The linguistic complexity of adult and child contextualized and decontextualized talk     

Ellen Irén Brinchmann  Hanne Røe-Indregård  Jannicke Karlsen  Stefan Kilian Schauber  Bente Eriksen Hagtvet 《Child development》2023,94(5):1368-1380

The association between decontextualized talk (DT; i.e., talk extending beyond immediate context) and child language outcomes is well-attested but not well-understood. This study tested the hypothesis that DT is more linguistically complex than contextualized talk (CT). Thirty-eight Norwegian children (M_age = 5.5 years; 25 girls; 30 Norwegian-speaking monolinguals and eight multilinguals) and their teachers were videotaped during picture book reading, story card conversations and toy play (collected 2010–2011 and 2017). Results show that DT was more complex than CT among children and teachers. Both types of talk were more complex during book reading and story conversations than during play. The conversational context should be accounted for when theorizing about the role of DT in language development.  相似文献   

The International Education Index: A global approach to education policy analysis,performance and sustainable development     

Serena Clark  Ellen Gallagher  Neasa Boyle  Michael Barrett  Corey Hughes  Niamh O'Malley  Ikenna Ebuenyi  Kevin Marshall  Katriona O'Sullivan 《British Educational Research Journal》2023,49(2):266-287

Before the COVID-19 pandemic, the world struggled to address growing educational inequalities and fulfil the commitment to Sustainable Development Goal 4, which seeks to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. The pandemic has exacerbated these inequalities and changed how education functions, moving to online and hybrid methods. The challenges in global education highlighted and worsened by the pandemic make it necessary to re-evaluate education systems and the policies in place to support access, quality and equal opportunity. This article focuses on analysing education policies at a national level. It tests a pilot policy analysis tool, the International Education Index (IEI), developed as a starting point to begin this reconsideration and create an accessible and comprehensive way to evaluate national education systems to inform decision-making and policies in the new context. This research uses Ireland and Northern Ireland to test the IEI pilot tool. The IEI consists of 54 questions across nine indicators, including institutional frameworks, education strategies, digital skills and infrastructure, twenty-first century skills, access to basic social services, adherence to international standards, legal frameworks, data gathering and availability and international partnerships. Countries can score 108 points to be categorised as having developed, emerging or nascent national education systems. Ireland scored 94 and Northern Ireland 81, indicating that they have developed national education systems.  相似文献   

Exploring Changes in Home Visitors’ Perspectives in the Context of a Professional Development Activity     

Walsh  Bridget A.  Edwards  Adrienne L.  Cook  Gina A.  Hughes-Belding  Kere  Rahn  Ellen 《Early Childhood Education Journal》2022,50(7):1143-1155

Early Childhood Education Journal - Research-based professional development opportunities for early childhood home visitors are valuable to the Early Head Start-Home-Based Option (EHS-HBO) and to...  相似文献   

Typology of Student Citizenship     

Ellen Geboers  Femke Geijsel  Wilfried Admiraal  Geert ten Dam 《European Journal of Education》2014,49(4):514-528

Most of the empirical frameworks and theories concerned with the development of citizenship today are quite complex and only provide some guidance for what citizenship education should attend to; they do not provide insight into the actual citizenship of students. We constructed a typology of student citizenship, on the basis of data collected from students. Patterns of scores for the citizenship orientations and citizenship knowledge of students were examined, and four clearly interpretable profiles could be identified (committed citizenship, indifferent citizenship, ordinary citizenship and self-assured citizenship). A sample of 7,768 students from grades 5 to 9 (aged 11–16 years) from 38 primary and secondary education schools participated in this research. The typology was then cross-validated on a separate sample of 15,940 students from Dutch primary and secondary education schools. The types of the citizenship differed depending on the individual demographic characteristics of the students and their level of education. Implications of the typology for citizenship education and future research are discussed.  相似文献   

Evidence-based policy-making: the usability of the Eurostat Adult Education Survey     

Ellen Boeren 《International Journal of Lifelong Education》2014,33(3):275-289

This article reflects on European education policy which is driven by benchmarks and indicators. While the European benchmark on adult lifelong learning participation—15% to be achieved by 2020—is measured by the Labour Force Survey, the Eurostat Adult Education Survey (AES) was designed to better understand the topic of adult lifelong learning participation in-depth. This article explores the AES as an instrument to inform policy-makers and whether it provides adequate information to empirically testify participation hypotheses. The article argues that analysis of the AES provides limited understanding of the educational supply side. Furthermore, policy-makers should be aware of methodological and conceptual weaknesses before relying on these data in their policy development.  相似文献   

Association of “Macho Man” Sexual Attitudes and Behavioral Risks in Urban Adolescents     

Ellen Johnson Silver  Laurie J. Bauman 《American journal of sexuality education》2014,9(2):176-187

We examined whether sexual attitudes of adolescents were related to their self-reported sexual risk behavior by analyzing survey data from 1,052 boys and girls aged 14 to 17 years from a low income, urban community. Sexual behavior norms that may increase sexually transmitted infection/HIV risks in youth were sanctioned more by males and by sexually experienced youth, but their attitudes were unassociated with either their age or race/ethnicity. Endorsement was correlated with greater intention to have sexual intercourse among all youth. Among sexually experienced participants, it was associated with earlier sexual debut, more partners, and less intention to use condoms but not with the number of unprotected sexual episodes in the prior six months. Sexual attitudes of youth may conflict with initiation and maintenance of safer sex practices, making them vulnerable to HIV and other sexually transmitted infections. Risk reduction interventions for adolescents should address this.  相似文献   

Flexible and inexpensive: Improving learning transfer and program evaluation through participant action plans     

Chris A. Cowan  Ellen F. Goldman  Melissa Hook 《Performance Improvement》2010,49(5):18-25

Action plans have been shown to improve transfer of learning and have proven an effective tool in training evaluation. This study describes how action planning was simply and successfully adapted to a preexisting curriculum with few additional resources. The decision to use participant action planning, the administration of it, and the participants' and the sponsor's responses are discussed, along with suggestions for future human performance technology research.  相似文献   

The relative difficulty of signed arithmetic story problems for primary level deaf and hard-of-hearing students     

Ansell E  Pagliaro CM 《Journal of deaf studies and deaf education》2006,11(2):153-170

This study determines the relative difficulty and associated strategy use of arithmetic (addition and subtraction) story problems when presented in American Sign Language to primary level (K-3) deaf and hard-of-hearing students. Results showed that deaf and hard-of-hearing students may consider and respond to arithmetic story problems differently than their hearing peers, with the critical dimension in problem difficulty being based on the operation typically used to solve the problem, not the story within the problem. The types of strategies used by the students supported the order of problem difficulty. The visual-spatial nature of the problem presentation appeared not to assist the deaf and hard-of-hearing students in solving the problems. Factors that may have contributed to this pattern of problem difficulty are discussed so that educators can better align mathematics instruction to the thinking of the deaf child.  相似文献   

Tales from consulting in Poland     

Ellen Ensher And  Jan Bowler 《Performance Improvement》1995,34(4):30-34

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Glang,A., Singer,G.H.S., & Todis,B. (Eds.). (1997). Students with acquired brain injury: The school's response. Baltimore,Maryland: Paul H. Brooks. 424 pp., $29.95.     

Mary Ellen Warren 《Psychology in the schools》2000,37(4):390-391

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