Supporting Mexican immigrants’ resettlement in the United States: an ethnography of communication approach to building allies’ communication competence     

Dani S. Kvam 《Journal of Applied Communication Research》2017,45(1):1-20

This research explores interactions among Mexican immigrants and their U.S.- and Mexican-born allies at an immigrant support center (ISC) in the U.S. Southwest. I propose that to support Mexican immigrants in resettling, allies who work at this ISC must apply cultural knowledge about competent communication for Mexican speakers to structure their strategic actions (Sprain & Boromisza-Habashi, 2013). Taking an ethnography of communication (EOC) approach, I investigate the means and meanings of communication (Hymes, 1972) for speakers that point to cultural knowledge about competent communication. Data for this study include 7 months of observation, interviews with 37 community and staff members, and public documents collected during fieldwork. Findings reveal five means of communication that are meaningful for speakers at ISC. This research demonstrates the practical utility of the EOC in understanding how cultural expectations for communication may both assist and limit ISC’s efforts to support resettlement.  相似文献   

Within and Across Language Predictors of Word Learning Processes in Dual Language Learners     

Amy Pace  Rufan Luo  Dani Levine  Aquiles Iglesias  Jill de Villiers  Roberta M. Golinkoff  Mary S. Wilson  Kathy Hirsh-Pasek 《Child development》2021,92(1):35-53

This study investigated the relation between Dual Language Learners’ (N = 90) vocabulary and grammar comprehension and word learning processes in preschool (aged 3-through-5 years). Of interest was whether: (a) performance in Spanish correlated with performance in English within each domain; and (b) comprehension predicted novel word learning within and across languages. Dual-language experience was evaluated as a potential moderator. Hierarchical linear modeling revealed stronger predictive associations within each language than across languages. Across languages, results varied by experience and domain. Structural sensitivity theory suggests exposure to two languages heightens awareness of parameters along which languages vary and provides a framework for interpreting complex associations within and across languages. Knowledge from one language may influence learning in both.  相似文献   

STEAM Designed and Enacted: Understanding the Process of Design and Implementation of STEAM Curriculum in an Elementary School     

Quigley  Cassie F.  Herro  Dani  King  Elizabeth  Plank  Holly 《Journal of Science Education and Technology》2020,29(4):499-518

Journal of Science Education and Technology - Educators are now moving classroom instructional objectives away from what content do we need to know towards how can we support learners in the...  相似文献   

转达未知世界的信息:科幻作品的交际模式     

乔治·斯拉瑟  达尼埃莱·夏特兰  王金凯 《洛阳师范学院学报》2006,25(6):81-87

科幻作品叙事最初使用两种传统的叙事形式:旅行叙事和历史叙事。按其物质规则,科幻作品也意识到科学发现在向这些传统发起挑战,并最终证明传统的叙事手法是不足的。科幻叙事向读者转达过去或将来未知世界的信息时,情况更是如此。某些科幻叙事,即使在与血肉之躯的读者相关的叙事受众极度错位的情况下,继续违背事实地依赖传统形式,对问题视而不见。而另一些科幻叙事,比如本文中所讨论的这些,两者均意识到了由于时空错位所产生的问题,显然在寻求开辟新的叙事模式来应对这些问题。科幻作品中的“新颖性”,通常是指主题与内容。主题与形式是不可分割的,但是我们也希望结合由科学产生的新的时空情境,说明科幻作品如何证明原有层次的高度创造性。  相似文献   

Echecs scolaires à l'IESP et profil de recrutement     

Danièle Bonfond  Pierre Charlier  Francis Perée 《欧洲师范教育杂志》1986,9(1):85-107

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Examining the predictive validity of behavior screeners across measures and respondents     

Corey Jones  Emily Graybill  Brian Barger  Andrew T. Roach 《Psychology in the schools》2020,57(6):923-936

Through this study we compared different informants and different behavior screening tools that are available to screen for behavioral and emotional risk. We examined screening results from 100 students from a high school with a high achiever's magnet program in the Southeastern United States (school demographics: 71% female and 79% black, non-Hispanic). This school conducted behavior screening using both teacher-report via the Student Risk Screening Scale, Internalizing/Externalizing (SRSS-IE) and student report via the Strengths and Difficulties Questionnaire (SDQ). Nonparametric correlation tests were conducted between the SRSS-IE and SDQ externalizing and internalizing scores. Generalized linear regression models were created based on the data (demographics, internalizing, and externalizing scores on both screening tools) to model the two count outcomes (office discipline referrals [ODRs] and absences). Diagnostic accuracy metrics were generated from the scores on both the SRSS-IE and SDQ with the outcome measures (ODRs and absences). Externalizing scores on both screening tools had statistically significant low correlations. The ODR model contained two predictors: externalizing score on the SRSS-IE and internalizing score on the SDQ, while the absence model contained grade and the externalizing score on the SDQ. The highest accuracy and agreement values were seen between students with elevated risks on both screening measures and ODRs. The results confirmed that teacher and student reporting, as well as different screening tools, will result in some different students being identified. The choice of informant and screening tools should be dependent on the needs and resources of the school.  相似文献   

Once Attained, Can Quality Child Care Be Maintained?     

Mary A. Roach  YaeBin Kim  David A. Riley 《Early education and development》2006,17(4):553-570

Research Findings: This study was designed to assess whether investments in child care quality were maintained 3 years after public funding for these centers was significantly reduced. An earlier evaluation documented significant improvements in classroom environments, teachers' sensitivity, and teachers' child-centered beliefs following a 15-month state intervention in 24 early care and education programs serving high numbers of children from low-income families. The current study used a quasi-experimental design, with pre- and postdata collected through direct observations and questionnaires in nonrandom treatment and comparison groups. Practice or Policy: Results at the 3-year follow-up showed that the majority (92%) of centers in the intervention group were accredited and that significant improvements in classroom environments were maintained after funding was significantly reduced. However, erosion in more sensitive measures (i.e., teacher sensitivity and child-centered beliefs) during the period of reduced funding suggested some concern that programs serving high concentrations of children from low-income families may require some consistent state support if they are to yield the positive life outcomes desired by economists and policymakers.  相似文献   

Transition services for students with intellectual disabilities: School psychologists’ perceptions     

Devadrita Talapatra  Andrew T. Roach  Kris Varjas  David E. Houchins  Daniel B. Crimmins 《Psychology in the schools》2019,56(1):56-78

For individuals with intellectual disabilities (ID), transition services increase access to postschool opportunities. School psychologists should contribute to transition services but have reportedly limited involvement in this area. This study distributed a national survey (N = 176) assessing school psychologists’ current knowledge, attitudes, and behaviors regarding transition services for students with ID. Results indicated that attitudes toward and knowledge of the ID population were significant predictors of transition task performance, and knowledge was a significant predictor of transition‐related attitudes and behaviors. The results provided preliminary evidence that increasing school psychologists’ specific knowledge of transition services and encouraging positive attitudes toward the transition needs of students with ID may increase school psychologists’ performance in transition practice. Specific recommendations are provided.  相似文献   

Comparison of 3D reconstructive technologies used for morphometric research and the translation of knowledge using a decision matrix     

Charys M. Martin  Victoria A. Roach  Ngan Nguyen  Charles L. Rice  Timothy D. Wilson 《Anatomical sciences education》2013,6(6):393-403

The use of three‐dimensional (3D) models for education, pre‐operative assessment, presurgical planning, and measurement have become more prevalent. With the increase in prevalence of 3D models there has also been an increase in 3D reconstructive software programs that are used to create these models. These software programs differ in reconstruction concepts, operating system requirements, user features, cost, and no one program has emerged as the standard. The purpose of this study was to conduct a systematic comparison of three widely available 3D reconstructive software programs, Amira^®, OsiriX, and Mimics^®, with respect to the software's ability to be used in two broad themes: morphometric research and education to translate morphological knowledge. Cost, system requirements, and inherent features of each program were compared. A novel concept selection tool, a decision matrix, was used to objectify comparisons of usability of the interface, quality of the output, and efficiency of the tools. Findings indicate that Mimics was the best‐suited program for construction of 3D anatomical models and morphometric analysis, but for creating a learning tool the results were less clear. OsiriX was very user‐friendly; however, it had limited capabilities. Conversely, although Amira had endless potential and could create complex dynamic videos, it had a challenging interface. These results provide a resource for morphometric researchers and educators to assist the selection of appropriate reconstruction programs when starting a new 3D modeling project. Anat Sci Educ 6: 393–403. © 2013 American Association of Anatomists.  相似文献   

Conceptions of first‐year university students of the constituents of matter and the notions of acids and bases     

Danièle Cros  Maurice Maurin  Roger Amouroux  Maurice Chastrette∗  Jacques Leber  Michel Fayol 《International Journal of Science Education》2013,35(3):305-313

Preconceptions of first‐year university students of the constituents of matter and the notions of acids and bases were investigated on a total of 400 students. The procedure used consisted of free interviews, semi‐structured interviews and questionnaires.

It was found that the constituents of matter were well known to students, but that interactions between these constituents were either totally unknown or were the subject of severe misconceptions. The students’ knowledge tended to be qualitative and formal, with a worrying lack of connection with everyday life.  相似文献