The effect of language specific factors on early written composition: the role of spelling,oral language and text generation skills in a shallow orthography     

Barbara Arfé  Julie E. Dockrell  Bianca De Bernardi 《Reading and writing》2016,29(3):501-527

Spelling skills have been identified as one of the major barriers to written text production in young English writers. By contrast oral language skills and text generation have been found to be less influential in the texts produced by beginning writers. To date, our understanding of the role of spelling skills in transparent orthographies is limited. The current study addressed this gap by examining the contribution of spelling, oral language and text generation skills in written text production in Italian beginner writers. Eighty-three children aged 7–8 years participated in the study. Spelling, lexical retrieval, receptive grammar, and written sentence generation and reformulation skills were assessed and children were asked to write a text on a set topic. A factor analysis revealed that the children’s written text production was captured by three factors: productivity, complexity and accuracy. In contrast to results from children learning to write in opaque orthographies, such as English, this study showed that receptive grammar and written sentence generation skills accounted for significant variance in measures of productivity, complexity and accuracy in Italian children’s written text production. Spelling skills contributed to text accuracy and quality and explained more variance than receptive grammar in microstructural accuracy. By contrast, oral grammatical skills explained more variance in text quality than spelling. The current study shows the differential impact of language systems, such as Italian, on written text production. Implications for assessment and instruction are outlined.  相似文献   

Books and articles of academic interest     

Antonio Gómez Skarmeta  Pedro García López  Jesús Egea Payá  José Meseguer Navarro  Tomás Jiménez García 《Academic Questions》1994,8(1):91-92

Books and articles of academic interest  相似文献   

The Experiences of Low-Income Latina/o Families in an Urban Voucher,Parochial School     

Tatiana Joseph  William Vélez 《Journal of Latinos & Education》2017,16(2):143-155

Catholic schools have become a popular choice for many low income families Latino/a families. Families enrollment in these schools are often faced with the mandate to participate. However, regardless of the mandate, some schools often experience low parental participation. The purpose of this study is to document the experiences of low income, Latino/a families around parental involvement in hopes of understanding the reasoning for participating (or not) in their child’s school. The researchers conclude that families do not participate for a number of reasons including lack of opportunities, and an unwelcoming environment. The implications for Latina/o urban education are discussed.  相似文献   

L'enseignement et les technologies nouvelles     

Daniel Dieudonné 《欧洲师范教育杂志》1983,6(3):291-297

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Social Experiences with Peers and High School Graduation: A review of theoretical and empirical research     

Marie‐Hélène Véronneau  Frank Vitaro 《教育心理学》2007,27(3):419-445

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Inclusive education ten years after Salamanca: Setting the agenda   总被引：2，自引：0，他引：2  

Mel Ainscow  Margarida César 《European Journal of Psychology of Education - EJPE》2006,21(3):231-238

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Scaffolding Narrative Skills: A Meta-Analysis of Instruction in Early Childhood Settings     

Diane Pesco  Andréanne Gagné 《Early education and development》2017,28(7):773-793

Research Findings: Children’s ability to tell stories and to understand the stories of others typically emerges in early childhood, supported by primary caregivers and educators. This article reviews instruction designed to foster children’s narrative skills in preschool and kindergarten settings and examines the effects using meta-analysis. The review covers more than 3 decades (1980–2013) of experimental research (k = 15 studies, 28 effects). The findings showed that verbal scaffolding, alone or in combination with other strategies, was the predominant teaching approach. The meta-analysis revealed average effects (weighted for sample size) for narrative expression (.50) and a slightly larger effect for comprehension (.58). These effects were unrelated to the duration of instruction. However, when verbal strategies were combined with nonverbal ones, such as engaging children in enacting stories or in telling stories with props, the effects for expression increased (i.e., children’s storytelling improved more from pretest to posttest). Practice or Policy: The review indicates promising strategies for supporting narrative skills. Furthermore, the studies identified can serve as a resource for practitioners by suggesting diverse kinds of verbal scaffolds, complementary nonverbal approaches, and storybooks that have been used effectively to foster narrative competencies among young children.  相似文献   

Curriculum Design of a Flipped Classroom to Enhance Haematology Learning     

Pauline?A.?Porcaro  Denise?E.?Jackson  Patricia?M.?McLaughlin  Cindy?J.?O’MalleyEmail authorView author&#;s OrcID profile 《Journal of Science Education and Technology》2016,25(3):345-357

A common trend in higher education is the “flipped” classroom, which facilitates active learning during class. The flipped approach to teaching was instituted in a haematology ‘major’ class and the students’ attitudes and preferences for the teaching materials were surveyed. The curriculum design was explicit and involved four major components (1) the preparation of the students; (2) the weekly pre-class work; (3) the in-class active learning strategies and (4) closing the learning loop using formative quizzes. Each of these components is discussed in detail and was informed by sound pedagogical strategies. Several different sources of information and several freely available software tools to engage the students are discussed. Two iterations are reported here, with improved pass rate for the final examination from 47 to 48 % in the traditional class to 56–65 % in the flipped classroom approach. The majority of students (93 and 89 %) came to the class prepared, after viewing the screencasts and engaged fully with the activities within the face-to-face time. The students perceived that solving case studies (93 %) was the most beneficial activity for their learning and this was closely followed by the production of essay plans (71 %). The majority of students recommended that this approach be repeated the following year (69 and 75 %).  相似文献   

Indian child welfare: A community team approach to protective services     

Casimér R. Wichlacz  John M. Lane  C.Henry Kempe  Casimer R. Wichlacz 《Child abuse & neglect》1978,2(1):29-35

The purpose of this study is threefold: first, to describe the characteristics of child abuse and neglect on a major Indian reservation; second, to examine the impact of a community team approach to child abuse and neglect as measured by the incidence of reported abuse and neglect and admissions for emergency foster care; and third, to make recommendations for actions to close the gaps in child welfare services to Indian children living on reservations.  相似文献   

Correlates of Work-Life Balance for Faculty Across Racial/Ethnic Groups     

Nida Denson  Katalin Szelényi  Kate Bresonis 《Research in higher education》2018,59(2):226-247

Very few studies have examined issues of work-life balance among faculty of different racial/ethnic backgrounds. Utilizing data from Harvard University’s Collaborative on Academic Careers in Higher Education project, this study examined predictors of work-life balance for 2953 faculty members from 69 institutions. The final sample consisted of 1059 (36%) Asian American faculty, 512 (17%) African American faculty, 359 (12%) Latina/o faculty, and 1023 (35%) White/Caucasian faculty. There were 1184 (40%) women faculty and 1769 (60%) men faculty. The predictors of worklife balance included faculty characteristics, departmental/institutional characteristics and support, and faculty satisfaction with work. While African American women faculty reported less work-life balance than African American men, the reverse was true for Latina/o faculty. In addition, White faculty who were single with no children were significantly less likely to report having work-life balance than their married counterparts with children. Faculty rank was a significant positive predictor of work-life balance for all faculty. Notably, the findings highlight the importance of department and institutional support for making personal/family obligations and an academic career compatible. Institutional support for making personal/family obligations and an academic career compatible was consistently the strongest positive predictor of perceived work-life balance for all faculty. In addition, satisfaction with time spent on research had positive associations with work-life balance for all faculty, highlighting how faculty from all racial/ethnic backgrounds value being able to spend enough time on their own research.  相似文献