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Sandra A. Butvilofsky Susan Hopewell Kathy Escamilla Wendy Sparrow 《Journal of Latinos & Education》2017,16(2):85-97
The purpose of this single-subject longitudinal study was to examine the Spanish and English biliterate development of U.S. Latino Spanish/English speaking students, who we call emerging bilingual students, as they participated in an innovative biliteracy instructional program titled Literacy Squared®. Findings indicate that across the three years of the study, participating students made gains in Spanish and English reading and writing. This study provides support for Literacy Squared as an innovative biliterate program. Further, the study provides evidence for the need to consider alternative methods to document Latino Spanish/English students’ biliteracy development such as through the use of biliterate trajectories. 相似文献
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Erin T. Miller 《Early Childhood Education Journal》2010,38(4):243-249
In this article, I interrogate a previous and harmful “If Only” mindset I held as an early childhood literacy teacher. I describe
the “If Only” mentality as the idea that if only the parents and families of the students I taught changed, schools and teachers
could serve their children better. This deficit way of thinking led to a number of mistakes I made as a still-new, white,
middle-class, monolingual Reading Recovery teacher who was unprepared to value the home and community literacies of a population
of students and families from linguistic, cultural, and economic backgrounds other than my own. 相似文献
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Parenting a child with Attention Deficit Hyperactivity Disorder (ADHD) is a challenging experience. The hyperactivity, impulsivity and inattention of a child with ADHD often put parenting skills to the test. The present study thus aimed to explore the experiences of parents of children with ADHD in Ireland. Eighteen parents of 7–12-year-old boys with a diagnosis of ADHD took part in open-ended interviews. Thematic analysis was carried out on the interview content. Six major themes were identified: (1) getting your head around ADHD; (2) the child takes over; (3) emotional impact; (4) inconsistency of structural supports; (5) ignorance and discrimination; and (6) it's not all bad. Results are discussed in terms of the need to implement family-centred supports for ADHD. The importance of educating the population at large about ADHD is also discussed. Finally, the need to take a more positive, strengths-based approach to ADHD is highlighted. 相似文献
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Linda Wheeler 《Emotional and Behavioural Difficulties》2013,18(3):257-267
This article seeks to evaluate and take further the discussion put forward by Visser and Jehan (Emotional and Behavioural Difficulties 14, no. 2: 127–40). It begins by focusing on the biomedical discourse, its dominance in the academic and professional literature and why the existence of Attention Deficit Hyperactivity Disorder (ADHD) as a medical category is questionable. This is followed by a discussion of other discourses including the sociological discourse and the bio-psychosocial discourse. The importance of multi-professional approaches in the identification, assessment and management of ADHD is highlighted, followed by an examination of what part the educational environment might play with regard to behaviours associated with ADHD. Attention is drawn to the need for continuing research and debate on this evolving concept. 相似文献