Argentina: Priorities in the education sector and how they are identified     

Susana Beatriz Decibe 《Prospects》1997,27(4):587-594

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Implicit sequence learning is preserved in dyslexic children     

Filomena Inácio  Luís Faísca  Christian Forkstam  Susana Araújo  Inês Bramão  Alexandra Reis  Karl Magnus Petersson 《Annals of dyslexia》2018,68(1):1-14

This study investigates the implicit sequence learning abilities of dyslexic children using an artificial grammar learning task with an extended exposure period. Twenty children with developmental dyslexia participated in the study and were matched with two control groups—one matched for age and other for reading skills. During 3 days, all participants performed an acquisition task, where they were exposed to colored geometrical forms sequences with an underlying grammatical structure. On the last day, after the acquisition task, participants were tested in a grammaticality classification task. Implicit sequence learning was present in dyslexic children, as well as in both control groups, and no differences between groups were observed. These results suggest that implicit learning deficits per se cannot explain the characteristic reading difficulties of the dyslexics.  相似文献   

Guided portfolio writing as a scaffold for reflective learning in in-service contexts: a case study1     

Íris Susana Pires Pereira  Maria Cristina Cristo Parente  Cristina Vieira da Silva 《Teacher Development》2016,20(5):614-630

Language is widely recognized as an inescapable mediating tool for professional learning, and with this text we want to contribute to a better understanding of the particular role that guided writing can play in in-service professional reflective learning. We analysed one pre-school teacher’s written portfolio, the construction of which was guided to scaffold deep thinking about (and the transference of theory into) practice during participation in an in-service program about language education. Our case study shows that the writing process sustained robust learning about professional knowing, doing and learning itself: The teacher elaborated an integrative ethical understanding of the discussed theory, fully experienced newly informed practices and assessed her own learning by using theory to confront her previous knowledge and practices. Throughout the portfolio, the learning stance revealed by her voice varied accordingly. The study illustrates the potential of guided writing to scaffold reflective learning in in-service contexts.  相似文献   

Changing schools: a study of primary secondary transfer using Vygotsky and Bernstein     

Harry Daniels  Hau Ming Tse  Lorena Ortega Ferrand  Andrew Stables 《British Journal of Sociology of Education》2019,40(7):901-921

ABSTRACT

This article is concerned with the influences that are brought to bear on the design of school buildings and the effects that the design of these buildings have on those who teach and learn in them. The article also focuses on the ways in which design is altered in and through the practices of these occupants. We argue that there is a mutual shaping of design and practice in these schools. We deploy the theory of socio-genesis developed by Lev S. Vygotsky and the sociology of pedagogy developed by Basil Bernstein in order to study the consequences for students of different trajectories of transfer between different designs and pedagogic cultures of primary and secondary schools in England. Our intention is to contribute to current debates about the effects of new school designs and the enduring concerns raised by difficulties that some students encounter in transitions between schools.  相似文献   

Difficulties in semantically congruent translation of verbally and symbolically represented algebraic statements     

Castro  Encarnación  Cañadas  María C.  Molina  Marta  Rodríguez-Domingo  Susana 《Educational Studies in Mathematics》2022,109(3):593-609

Educational Studies in Mathematics - This paper describes the difficulties faced by a group of middle school students (13- to 15-year-olds) attempting to translate algebraic statements written in...  相似文献   

Dyslexia heterogeneity: cognitive profiling of Portuguese children with dyslexia     

Andreia Pacheco  Alexandra Reis  Susana Araújo  Filomena Inácio  Karl Magnus Petersson  Luís Faísca 《Reading and writing》2014,27(9):1529-1545

Recent studies have emphasized that developmental dyslexia is a multiple-deficit disorder, in contrast to the traditional single-deficit view. In this context, cognitive profiling of children with dyslexia may be a relevant contribution to this unresolved discussion. The aim of this study was to profile 36 Portuguese children with dyslexia from the 2nd to 5th grade. Hierarchical cluster analysis was used to group participants according to their phonological awareness, rapid automatized naming, verbal short-term memory, vocabulary, and nonverbal intelligence abilities. The results suggested a two-cluster solution: a group with poorer performance on phoneme deletion and rapid automatized naming compared with the remaining variables (Cluster 1) and a group characterized by underperforming on the variables most related to phonological processing (phoneme deletion and digit span), but not on rapid automatized naming (Cluster 2). Overall, the results seem more consistent with a hybrid perspective, such as that proposed by Pennington and colleagues (2012), for understanding the heterogeneity of dyslexia. The importance of characterizing the profiles of individuals with dyslexia becomes clear within the context of constructing remediation programs that are specifically targeted and are more effective in terms of intervention outcome.  相似文献   

Unpacking Legality Through La Facultad and Cultural Citizenship: Critical and Legal Consciousness Formation for Politicized Latinx Undocumented Youth Activists     

Susana M. Muñoz 《Equity & Excellence in Education》2018,51(1):78-91

Over the last ten years, there has been an increasingly growing body of scholarship devoted to undocumented college students in higher education. Prior scholarship has focused on how undocumented students negotiate their political and civic identity within the undocumented youth movement. However, immigration research within higher education has not addressed how undocumented students come to understand their legal consciousness. I intersect legal consciousness with Anzaldúa's (1987 Anzaldúa, G. (1987). Borderlands/La frontera: The new mestiza. San Francisco, CA: Aunt Lute Books. [Google Scholar]) la facultad/nepantla and cultural citizenship theory (Rosaldo, 1987 Rosaldo, R. (1987). Cultural citizenship concept paper, IUP Latino cultural studies working group. Stanford: Stanford University. [Google Scholar]) to frame the process of how politicized Latinx¹1. I use Latinx as an attempt to decolonize the Spanish language, center indigeneity and the African roots of Latinx peoples, and neutralize gender (Villalobos, 2015 Villalobos, J. (2015). Applying White followership in campus organizing: A leadership tool for Latinx students working for racial justice. In A. Lozano (Ed.), Latina/o College Student Leadership: Emerging theory, promising practices. Lanham, Maryland: Rowman &; Littlefield. [Google Scholar]). undocumented students come to hone their critical legal consciousness within the context of higher education and social activism. Using data from 39 individual interviews with 13 undocumented student activists who self-identified as “undocumented and unafraid,” the findings reveal four forms of navigation for how undocumented students come to understand their legal consciousness as they negotiate colonized spaces: (a) reconfiguring legality though migration and family experiences; (b) negotiating contexts and disclosure; (c) critical enactment of cultural citizenship; and (d) disrupting and reclaiming colonized spaces.  相似文献   

Changes in involvement in homework throughout compulsory secondary education / Cambios en la implicación en los deberes escolares a lo largo de la Educación Secundaria Obligatoria     

Bibiana Regueiro  José C. Núñez  Pedro Rosário  Susana Rodríguez  Natalia Suárez 《Cultura y Educación》2017,29(2):254-278

This paper analyses the changes found in students’ involvement in homework throughout the four grade levels of compulsory secondary education in Spain (ages 12–15). It also analyses the relationship between the changes in students’ involvement in homework throughout schooling and motivational and emotional variables related to homework. Findings indicated that: (a) the amount of homework completed and homework time management diminished slightly throughout the grade levels researched; however, this result is clearer in terms of the amount of homework completed; (b) prior academic achievement is significantly related to the variables associated with students’ involvement in homework; (c) the motivational and affective variables researched explained statistically significant variance related to two of the three dependent variables associated with involvement in homework; and (d) the association between the motivational and affective variables and involvement in homework is lower.  相似文献   

ANCHORING ADHD SYMPTOMS TO MENTAL AGE     

Callie Martin  Mardis Dunham  Samir H. Patel  Susana Contreras‐Bloomdahl 《Psychology in the schools》2016,53(9):926-937

The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM‐5), requires that symptoms of ADHD must be developmentally inappropriate in order for an ADHD diagnosis to be considered. Because the DSM‐5 does not specifically outline procedure for determining developmental inappropriateness of behaviors, practitioners do not have guidance for making this consideration. To explore the relationship between mental age and behavior ratings of ADHD symptoms, the cognitive and behavioral data from 50 children who were evaluated in a school or clinic were compiled for this study. Cognitive ability scores were used to calculate mental age and behavior rating scores were then recalculated using the assessed mental age. Using the recalculated behavior ratings, scores based on mental age decreased significantly on the Attention Problems, Hyperactivity, and Atypicality scales of the BASC‐2. Additionally, as the discrepancy between mental and chronological age increased, larger differences in scores were found.  相似文献   

Behaviors of youth involved in the child welfare system     

Grogan-Kaylor A  Ruffolo MC  Ortega RM  Clarke J 《Child abuse & neglect》2008,32(1):35-49

OBJECTIVE: Using data from a nationally representative panel study, the National Survey of Child and Adolescent Well-Being (NSCAW), we address the following questions: (a) What are the youth, family, community, and child welfare system risk factors that place youth (ages 11-14 years) living at home, who are referred for maltreatment, at increased risk of delinquent behaviors over time? and (b) What promotive factors at the youth, family, community, and child welfare system levels appear to minimize the risk of delinquent behaviors for these youth over time? METHODS: The study uses the NSCAW data collected at baseline (Wave 1) and 18 months later (Wave 3). The multivariate analyses were conducted using a tobit model adjusted for longitudinal data and a complex survey sample. RESULTS: Several significant risk and promotive factors were found to influence the risk of delinquent behaviors over time. Older youth were more likely to engage in delinquent behaviors than younger youth. Girls were less likely to engage in delinquent behaviors than boys. Race or ethnicity did not have a statistically significant relationship with engaging in delinquent behaviors. Compared with neglected youth, youth who were physically abused were more likely to engage in delinquent behaviors. Increases in caregiver monitoring and in the quality of relationship with caregivers were associated with decreases in delinquent behaviors. Youth at greatest risk and those who engaged in more delinquent behaviors received more child welfare services then youth who did not engage in delinquent behaviors. CONCLUSIONS: The current child welfare delivery system emphasizes provision of services to youth experiencing the more serious problems and less on preventive services. The study findings suggest that preventive services when youth first enter the child welfare system that focus on enhancing caregiver skills in building positive relationships with their youth and increased monitoring of the youth's activity may alter the pathway to delinquent behaviors for these youth.  相似文献