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71.
The transition through the first year of university study is challenging for the majority of students. For students from Culturally and Linguistically Diverse (CALD) backgrounds, commencing studies in an English-Medium Instruction (EMI) university program presents a number of specific challenges. These students are faced with meeting both language demands as well as learning expectations of the institution, which often differ markedly from their previous formal learning experiences. Developing CALD students’ digital literacy practices has been shown to lead to improved academic performance, success and retention in some higher education settings. This paper focuses on the digital literacy practices of undergraduates at a national public university in a Gulf State. Results from a survey and focus groups are analysed to identify the students’ access to and use of digital technologies, in order to better understand how their academic success can be enhanced through digital literacy development. The study identifies a disconnect between students’ perceptions of their digital capabilities and the institutional requirements for study. The research recommends that providing integrated, institution-wide digital literacy development focused on accessing, assessing and incorporating online resources in their work, will help improve transitioning CALD students’ preparedness for undergraduate study in this and other EMI universities.
相似文献72.
In two experiments, we explored how the foraging behavior of Norway rats was influenced by different arrangements of artificial paths and vertical landmarks. The rats used the paths successively less for orienting to food in treatments in which paths led to food but were crooked, in which paths led only halfway to food, and in which paths were misaligned with respect to food. The arrangement of paths influenced the rats’ rate of energy intake in the beginning of the experiment, whereas the arrangement of beacons did not. With experience, the rats employed different orientation strategies in the presence of different arrangements of paths or beacons, and, by the final 4 days, all groups achieved statistically indistinguishable net rates of return. The rates of energy intake were similar because the rats in different treatments traveled similar distances per session, despite differing arrangements of paths and landmarks. 相似文献
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Gali Dar Alon Yehiel Maya Cale’ Benzoor 《Sports biomechanics / International Society of Biomechanics in Sports》2019,18(4):426-436
The landing error scoring system (LESS) assesses the quality of a landing after a jump. The quality of the jump is usually evaluated using a three-dimensional (3-D) motion analysis system or a two-dimensional (2-D) video analysis visually rated by a clinician. However, both methods have disadvantages. The aim of this study was to examine the concurrent validity of a novel portable motion analysis system (‘PhysiMax System’) in assessing the LESS score by comparing it to video analysis. The study population included 48 healthy participants (28.45 ± 5.61 years), each performing the LESS test while two video cameras and the ‘PhysiMax’ simultaneously recorded the jump. The ‘Physimax’ system automatically evaluated the LESS. Subsequently, the examiners scored the test by viewing the video recordings, blinded to the ‘PhysiMax’ results. The mean LESS score, using the video recordings and the ‘PhysiMax’ was 4.77 (±2.29) and 5.15 (±2.58), respectively, (ICC = 0.80, 95% confidence intervals 0.65–0.87), mean absolute differences 1.13 (95% confidence intervals; 0.79–1.46). The results indicate a high consensus between the methods of measurement. The ‘Physimax’ system’s main advantages are portability, objective evaluation and immediate availability of results. The system can be used by athletic trainers and physiotherapists in the clinic and in the field for jumping assessment. 相似文献
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Beliefs about emotion utility can influence context-sensitive emotion goals (i.e., desired emotional responses). Although key for emotion regulation, emotion goals have been overlooked in children and adolescents. In 2018–2019 results of Studies 1 and 2 showed that children (N = 192, Mage = 8.65, 47% girls, 96% White) were less motivated by and found anger less useful in confrontation than adolescents (N = 192, Mage = 12.96, 50% girls, 93% White) and adults (N = 195, Mage = 29.82, 51% women, 96% White). The link between emotion goals and beliefs about emotion utility was weaker in children. In 2021, Study 3 (N = 60, 8-year-olds, 47% girls, 90% White) ruled out expectations as a possible explanation for the previous findings. Context-sensitive utility of emotions may be acquired during development. 相似文献
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Tyler W. Watts Jade M. Jenkins Kenneth A. Dodge Robert C. Carr Maria Sauval Yu Bai Maya Escueta Jennifer Duer Helen Ladd Clara Muschkin Ellen Peisner-Feinberg Elizabeth Ananat 《Monographs of the Society for Research in Child Development》2023,88(1):7-182
We examine the North Carolina Pre-K (NC Pre-K) program to test the hypothesis that observed variation in effects resulting from exposure to the program can be attributed to interactions with other environmental factors that occur before, during, or after the pre-k year. We examine student outcomes in 5th grade and test interaction effects between NC's level of investment in public pre-k and moderating factors. Our main sample includes the population of children born in North Carolina between 1987 and 2005 who later attended a public school in that state, had valid achievement data in 5th grade, and could be matched by administrative record review (n = 1,207,576; 58% White non-Hispanic, 29% Black non-Hispanic, 7% Hispanic, 6% multiracial and Other race/ethnicity). Analyses were based on a natural experiment leveraging variation in county-level funding for NC Pre-K across NC counties during each of the years the state scaled up the program. Exposure to NC Pre-K funding was defined as the per-4-year-old-child state allocation of funds to a county in a year. Regression models included child-level and county-level covariates and county and year fixed effects. Estimates indicate that a child's exposure to higher NC Pre-K funding was positively associated with that child's academic achievement 6 years later. We found no effect on special education placement or grade retention. NC Pre-K funding effects on achievement were positive for all subgroups tested, and statistically significant for most. However, they were larger for children exposed to more disadvantaged environments either before or after the pre-k experience, consistent with a compensatory model where pre-k provides a buffer against the adverse effects of prior negative environmental experiences and protection against the effects of future adverse experiences. In addition, the effect of NC Pre-K funding on achievement remained positive across most environments, supporting an additive effects model. In contrast, few findings supported a dynamic complementarity model. Instrumental variables analyses incorporating a child's NC Pre-K enrollment status indicate that program attendance increased average 5th grade achievement by approximately 20% of a standard deviation, and impacts were largest for children who were Hispanic or whose mothers had less than a high school education. Implications for the future of pre-k scale-up and developmental theory are discussed. 相似文献
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Roberto Roche 《Infancia y Aprendizaje》2013,36(19-20):101-114
ResumenSe presenta el comportamiento altruista o pro-social como un aspecto importante de la psicopedagogía. Se pasa revista a las últimas investigaciones en este campo, analizando los posibles factores determinantes de tal comportamiento, y poniendo un acento especial en los antecedentes educativos familiares. Se concluye con un cuadro de líneas directrices para un programa educativo hacia la pro-sociabilidad. 相似文献
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