Using Pictorial Glossaries as an Accommodation for English Learners: An Exploratory Study     

Sultan Turkan  Alexis Lopez  Rene Lawless  Florencia Tolentino 《Educational Assessment》2019,24(3):235-265

In this article we explore the use of pictorial glossaries as an accommodation for English learners (ELs) with entry and emerging levels of English language proficiency. Drawing on survey responses from 98 middle school ELs and cognitive interviews with 10 of the survey participants, we examined the participants’ preferences and experiences with using accommodations and explored how some of them responded to NAEP mathematics items using pictorial glossaries. Our findings showed that the participants viewed the use of pictures, videos, and translations as useful, but they did not have a lot of experience using these types of accommodations. Also, we found that the pictorial glosses sometimes helped ELs with understanding the local meaning of words in the mathematics problems but not with the global meaning conveyed at the sentence level in the problems.  相似文献   

Lifelong learning to empowerment: beyond formal education     

Alexis Carr  K. Balasubramanian  Rosemary Atieno  James Onyango 《Distance Education》2018,39(1):69-86

Abstract

This paper discusses the relevance of lifelong learning vis-à-vis the Sustainable Development Goals (SDGs) and stresses the need for an approach blending formal education, non-formal and informal learning. The role of Open and Distance Learning (ODL) in moving beyond formal education and the importance of integrating pedagogy, andragogy and heutagogy in lifelong learning are raised as key factors in ensuring that education and learning can generate positive externalities and impact livelihoods. Through a case study in the agricultural sector, this paper analyses the role of lifelong learning in empowering smallholders of backyard poultry enterprises in Kenya and argues that lifelong learning needs to be placed in appropriate social and economic contexts to generate outcomes and impacts such as empowerment.  相似文献   

Reading for meaning: The foundational knowledge every teacher of science should have     

Alexis Patterson  Diego Roman  Michelle Friend  Jonathan Osborne  Brian Donovan 《International Journal of Science Education》2018,40(3):291-307

Reading is fundamental to science and not an adjunct to its practice. In other words, understanding the meaning of the various forms of written discourse employed in the creation, discussion, and communication of scientific knowledge is inherent to how science works. The language used in science, however, sets up a barrier, that in order to be overcome requires all students to have a clear understanding of the features of the multimodal informational texts employed in science and the strategies they can use to decode the scientific concepts communicated in informational texts. We argue that all teachers of science must develop a functional understanding of reading comprehension as part of their professional knowledge and skill. After describing our rationale for including knowledge about reading as a professional knowledge base every teacher of science should have, we outline the knowledge about language teachers must develop, the knowledge about the challenges that reading comprehension of science texts poses for students, and the knowledge about instructional strategies science teachers should know to support their students’ reading comprehension of science texts. Implications regarding the essential role that knowledge about reading should play in the preparation of science teachers are also discussed here.  相似文献   

Contentious dialogue: University presidential response and the 2016 U.S. presidential election     

Jon McNaughtan  Hugo Garcia  Ian Lértora  Sarah Louis  Xinyang Li  Alexis L. Croffie 《Journal of Higher Education Policy & Management》2018,40(6):533-549

ABSTRACT

In recent years, technology has made it possible, and at times critical, for college and university presidents to increase their campus-wide public communication. However, there is little research that analyses these frequent and timely presidential communications. Using grounded theory, this study took steps to fill this gap by analysing the unprecedented response campuses had to the 2016 United States presidential election of Donald Trump. The analysis focused on the responses of presidents from the fifty state flagship universities and found emergent themes of unity, contentious election, negative event, university values, civil dialogue, services offered, and emotional rhetoric, while also finding significance in whether the letters were sent proactively or reactively.  相似文献   

Executive Functioning and School Readiness Among Preschoolers With Externalizing Problems: The Moderating Role of the Student–Teacher Relationship     

Paulo A. Graziano  Leanna R. Garb  Rosmary Ros  Katie Hart  Alexis Garcia 《Early education and development》2016,27(5):573-589

Research Findings: The objective of this study was to examine the student–teacher relationship as a potential moderator of the link between executive functioning (EF) and children’s early school readiness among a clinical sample of preschoolers with externalizing behavior problems (EBP). Participants for the study included 139 preschool children (75.54% boys, M age = 5.01 years, 84.94% Hispanic/Latino) with at-risk or clinically elevated levels of EBP. The student–teacher relationship was assessed using the Student–Teacher Relationship Scale. School readiness data were composed of standardized achievement test scores and teacher reports of kindergarten readiness. EF was measured via parent and teacher reports along with standardized measures of EF, including the Head–Toes–Knees–Shoulders task and 4 standardized subtests from the Automated Working Memory Assessment. Poorer student–teacher relationship quality was predictive of lower teacher-reported kindergarten readiness and higher academic impairment. Main effects were qualified by an interaction between EF and student–teacher relationship quality such that worse EF (parent/teacher reports and standardized performance) was only associated with lower teacher-rated kindergarten readiness for children with poorer student–teacher relationship quality. Practice or Policy: EF appears to be an important predictor of school readiness for preschool children with EBP, particularly for children experiencing poorer student–teacher relationships.  相似文献   

Intercultural education and curricular diversification: the case of the Ecuadorian Intercultural Bilingual Education Model (MOSEIB)     

Alexis Oviedo  Danny Wildemeersch 《Compare》2008,38(4):455-470

Thirteen Ecuadorian indigenous nationalities follow the Intercultural Bilingual Education Model in Ecuador (MOSEIB). This paper analyses the present situation of MOSEIB, the challenges to it and future prospects. First, in order to understand how MOSEIB today has relieved the intercultural tensions of the past it is necessary to look at the history of Ecuadorian education. Second, in order to explore the particular characteristics of the MOSEIB model and the challenges of implementing intercultural education in non‐intercultural societies we ask how and to what extent the intercultural education policies and practices in Ecuador differ from those developed in other Latin‐American countries. Third, we consider curricular diversity, seeking to clarify how the MOSEIB curricula relate to the reality of the Kichwa indigenous nationality and its communal environment, rituals and agricultural schedules. We conclude with comments on future prospects and remaining challenges to the establishment of a truly intercultural society inside a multicultural country.  相似文献   

Is it food or is it waste? The materiality and relational agency of food waste across the value chain     

Alexis Van Bemmel 《Journal of Cultural Economy》2020,13(2):207-220

ABSTRACT

Food waste has serious economic and environmental repercussions, and there is growing policy attention to this issue in Canada. This study investigates how the material characteristics of wasted food influence its circulation and management in the City of Guelph, Ontario. Based on interviews with informants across the food value chain, we learned that there is a high reliance on systems and techniques to determine when food becomes waste (including cold chains, best before dates, and aesthetic standards). We document how these systems pervade the food chain and food recovery efforts, and also note attempts to disrupt their momentum. Our analysis emphasizes the relational agency of food waste: how social and cultural contexts interact with food’s vital materiality in the determination of when it becomes waste, the circumstances under which waste can become food again, and how organic matter can find a second life as a source of energy and nutrients.  相似文献   

Technological learning and entrepreneurial behaviour: A taxonomy of the chemical industry in Venezuela     

Arnoldo Pirela  Rafael Rengifo  Alexis Mercado  Rigas Arvanitis 《Research Policy》1993,22(5-6)

This paper presents a taxonomy of entrepreneurial behaviour vis-à-vis technology, derived from empirical research on a specific sector, that of the chemicals industry in Venezuela. The research focuses heavily on the accumulation of minor innovations through which enterprises acquire their technical knowledge and know how, their technological learning. We have tried to give a precise empirical meaning to that notion in order to understand which are the most important variables that affect the technical learning process. Both the process of technological learning and the technical external linkages — in particular with foreign firms — of Venezuelan companies seem to be the fundamental factors in understanding the development of a new competitive industry which adopts a new products-oriented strategy. But not all firms do respond to such a scheme and it is thus necessary to develop a taxonomy of the industrial sector both for scholarly reasons as well as a policy guide.  相似文献   

A framework for the regional critical zone classification: the case of the Chinese Loess Plateau     

Yihe Lü  Jian Hu  Bojie Fu  Paul Harris  Lianhai Wu  Xiaolin Tong  Yingfei Bai  Alexis J Comber 《国家科学评论(英文版)》2019,6(1):14

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Narrated Dissection Videos and Peer-Mentoring to Enhance Anatomy Performance of Underrepresented Minority Students in Physical Therapy Education     

Haley Nation  Debora Kaliski  Alexis Ortiz 《Anatomical sciences education》2020,13(6):794-799

Three-dimensional virtual technology (3DVT) educational tools and peer-tutoring have proven to be effective teaching strategies in improving student learning outcomes. The purpose of this study was threefold: (1) compare the anatomy academic performance between underrepresented minority (URM) and non-minority (non-URM) students, (2) compare the voluntary use of 3DVT dissection videos and peer-mentoring between these two cohorts, and (3) estimate the association between the use of these teaching strategies on anatomy examinations and course grades at a school of physical therapy. Three-dimensional virtual technology narrated dissection videos and peer-mentoring were made available to all students. Time accessing the video and attending peer-mentoring sessions was measured throughout the course for all students. Three practical and four written examinations and the final course grade were calculated. Numerous one-way ANOVAs were used to compare examination/course grades between student cohorts (URM and non-URM) and usage of the two educational strategies (3DVT and peer-mentoring). Multiple linear regressions were performed with teaching strategies as predictors and grades as outcomes. Underrepresented minority students demonstrated significantly lower practical examination scores (P = 0.04), lower final course grades (P = 0.01), and a greater use of mentorship hours (P = 0.001) compared to non-URM. The regression models with both predictors (3DVT and peer-mentoring) combined demonstrated the greatest association with grades for both URM and non-URM. For both groups of students, the association between predictors and practical examination scores, although fair, was not statistically significant. Peer-mentoring seems to be the most effective teaching strategy in helping URM students succeed in anatomy.  相似文献