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1.
Bu-Hyun Nam 《Educational studies》2014,40(3):310-329
The study aimed to examine the perceptions of immigrant parents regarding their school’s efforts to encourage three types of parent involvement: Parenting, Communicating, and Learning at Home. The sample includes 106 immigrant parents with children who were enrolled in English Language Learners programmes at 10 schools in a suburban school district in Minnesota, USA. The results showed that depending on their ethnicities, the children’s school levels and the father’s educational level, the perceptions of the parents were significantly different in terms of the “Parenting” and “Learning at Home” involvement types. Mother’s educational level was significantly correlated to the languages used at home and to their children’s academic achievement in English. Results indicated that schools should consider ethnic backgrounds and educational levels of parents, and languages used at home to instil as collaborations between immigrant parents and schools. 相似文献
2.
Carlie D. Trott 《Environmental Education Research》2020,26(4):532-554
AbstractThis mixed-methods study examined how ten- to twelve-year-old children experienced and made sense of their growing climate change awareness through an after-school program that used participatory methods to facilitate children’s informed climate change action. The fifteen-week program combined hands-on educational activities with digital photography and culminated in youth-led action projects focused on individual (i.e. daily habits) and collaborative change (i.e. community projects). After the program, children knew significantly more about the scientific and social dimensions of climate change than before, and more than the average U.S. teen or adult. Survey and focus group analyses showed that, in addition to learning, children were inspired and motivated by their growing climate change awareness. Children felt empowered by their knowledge and eager to learn more and take action to minimize harms. Towards theorizing children’s constructive climate change engagement, the importance of informal learning environments for children’s intergenerational and political influence is discussed. 相似文献
3.
Amany Al-Khalaf Ian Dempsey Kerry Dally 《International journal for the advancement of counseling》2014,36(2):175-187
There are few support services for parents of children with a disability in Jordan. The present exploratory study investigated whether the provision of an education program in Jordan for mothers of children with Autism Spectrum Disorder increased mothers’ understanding of their child’s behaviour, improved the mothers’ coping skills, and reduced their stress levels. Following the education program, the mothers reported a statistically significant reduction in stress levels, an increase in coping skills, and an improvement in mother-child interaction. Compared to fathers, mothers’ stress levels were significantly higher and their coping skills were significantly lower. The outcomes have valuable implications for interventions for families with a child with ASD living in Jordan or in other Arabic countries. 相似文献
4.
This article is an analysis of collaboration in a community center’s summer literacy tutoring program for 6–8 year old children, the majority of whom were Puerto Rican, Spanish–English bilinguals. The goal of the program was to increase the children’s motivation to read through engaging literacy activities with high quality, culturally relevant children’s literature. Reflecting a sociocultural perspective, the activities built on the children’s experiences at home with literacy as a collaborative practice. The program as a whole provided for multiple levels of collaboration among the participating adults and between the children and tutors, university students in a teacher preparation program. The focus of the article is on the ways the tutors collaborated and the benefits and challenges of that process. Implications for teacher education are shared, emphasizing the need for explicitly including collaboration as one important element of a literacy pedagogy for teachers of linguistically and culturally diverse children. 相似文献
5.
The purpose of the present study was to examine associations among English and Spanish emergent literacy skills of prekindergarten (pre-K) Spanish-speaking dual language learners in relation to their English invented spelling. Study participants included 141 Spanish-speaking 4-year-old children enrolled in state-funded pre-K programs in a large urban city located in the Southeast. All children were receiving English-only instruction. Children’s Spanish and English receptive vocabulary and code-related skills were assessed in the fall and spring of their pre-K year, but their invented spelling was assessed only in the spring. Research Findings: Analyses revealed significant correlations among children’s English and Spanish receptive vocabulary as well as English and Spanish early code-related skills in the fall and spring of the school year. Hierarchical regression analyses revealed direct contributions of children’s English vocabulary and growth in Spanish code-related skills across the year to children’s English invented spelling in the spring of the school year. This analysis also revealed that associations between children’s English code-related skills and invented spelling appear to work through Spanish code-related skills. Practice or Policy: In order to promote young dual language learners’ English invented spelling skills, early childhood educators should seek to support children’s English vocabulary and English and Spanish code-related emergent literacy skills. 相似文献
6.
Sarah N. Harper Janette Pelletier 《International Journal of Early Years Education》2010,18(2):123-141
This study evaluated parents’ communication, involvement and knowledge of their children’s abilities in reading and mathematics among parents who spoke English as a first language (EL1) and those who were English language learners (ELL). Forty‐two kindergarten‐aged children, their parents and their teachers participated in the study. Results indicated that EL1 parents communicated more frequently with the teacher than ELL parents. However, there were no language group differences in parents’ involvement in their children’s education (as rated by the teacher). For both groups of parents (EL1 and ELL), parents’ ratings of their children’s abilities in reading did not predict children’s reading scores. However, parents’ ratings of their children’s abilities in mathematics did predict their children’s mathematics scores. Further analyses indicated that this relationship was not mediated by parents’ communication or involvement. It is concluded that parents’ accurate knowledge of their children’s abilities in mathematics may be the result of their involvement at home and particularly for ELL parents, their greater understanding of and emphasis on mathematics learning. 相似文献
7.
Sara Michael-Luna 《Early Childhood Education Journal》2013,41(6):447-455
While the population of bilinguals and English learners continues to rise in our schools, teachers often feel frustrated with their lack of knowledge about best practices to support their multilingual students’ language, socio-emotional and cognitive development. Teachers’ frustration is compounded by the push for assessments in the early years. The aim of this 24-month ethnographic case study is to explore what information linguistically diverse families hold about their bilingual children’s language development and use, and how this information can help teachers (1) understand formal and informal assessment data, and (2) create linguistically appropriate support for young bilinguals and their families. The research was drawn from an ethnographic case study of a dual language (Italian-English) preschool in a major metropolitan area. The private dual language preschool provided education for ages 2.8 years to 6 years of age. The families who participated in this study were primarily immigrants, bilingual and middle class. 相似文献
8.
如何在学生学习英语的过程中给其更有效的帮助是许多英语教师所不断追求的。对学习者的错误进行系统的分析研究能让教师了解学生所掌握的英语知识以及他们的问题所在。该文选取一个自然班中能代表该班平均水平的一名大学生的英语作文,从本体、文本和语篇三个层面对其错误进行归类,并对错误原因进行分析,发现其在拼写、标点、词汇、语法、连贯和语用方面的问题,进而总结出应从强调英语写作规范、强化学生的语法知识和训练学生的逻辑思维能力等方面改进该班的英语教学。 相似文献
9.
Applying organisational communication theory, this article advocates transactional systems for school-home-school communication with parents of pupils who have English as an Additional Language (EAL). The article draws on a mixed-methods case study of two secondary schools in England, including survey data from 64 parents of EAL pupils and from 407 EAL/non EAL students, plus data from semi-structured interviews with 10 recently arrived migrant parents and 18 teachers. The findings highlight deficiencies in transactional school-home-school communication, reflected in mismatches between parents’ and teachers’ perceptions regarding parental knowledge of their children’s schooling, levels of parental engagement and barriers to parental engagement. 相似文献
10.
The concept of emotional affinity and connection with nature using the term of ‘biophilia’ along with its counter-part ‘biophobia’ has been merely researched in the area of environmental education. In this study, it was hypothesized that children’s negative emotions (biophobia) such as fear towards insects can be changed into affinity (biophilia) through an environmental education program. One hundred and four third-grade students from an elementary school in Seoul, South Korea participated in the honey bee environmental education program, and their emotional changes were measured with Inclusion of Nature in Self and Connectedness to Nature Scale. The result after the program implementation showed that the participants’ affinity toward nature was significantly improved. This empirical study suggests that an environmental education programs on insects of which children initially feel scared can be effective in helping to overcome fear toward insects and nature, and to revive their innate biophilia. Especially, honey bees, one of the most crucial insect species providing priceless ecosystem services can be a good medium for environmental education program to promote children’s innate love towards nature. This study, to the authors’ knowledge, was the first research which attempted to link an insect-mediated environmental education program to children’s connectedness to nature with the biophilia–biophobia approach. 相似文献
11.
Self-assessment practices have been advocated in recent Irish educational documents due to their potential to enhance school children’s learning and self-regulatory skills. However, the literature has highlighted how some children struggle to make accurate self-assessments of their academic work, which diminishes such positive effects (Keane and Griffin 2015; Nicol 2009). Using Piaget’s Theory of Cognitive Development (1970) as a theoretical framework, the present study sought to investigate whether children’s academic self-assessments became more accurate in line with increased age and higher prior literacy attainment. Following training in the use of self-assessment writing rubrics, 85 school children from second class, fifth class and Transition Year wrote an English essay and later self-assessed their work using rubrics devised by Andrade, Du, and Wang (2008). Results indicated that overall, children’s self-assessment scores held a weak relationship with their actual performance scores (r?=?.24). However, findings illustrated that children’s self-assessments became significantly more accurate in line with increased developmental stages. Strong correlations also emerged between higher prior literacy attainment and children’s accuracy in self-assessments, amongst second class (r?=??.45) and fifth class (r?=??.73) children only. The findings suggest that Irish school children, in particular, primary school children with low literacy attainment, display difficulty making accurate self-assessments of their academic work in literacy. Stemming from the research, implications for practice and future research directions are outlined. 相似文献
12.
孙群英 《佳木斯教育学院学报》2012,(1):267-268
语言学习依赖于大量的阅读,儿童只有"培养广泛的阅读兴趣,扩大阅读面,增加阅读量,多读书,读好书,好读书,读整本的书",他们的语言能力才会得到长足的发展。目前我们儿童英语学习低效的原因也和缺少阅读、缺少语言环境有关。近年来,笔者在教学中倡导开展英文绘本阅读,扩大儿童的英语阅读量,让儿童尽可能多地接触原汁原味的英语,这无疑是提升儿童英语水平的一条有效途径。 相似文献
13.
Naomi Flynn 《British Journal of Sociology of Education》2019,40(1):65-82
This article presents original insights into the English learning experiences of Polish children and contributes a longitudinal perspective on teachers’ relationships with them. Data from interviews conducted in 2016 with primary school teachers, Polish children and their parents are compared with outcomes from an earlier study ending in 2009, in order to examine whether teachers’ practice for their Polish children has persisted or changed. Previously, findings suggested that teachers in England are constrained by a monolingually-oriented curriculum and that they identify Polish children as a ‘model minority’. In the current study, interviews with teachers, parents and children were used to develop and question these findings. Using Bourdieuian notions of linguistic field, habitus and capital, data analysis illuminates: the changing responses of teachers to migration; the ways in which teachers’ pedagogy has adapted for children who have English as an additional language; and the fluid nature of children’s linguistic identities. 相似文献
14.
王琦 《佳木斯教育学院学报》2012,(6):344-345
国家颁布的两个"纲要"里都提到了学前教育的重要性,学前儿童的英语教育也是当今社会的热门话题,而幼儿园的英语教学还存在许多缺点和不足,这就对高校学前教育专业的教学和学生的培养提出了更高的要求,也是对大学英语教师如何应对英语教学的挑战。 相似文献
15.
Objective. The current study examines how aspects of the home literacy environment were related to Asian immigrant children’s early literacy skills. Design. One hundred and thirty-nine Asian immigrant families and their children (69 girls; mean age = 62.93 months; standard deviation = 3.82) were recruited from kindergarten classrooms at seven public elementary schools in Honolulu, Hawai?i. Trained research assistants assessed children’s early literacy skills in English at the beginning (T1) and end of kindergarten (T2). Parents (16% fathers; 84% mothers) rated their involvement in literacy-related activities in English and in their native language at T1, and classroom teachers rated children’s interest in literacy at T2. Results. Our results showed that parents’ literacy activities in English at T1 were positively related to children’s English literacy skills at T1. Parents’ literacy activities in English and in their native language at T1 were both related to children’s interest in literacy at T2, which in turn was associated with children’s English oral language skills at T2. Conclusion. These findings highlight the importance of examining the languages immigrant parents use during literacy-related activities. 相似文献
16.
Kandia Lewis Lia E. Sandilos Carol Scheffner Hammer Brook E. Sawyer Lucía I. Méndez 《Early education and development》2016,27(4):478-494
Research Findings: This study explored the relations between Spanish–English dual language learner (DLL) children’s home language and literacy experiences and their expressive vocabulary and oral comprehension abilities in Spanish and in English. Data from Spanish–English mothers of 93 preschool-age Head Start children who resided in central Pennsylvania were analyzed. Children completed the Picture Vocabulary and Oral Comprehension subtests of the Batería III Woodcock–Muñoz and the Woodcock–Johnson III Tests of Achievement. Results revealed that the language spoken by mothers and children and the frequency of mother–child reading at home influenced children’s Spanish language abilities. In addition, the frequency with which children told a story was positively related to children’s performance on English oral language measures. Practice or Policy: The findings suggest that language and literacy experiences at home have a differential impact on DLLs’ language abilities in their 2 languages. Specific components of the home environment that benefit and support DLL children’s language abilities are discussed. 相似文献
17.
Jonda C. McNair 《Children‘s Literature in Education》2013,44(3):191-207
The purpose of this study was to examine how the social practices of African American families—with children in grades K-2—changed as a result of participating in a family literacy program utilizing African American children’s literature. The families were exposed, through a series of workshops, to an abundance of children’s literature written by and about African Americans. Data sources included pre and post interviews conducted with parents, parental reading logs, and a reflective journal kept by the researcher. Findings suggested that parents increased the amount of time reading aloud to their children, passed along the information that they learned about African American children’s literature to family, friends, and co-workers, and began seeking out and developing an appreciation for quality African American children’s literature. This study was unique in that it involved collaboration between a public university, a local church, an African American sorority, and an innovative teacher recruitment initiative designed to increase the number of Black, male elementary school teachers. 相似文献
18.
Elspeth Brooks 《Education 3-13》2018,46(2):143-156
Internationally, school readiness is increasingly the rationale for early childhood education and care (ECEC). This is the case in England, yet the statutory English Early Years Foundation Stage framework for children 0–5 years also requires practitioners to listen to children’s voices: discourse indicates dissonance between school readiness and listening to children’s voices so this paper discusses an intrinsic case study that investigated beliefs and practices of 25 practitioners in the English midlands regarding school readiness and listening to children’s voices. In survey responses and semi-structured interviews, practitioners indicated they listen to – and act on – children’s voices but are confused about school readiness; their beliefs and practices align more strongly with social pedagogy than pre-primary schoolification. Findings carry messages for policy-makers regarding the need for coherent policy concerning the purpose of ECEC, with practitioner training and a framework aligned fully with that policy. A larger study is indicated. 相似文献
19.
Relations between early reading and writing skills among Spanish-speaking language minority children
Although there is a growing body of literature on the development of reading skills of Spanish-speaking language minority children, little research has focused on the development of writing skills in this population. This study evaluated whether children’s Spanish early reading skills (i.e., print knowledge, phonological awareness, oral language) were related to their Spanish and English early writing skills using a sample of 554 children whose home language was Spanish. Multivariate regression analyses with simultaneous outcomes (Spanish and English invented spelling skills) were conducted to evaluate whether children’s early reading and writing skills were related across languages. Results indicated that children’s print knowledge and phonological awareness skills, but not oral language skills, were significantly related to their Spanish and English invented spelling skills. Spanish early literacy skills were not differentially related to Spanish and English reading and writing skills. The magnitude of the relations between print knowledge and oral language skills and children’s invented spelling skills varied as a function of child age; however, the magnitude of the relation between phonological awareness and invented spelling skills did not differ as a function of child age. Furthermore, results suggested that language minority children’s early reading and writing skills are related but distinct constructs and that children may be able to apply information gained from learning to read and write in their first language when learning to write in their second language. 相似文献
20.
S. Hélène Deacon Eva Commissaire Xi Chen Adrian Pasquarella 《Reading and writing》2013,26(7):1087-1109
As children learn to read, they become sensitive to the patterns that exist in the ways in which their language(s) are represented in print. This skill is known as orthographic processing. We examined the nature of orthographic processing in English and French for children in the first grade of a French immersion program, and the relationship between orthographic processing and reading beyond controls for mother’s education, non-verbal reasoning, English vocabulary and phonological awareness. We found that children showed greater orthographic processing skill to patterns that were common to both of their languages than to those that occurred in just one of their languages. Across both lexical and sub-lexical orthographic processing measures, scores were related to word reading within each language, beyond our control variables. There was some evidence of cross-language relationships between orthographic processing and word reading, both for lexical and sub-lexical language-shared measures of orthographic processing. These findings suggest that children’s attention to features that are common both languages might be one source of transfer of orthographic processing to reading between languages. 相似文献