Cross-linguistic transfer in literacy development and implications for language learners     

Aydin Yücesan Durgunoğlu 《Annals of dyslexia》2002,52(1):189-204

One of the challenges for educators working in multilingual settings has been to identify the causes of reading difficulties of language learners (LLs). It is difficult to distinguish between reading problems stemming from low levels of linguistic proficiency versus more general reading/learning difficulties. There is now growing research evidence of cross-language transfer in different literacy processes. Literacy components that reflect language-independent, metacognitive/metalinguistic processes show similarities across the two languages of students. Some examples are phonological awareness, syntactic awareness, knowledge of genres and meaning-making strategies. A possible way to use cross-language transfer as a diagnostic tool is proposed. If children have had enough exposure to and possibly instruction in their first language (L1), we can assess their skills and insights in L1. For LLs who have these skills and insights in their strong L1, we can expect transfer to their second language (L2). If they do not have these skills and insights in their L2 yet, it indicates a delay due to limited language proficiency, and not because of a disability. This way LLs who just need more L2 practice and exposure can be distinguished from those LLs who truly have special needs.  相似文献   

Factors affecting teachers' gain in understanding the nature of science     

Victor Y. Billeh  Omar E. Hasan 《科学教学研究杂志》1975,12(3):209-219

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The role of hidden curricula on the resistance behavior of undergraduate students in psychological counseling and guidance at a Turkish University     

Sedat Yüksel 《Asia Pacific Education Review》2006,7(1):94-107

Student resistance can be a very important problem for the instructors in universities. Student resistance includes the conscious and preplanned behaviors towards the information presented to them in the classroom and the institutional practices. Typically, student resistance takes the form of passive or active non-compliance with roles and outputs expected of them as students. The purpose of this paper is to investigate the effects of hidden curricula on student resistance. The research was conducted on senior undergraduate students in a Turkish University, in the Department of Psychological Counseling and Guidance. Given the exploratory nature of this investigation, a case study methodology was employed. Data was collected from official documents, class observations, and interviews. The results of this research indicated that the students demonstrated resistance to some dimensions of the hidden and delivered curricula. Specifically, while the students showed resistance towards the delivered curriculum and ‘banking education’, they did not show similar resistance to symbolic violence and the ‘warming-up’ process.  相似文献   

Child abuse in Japan.     

Y Ikeda 《Child abuse & neglect》1992,16(2):313-314

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A Study of the Majors Selection Process at KFUPM     

M. Y. AL-MANDIL  A. A. AL-KHATHLAN 《European Journal of Engineering Education》1990,15(1):75-79

The King Fahd University of Petroleum and Minerals (KFUPM) requires that all the incoming high school graduates undergo a 1-year orientation programme prior to their enrolment in the various university degree programmes. Towards the end of this orientation year, all students must select a major of their choice. This selection process is influenced by several interactive factors among which are personal preferences, market influence on the supply and demand of young graduates, etc. It has been noted, for the past few years, that significant changes were taking place in the pattern of the majors selection process. It is the objective of this study to recognise the current pattern of the students' majors selection process, along with the relevant factors affecting this process. The study is based on a carefully formulated questionnaire that has been widely distributed among the orientation students. The generated data from this questionnaire forms the basis for the conclusions and recommendation of this study.  相似文献   

Examining student teachers’ engagement with the theory-practice link in initial teacher education     

Sylvia Y. F. Tang  Angel K. Y. Wong  Dora D.Y. Li  May M. H. Cheng 《师资教育杂志》2019,45(2):123-139

The theory-practice debate has been a perennial issue in initial teacher education (ITE). By reporting a mixed-methods study in an ITE programme characterized by a university-based ‘theory-first’ approach in Hong Kong, this study offers useful empirical evidence to analyse the theory-practice issue. 346 student teachers of a BEd Programme participated in the quantitative survey, 15 of whom were interviewed. The quantitative findings showed significant positive correlations between three types of perceived professional competence and two aspects of student teachers’ engagement with the theory-practice link. The qualitative findings offered an in-depth understanding of the ways in which student teachers connected theoretical knowledge learned in ITE coursework and practical experience in ITE fieldwork in developing their professional competence: (1) theoretical knowledge as a guide for professional decisions and a tool for reflection on practice; (2) practicalizing theoretical knowledge: adapting theoretical knowledge to practice situations. In the process of engagement, theoretical knowledge was transformed and adapted to practice situations when student teachers coped with the challenges of the teaching contexts in their ITE fieldwork. While affirming the value of student teachers’ engagement with the theory-practice link, the findings of the study shed light on ITE practices for preparing student teachers for such engagement.  相似文献   

Performance Versus Objective Testing and Gender: An Exploratory Study of an Advanced Placement History Examination     

Hunter M. Breland  Despina O. Danos  Helen D. Kahn  Melvin Y. Kubota  Marilyn W. Bonner 《Journal of Educational Measurement》1994,31(4):275-293

To explore a phenomenon of gender differences in Advanced Placement examinations, random samples of free-response test booklets were taken from the 1986 examination in U.S. History. These examinations were chosen because they consistently show significant gender differences in objective scores but no gender differences in free-response scores. A rescoring of the free responses was conducted that focused on their historical content. This rescoring was conducted by readers other than those who conducted the original scoring and involved tallies of specific historical points made, supporting evidence given, and factual errors. Ratings were also made of handwriting quality, neatness, and English composition quality of the free responses. Analyses conducted indicate that free-response tasks of the type examined may have inherent characteristics that reward English composition abilities, and that some females may compensate for inferior historical knowledge with superior English composition abilities.  相似文献   

教师文化的变革   总被引：16，自引：0，他引：16  

郝明君  靳玉乐 《中国教育学刊》2006,6(3):70-71,74

当代教师文化可分为隔离型与合作型两种文化形态。在社会转型期，教师价值观念的碰撞、冲突推动了教师文化的变革：从文化“自在”到文化“自为”；从隔离型文化到合作型文化。当代教师文化的变革为重建教师文化提供了有益思路。  相似文献   

Explaining student and home variance of Chinese reading achievement of the PIRLS 2011 Hong Kong          下载免费PDF全文

Wai Ming Cheung  Joseph W. I. Lam  Doreen W. H. Au  Wendy W. Y. So  Yanli Huang  Hector W. H. Tsang 《Psychology in the schools》2017,54(9):889-904

Hong Kong attained the top place in the Progress in International Reading Literacy Study (PIRLS) 2011, an international study of reading achievement, which arouses keen interest in understanding the reasons behind this remarkable achievement. Although factors associated with reading achievement in English have been widely studied, similar studies using Chinese as a different language system are limited. The present study proposes and tests a hypothetical model that attempts to explain the variance of reading achievement of Hong Kong pupils in the PIRLS 2011 study, focusing on parental and student factors. Data of 3,875 fourth graders from 132 primary schools and their parents or caregivers (n = 3,682) are involved in the analysis. Structural equation modeling supports the hypothesized model as tenable explaining 34% of the variance of reading achievement. Parental background acts as the fundamental factor that exerts an indirect effect on reading motivation, reading self‐efficacy, and reading achievement of students via books at home and early reading abilities. Reading motivation and reading self‐efficacy are found to be significant in influencing reading achievement. Implications for educational practices and future research are discussed.  相似文献   

Home literacy as a special language environment to prepare children for school     

Paul P. M. Leseman  Anna F. Scheele  Aziza Y. Mayo  Marielle H. Messer 《Zeitschrift für Erziehungswissenschaft》2007,10(3):334-355

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