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1.
Eliane Rubinstein-Avila 《Clearing house (Menasha, Wis.)》2016,89(3):79-84
Massive population shift is a current global reality – especially given some of the latest development on European shores; some are calling it a humanitarian crisis. Although the United States (US) receives a large number of immigrants (documented and not) and about 70,000 refugees each year, it is certainly not the only nation to do so. Industrialized nations that receive migrants through immigration policies are typically referred to as “receiving” nations. The article addresses two main questions: (1) how well immigrant students across 17 receiving industrialized nations are doing according to the Programme for International Student Assessment (otherwise known as PISA), and (2) how are educators, immigrant and refugee parents and students experiencing integration in the school context. The education of immigrant and refugee students is a complex global issue that requires better understanding, collaborative attention, and long-term investment of several stakeholders. 相似文献
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Marines Aires Duane Mocellin Fernanda Laís Fengler Dal Pizzol Carla Cristiane Becker Kottwitz Bierhals Neena L. Chappell Eliane Pinheiro de Morais 《Educational gerontology》2019,45(3):191-200
Objective: To analyze the association between attitudes of filial responsibility and adult child caregivers’ behaviors in the Southern Region of Brazil.
Methods: Cross-sectional study with 100 child caregivers of older adults. The data were collected through an interview using the protocol of filial responsibility adapted and validated to Brazilian Portuguese. Filial Expectation and Filial Piety scales evaluated the attitudes of filial responsibility. Caring behaviors assessed were: instrumental support, emotional, financial support, and companionship. The variables that presented p< .20 value in the bivariate analysis were inserted into a multivariate Poisson regression model.
Results: Financial and emotional support behaviors were significantly associated with filial piety (p = .050 and p = .001, respectively) and filial expectation (p = .013 and p = .023, respectively). Providing companionship was associated with filial piety (p = .015).
Conclusion: Attitudes of filial responsibility are associated with some but not all caregiving behaviors. Brazilians caring for older parents show more similarities to Chinese than to Canadian caregivers. Furthermore, filial responsibility and caregiving behaviors are strongly affected by Brazilian social and cultural norms. Reasons are discussed. 相似文献
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Liza J. van den Bosch Eliane Segers Ludo Verhoeven 《Scientific Studies of Reading》2013,17(3):203-219
ABSTRACTUsing classical and quantile regression analyses, we investigated whether predictor variables for early reading comprehension differed depending on language background and ability level in a mixed group of 161 monolingual (L1) and bilingual (L2) children in second grade (6–8 years). Although L2 readers scored lower on oral language skills and reading comprehension, the prediction of reading comprehension was similar for L1 and L2 readers. Classical regression identified decoding, vocabulary, and morphosyntactic knowledge as unique predictors with no interaction with language background. Quantile regression demonstrated that the prediction of reading comprehension differed across ability levels; decoding and morphosyntactic knowledge were consistently unique predictors, but vocabulary was uniquely related only for poor comprehenders and working memory only for good comprehenders. In both types of analysis, language background did not explain unique variance, indicating that individual differences in the predictor variables explained the L1–L2 performance gap in early reading comprehension across the ability range. 相似文献
4.
Joep van der Graaf Eva van de Sande Martine Gijsel Eliane Segers 《International Journal of Science Education》2019,41(9):1119-1138
Inquiry-based lessons have been demonstrated to improve children’s scientific thinking (i.e. reasoning abilities and domain-specific knowledge). Although empirical evidence shows that inquiry-based learning requires instruction, research comes from two approaches that have not been bridged yet: direct instruction of scientific reasoning and teacher training of verbal support. We investigated how these two types of instruction separately or combined strengthened children’s scientific thinking by comparing four conditions: baseline, direct instruction, verbal support, and a combined approach. Effectiveness of an inquiry-based lesson series on scientific reasoning abilities, vocabulary, and domain-specific knowledge (near and far transfer) were studied among 301 fourth graders. Results showed that both approaches strengthened different components of scientific reasoning abilities, and that a combination of instructions was most effective for scientific reasoning abilities, vocabulary, and domain-specific knowledge. Domain-specific knowledge acquisition was strengthened only when both instructions were provided. It can thus be concluded that each type of instruction has unique contributions to children’s science learning and that these instructions complement each other. Our study thus showed that inquiry-based lesson series when preceded by direct instruction of scientific reasoning and scaffolded with verbal support are most effective. 相似文献
5.
Angeline Liva Eliane Fijalkow Jacques Fijalkow 《European Journal of Psychology of Education - EJPE》1994,9(4):321-330
Two experiments were conducted to see if teaching poor readers to use inner speech could improve their reading and writing. In the first experiment, there were 8 third grade children, 4 in the experimental group and 4 in the control one, matched from a pre-test of reading. In the experimental group, the children were trained to use inner speech in 27 tasks, from explicit self-speech of the adult and of the child to implicit self-speech by the child alone. The results show significant differences between the two groups in the post-test of reading. In the second experiment, there were 6 students in second grade, 3 in the experimental group and 3 in the control one. In the experimental group, the children were trained to use inner speech in 18 tasks: 6 cognitive tasks that do not require short term memory as in the first experiment, 6 reading tasks, 6 writing tasks. In the experimental group, the children were trained to use self-speech to process the tasks whereas, in the control group, the adult’s help was mostly visual. The results were that the experimental group succeeded significantly better in the post-tests of reading and writing. 相似文献
6.
Eliane Rubinstein‐vila 《Journal of Research in Reading》2003,26(1):83-97
This paper reports on a case study of face‐to‐face interaction around and about texts between a second grade dyad in a dual‐immersion programme. Through the lenses of Vygotskian situated cognition and Literacy Studies, classroom observations were conducted, both holistic and focused. Daily peer reading sessions between a dyad were tape recorded, and informal interviews with the teacher and the participating dyad were conducted. The analysis of participants' verbal exchanges revealed multiple pedagogical scaffolds, few of which were unexpected. As meaning making became more salient to the various collaborative literacy tasks, the roles of tutor and tutee were blurred. The shift in power also impacted the direction of language switches. Buddy Reading encouraged the peer readers to acknowledge and draw upon each other's expertise, as they redefined what it meant to be ‘a good reader’. 相似文献
7.
The current study used a dyadic and coconstructive approach to examine how to embed exercises that support executive functioning into early literacy instruction to empower its effects. Using a randomized controlled trial design with 100 children, we examined the effects of dyadic activities in which children scaffolded each other’s learning and behavior through structured questioning procedures. This group was contrasted with a control group whose dyads observed each other while working with the same literacy exercises and with a business-as-usual control group. Research Findings: Results showed that the experimental group showed greater progress in letter knowledge. Further analyses indicated that these results were mainly driven by children with higher levels of executive functions. Practice or Policy: These results suggest that young children are able to regulate each other’s learning behavior during preacademic exercises in dyadic contexts but may need more external control from a teacher when their executive function levels are low. 相似文献
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The present study examined children's digital text comprehension of digital text types linear digital text vs hypertext, with or without graphical navigable overviews. We investigated to what extent individual variation in children's comprehension could be explained by lexical quality (word reading efficiency and vocabulary knowledge), cognitive load factors (prior knowledge and working memory), text type and graphical overview. Participants were 93 sixth graders in a within‐subject design. Word reading efficiency, vocabulary knowledge and prior knowledge predicted children's digital comprehension scores, while working memory did not. Reading comprehension was equal for linear text or hypertext. However, the presence of an overview facilitated reading comprehension for readers with lower prior knowledge. It can be concluded that hypertexts with basic digital text features and accompanying comprehension questions are not more difficult for children than linear digital texts, that similar individual factors predict reading comprehension of linear text and hypertext, and that a graphical overview helps when prior knowledge is low. 相似文献
10.
This study compared how lexical quality (vocabulary and decoding) and executive control (working memory and inhibition) predict reading comprehension directly as well as indirectly, via syntactic integration, in monolingual and bilingual fourth grade children. The participants were 76 monolingual and 102 bilingual children (mean age 10 years, SD = 5 months) learning to read Dutch in the Netherlands. Bilingual children showed lower Dutch vocabulary, syntactic integration and reading comprehension skills, but better decoding skills than their monolingual peers. There were no differences in working memory or inhibition. Multigroup path analysis showed relatively invariant connections between predictors and reading comprehension for monolingual and bilingual readers. For both groups, there was a direct effect of lexical quality on reading comprehension. In addition, lexical quality and executive control indirectly influenced reading comprehension via syntactic integration. The groups differed in that inhibition more strongly predicted syntactic integration for bilingual than for monolingual children. For a subgroup of bilingual children, for whom home language vocabulary data were available (n = 56), there was an additional positive effect of home language vocabulary on second language reading comprehension. Together, the results suggest that similar processes underlie reading comprehension in first and second language readers, but that syntactic integration requires more executive control in second language reading. Moreover, bilingual readers additionally benefit from first language vocabulary to arrive at second language reading comprehension. 相似文献