The influences of language of literacy instruction and vocabulary on the spelling of Spanish–English bilinguals     

Andrea Rolla San Francisco  Elaine Mo  María Carlo  Diane August  Catherine Snow 《Reading and writing》2006,19(6):627-642

The relation of language of instruction and vocabulary to the English spelling of bilingual first graders receiving either English or Spanish literacy instruction and of monolinguals in English literacy instruction was explored. Only bilingual students in Spanish literacy instruction (SLI) exhibited Spanish-influenced spelling, indicating a powerful effect of language of literacy instruction. SLI without English literacy instruction (ELI) may be a prerequisite for the appearance of Spanish influences in English spelling. Spanish-influenced spelling appears to be a normal developmental phenomenon only for those bilingual first graders who have received no ELI. The students in ELI, on average, wrote more orthographically plausible English pseudowords than students in SLI, indicating that the students in SLI simply had not yet learned conventional spelling patterns in English. In addition, children with good Spanish vocabulary showed more Spanish-influenced spelling, while English vocabulary predicted more orthographically plausible English spellings. The relationship between English vocabulary and English spelling was similar for children instructed in Spanish and English. English vocabulary and literacy instruction both made unique, positive contributions to English pseudoword␣spelling, while Spanish literacy instruction played a more important role than Spanish vocabulary in the production of Spanish-influenced spelling in English.  相似文献   

Breaking Free from the Needs Paradigm: A Collaborative Analysis of Inclusion     

Edda Óskarsdóttir  Hafdís Guðjónsdóttir  Deborah Tidwell 《Studying Teacher Education》2019,15(1):44-55

ABSTRACT

This self-study, based on research, conducted over five years, focuses on my leadership role employing an inclusion model of education in a school in Iceland serving students from ages 6 to 16. In this article, we examine how Edda’s practice helped support inclusion for the students, their families, and the teachers who engage with them. This multilayered self-study research project included feedback and insights from others in order to inform my understanding of my practice within the context of inclusion. Findings reveal Edda’s focus on the discourse of diagnosis as a dominant structural issue within her practice. The resulting themes on perceptions of inclusion, coordination of support, deployment of people, and collaboration across different entities have informed my understanding about my practice and my perspective on the meaning of a support system within inclusive education and improved student performance.  相似文献   

Understanding the Nature of Science Through a Critical and Reflective Analysis of the Controversy Between Pasteur and Liebig on Fermentation     

Antonio García-Carmona  José Antonio Acevedo-Díaz 《Science & Education》2017,26(1-2):65-91

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Foreign Languages in the Engineering Programmes in Spain: The State of the Art     

Marinela García Fernández 《European Journal of Engineering Education》1995,20(1):5-18

Following a brief introduction, the extension of engineering education in Spain is described. A scheme of the national education system is given. We consider the impact of the current implementation of new university curricula as a way of improving the quality of the programmes. Attention is paid to the fact of including foreign languages in the engineering programmes of the Spanish universities. Throughout the article, the question of the need of communication for engineers both during their undergraduate and postgraduate studies in engineering as well as in their practical training in industry is emphasized. The core of the paper is devoted to the fact of considering English as the lingua franca for new technologies. A programme called English for Engineering Environments is presented as a way of improving not only the training and understanding of students while at university, but also as future professionals for industry.  相似文献   

Urban Teachers’ Perspectives of Strengths and Needs: The Promise of Teacher Responsive Professional Development     

Cavendish  Wendy  Barrenechea  Ignacio  Young  Ayanna F.  Díaz  Edgar  Avalos  Mary 《The Urban Review》2021,53(2):318-333

The Urban Review - This study examines urban high school teachers’ perceptions (N?=?50) of their strengths and needs in supporting diverse students in their classrooms....  相似文献   

Learning strategies and self-regulation in context: how higher education students approach different courses,assessments, and challenges     

García-Pérez  Daniel  Fraile  Juan  Panadero  Ernesto 《European Journal of Psychology of Education - EJPE》2021,36(2):533-550

European Journal of Psychology of Education - This study’s aim was to analyse the decisions higher education students make about learning strategies. We focus on research questions related to...  相似文献   

The Nature of Science and Citizenship: a Delphi Analysis     

González-García  Francisco José  Blanco-López  Ángel  España-Ramos  Enrique  Franco-Mariscal  Antonio-Joaquín 《Research in Science Education》2021,51(3):791-818

Research in Science Education - The relationship between science and society has, for many years, been the subject of debate in different fields, and various proposals have been made regarding the...  相似文献   

Does Concrete Content Help People to Reason Scientifically?     

Bašnáková  Jana  Čavojová  Vladimíra  Šrol  Jakub 《Science & Education》2021,30(4):809-826

Science & Education - In this paper, we explored the scientific literacy of a general sample of the Slovak adult population and examined factors that might help or inhibit scientific reasoning,...  相似文献   

Competencies for young European higher education graduates: labor market mismatches and their payoffs     

Adela García-Aracil  Rolf Van der Velden 《Higher Education》2008,55(2):219-239

Labor market rewards based on competencies are analyzed using a sample of young European higher education (HE) graduates. Estimates of monetary rewards are obtained from conventional earnings regressions, while estimates total rewards are based on job satisfaction and derived through ordered probit regressions. Results for income show that jobs with higher participative and methodological competency requirements are better paid. The results also show that higher requirements in terms of competencies increase graduates’ job satisfaction.  相似文献   

Dimensions of digital literacy based on five models of development / Dimensiones de la alfabetización digital a partir de cinco modelos de desarrollo     

Ana Pérez-Escoda  Rosa García-Ruiz  Ignacio Aguaded 《Cultura y Educación》2019,31(2):232-266

Abstract

Digital literacy has been an emerging and increasing priority in many governments’ educational and assessment policies since the first decade of the twenty-first century because it is a priority in citizenship training. The difficulty with understanding and developing it comes from its changing, transversal and flexible nature; for this reason, the fundamental objective of this research is to offer an exhaustive study of the concept by analysing the main models of digital literacy in the international context in order to offer a holistic model that incorporates the contributions from all of these initiatives. The theoretical study presented herein provides an objective, rigorous perspective on the main models of development of digital literacy: the DIGCOMP Project (European Commission), the Krumsvik model (Norway), the TPACK model (USA), the JISC model (UK), the ISTE Standards (USA) and the P21 model (USA). The conclusion offers an innovative proposal of four dimensions that should define digital literacy today, taking into account the five initiatives studied, which could be very worthwhile for researchers, educators and policymakers.  相似文献