The experiences of pupils with SEN and their parents at the stage of pre-transition from primary to post-primary school     

Geraldine Scanlon  Yvonne Barnes-Holmes  Ciara McEnteggart  Deirdre Desmond  Nigel Vahey 《欧洲特需教育杂志》2016,31(1):44-58

The experiences of pupils with Special Educational Needs (SEN) and their parents at pre-transition from primary to post-primary school have received little attention in the literature. The current study investigated these experiences using a mixed methods approach within the Irish educational system. Thirty-two pupils with SEN and 42 parents of pupils with SEN participated in focus groups, and also completed a questionnaire which qualitatively complemented the parental focus groups. Emergent themes for pupils included: things I will miss; fitting in and performing as well as others; laying the groundwork: getting to know new people; and experiencing and talking about ‘going to the new school’. Emergent themes for parents included: losing ground?; information is critical: ‘I’m not asking for the moon, but a bit more information’; I’d like help but I don’t want to make trouble for my child; and challenge and support. Critical issues emerging from the data concerning pre-transition experiences for both pupils and parents are discussed.  相似文献   

Implementation Effects of a Pre‐service Training Course for Secondary Education Teachers     

Simon Veenman  Jeska Bakermans  Yvonne Franzen  Masja Van Hoof 《Educational studies》1996,22(2):225-243

A quasi‐experimental, treatment‐control group investigation was designed to test the effects of a pre‐service training course for secondary education teachers. Previous findings from teacher effects research and cognitive strategy instruction were translated into two direct instructional models: a model of executive acting directed at well‐structured skills and a model of strategic acting directed at higher‐level thinking strategies. Pre‐ and post‐training comparison of classroom observations by trained observers revealed significantly more effective instruction by the student teachers after training. No treatment effect was found for pupil engagement rates. The ratings from the supervising teachers did not show significantly better use of the recommended instructional skills by the trained student teachers than by the untrained student teachers.  相似文献   

“We’re not just sat at home in our pyjamas!”: a thematic analysis of the social lives of home educated adolescents in the UK     

de Carvalho  Eloise  Skipper  Yvonne 《European Journal of Psychology of Education - EJPE》2019,34(3):501-516

A common perception of home education is that despite potential beneficial educational outcomes, children who are home educated lack social experiences and therefore show poor social development. However, previous research in this area suggests that home educated children demonstrate a range of age-appropriate social skills. This research has mainly focused on children younger than 12; thus, we have much less of an understanding of the social impacts of home education on adolescents. Furthermore, previous research has often used social skills questionnaires and has not explored the experiences of home educating families from their own perspectives. The current study addresses these gaps in the literature by interviewing three home educated adolescents and their mothers about their social experiences and development with the research question of ‘how do home educated adolescents and their parents experience and understand socialisation?’. In one-to-one interviews, young people (aged 11–14) were asked about their experiences and perceptions of their social lives. In a separate interview, mothers were asked about how they facilitated these social experiences and their perceptions of the impact this had on their child’s development. Data from the interviews was thematically analysed. Results suggested that adolescents participated in a range of social experiences that promoted their social skills, happiness and confidence. Participants felt that this created a positive social environment and sense of community, and encouraged the adolescents to interact with a diverse range of people. However, further research is needed to explore whether this finding is generalisable to the broader community of home educated adolescents.

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Primary Considerations for Primary TEFL in China     

Yvonne Griffiths 《通化师范学院学报》2007,(2):25-31

This article will focus on five key areas relating to Primary TEFL in China.Firstly,the real TEFL context in Chinese primary schools will be discussed in terms of its special characteristics.Secondly,the current methodological approach will be examined from both a theoretical perspective,focusing on government(MOE)policy for primary TEFL,and a practical perspective,based on personal observations of classroom practice.The third section of the article will highlight some perceived shortcomings of current practice,while the fourth will outline the actual needs of primary learners in the Chinese educational system.Finally,the question of how teachers can meet these needs will be examined in relation to:methodological integration; integration of skills and sub-skills teaching/learning;and the exploitation of materials and activities to provide learners with three different types of language input and output opportunities(extensive,intensive and analysed:Swan,2006).  相似文献   

Consistency and variability of learning strategies in different university courses   总被引：1，自引：0，他引：1  

Yvonne J. Vermetten  Hans G. Lodewijks  Jan D. Vermunt 《Higher Education》1999,37(1):1-21

The present study addressed the question of consistency and variability in learning strategies. Four university courses provided different learning contexts. The same group of students reported about their learning strategies by completing identical questionnaires on each of these courses. Participants were 85 students attending the first year of Law studies. A second study consisted of 63 students attending similar courses in the following academic year. An analysis of variance showed that students varied their reported learning strategies as a function of different learning contexts. This indicated a context-specific component in strategy use. Intercorrelations, however, showed that students displayed consistency in reported learning strategies across course contexts as well. This indicated a personal, habitual component in strategy use. It thus seems that the question of variability and consistency in learning strategies does not yield an either-or, answer. Context variables were explored to explain the variations. Use of stated cases, provision of a clear organisation of subject matter and of diverse didactic resources appeared to diminish encountered problems and lack of regulation (which proved to be related variables), and promote the use of concrete processing, relating, analyzing, self-regulation and externally regulated strategies. Evidence was found that learning strategies differed among each other in the degree of variability. Memorizing turned out to be relatively resistant to differences in course context, whereas concrete processing strategies and lack of regulation showed relatively large susceptibility to course context. Explanations were proposed in terms of different stages in the development of learning strategies and in terms of context-variables.  相似文献   

Singaporean Parents’ Views of Their Young Children’s Access and Use of Technological Devices     

Marjory Ebbeck  Hoi Yin Bonnie Yim  Yvonne Chan  Mandy Goh 《Early Childhood Education Journal》2016,44(2):127-134

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加拿大高等学校的网络教育     

梅斯·依王  高志怀 《河北师范大学学报(教育科学版)》2005,7(2):61-62

网络教育究竟是新的突破,还是对传统的破坏?它能否为学生提供优质的服务,或许它将破坏加拿大良好的现行教育体制?加拿大高校的网络教育正在探索中,它与全球化网络教育所面临的主要问题相似。  相似文献   

Editorial     

Yvonne Ehrenspeck  Jochen Kade  Wolfgang Seitter 《Zeitschrift für Erziehungswissenschaft》2010,13(3):341-344

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Maximising meaning: creating a learning environment for reading comprehension of informative texts from a Vygotskian perspective   总被引：1，自引：0，他引：1  

Yvonne van Rijk  Monique Volman  Dorian de Haan  Bert van Oers 《Learning Environments Research》2017,20(1):77-98

Sociocultural theories based on the work of Vygotsky have been increasingly influential in educational sciences. Developmental education (DE) is a pedagogical approach based on Vygotskian theory that has inspired primary schools in the Netherlands to change the learning environment innovatively in a comprehensive way. In this article, we focus on the learning environment for reading comprehension of informative texts in upper-primary grade classrooms in DE. Our aim is to contribute to a more profound understanding of the characteristics of learning environments that are inspired by a Vygotskian approach and that are conducive to reading comprehension of informative texts. Five fourth-grade expert DE teachers participated in a multiple case study aimed at describing and analysing these characteristics for the domain of reading informative texts. Data were collected over a period of six to eight weeks for each teacher and consisted of videotaped interviews, classroom observations and documents. We conclude that DE learning environments are focused on maximising meaning from text for students. This is achieved by organising learning on the basis of emergent goals within students’ participation in sociocultural practices.  相似文献   

The impact of science curricula on student views about the nature of science     

Yvonne J. Meichtry 《科学教学研究杂志》1993,30(5):429-443

This review of the literature focused on three decades of research related to precollege student understandings about the nature of science. Various interpretations of what aspects characterize the nature of science were examined, revealing an agreement among scientists, science educators, and those involved in policy-making arenas that the nature of science is multifaceted and an important component of scientific literacy. A summary of the research regarding the adequacies of student conceptions about the nature of science revealed inconsistent results. Although the majority of studies show that student understandings are less than desirable, there is research that indicates that student conceptions are acceptable. Research on the impact of instructional materials and techniques on student understandings was also reviewed. The effects of language in science instruction, the content emphasis of instructional materials, integrated science curricula, and instruction in general were curricular variables found to have a negative impact on student understandings about the nature of science. Empirical evidence about the success of innovative instructional materials and techniques designed to facilitate more adequate understandings of the nature of science is needed.  相似文献