), and an integrated Learning Management System (LMS) to support teaching and learning. However, although
a lot of effort has been put into deploying these computerized systems, the data that they provide are not fully exploited
from an educational perspective. In this paper we describe a case in which these data have been used to identify relevant
relations between the general use of the LMS, the existence of teaching innovation programs and the quality of education.
The method used can be easily generalized and employed in other different contexts, to derive meaningful information on the
impact that some variables may have over others. 相似文献