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1.
Julie A. Washington 《Learning disabilities research & practice》2001,16(4):213-221
The poor reading achievement of African-American children in urban schools is well established. African-American children from low-income homes may be at particular risk for reading difficulties, although middle-income children often fare poorly as well. Intervention efforts have focused on children in kindergarten through fifth grade. This article suggests that prevention efforts must begin prior to kindergarten entry. Several key variables that may influence young children's performance, including poverty, general oral language skills, dialectal variations, home literacy practices, standardized testing bias, and teacher expectations, are explored. Future directions for research addressing emergent literacy in African-American children are discussed throughout. 相似文献
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Kocer Omer Dincer Ali 《美中教育评论》2011,(3):257-263
When examined carefully, it is seen that there is not an available and detailed cttrriculum designed for the aim of foreign language teaching with integrated cultural items of the target language in the programs of the schools under authority of the Ministry of Education and Turkish higher education institutions. In recent years, the specialists have an agreement on the issue that foreign language instruction should be carried out by the means of target language＇s history, literature, geography and also its social characteristics. The idiom ＂it＇s raining cats and dogs＂ can be misinterpreted by a Turkish student without the knowledge of this idiom＇s story in English history as ＂Cats and dogs are pouring down from the sky＂. An important French architectural building ＂Saint Mary Cathedral, Notre Dame de Paris＂ can be misunderstood as ＂Our Parisian Woman＂ by a student who is unfamiliar with French culture. Both examples show that encountered foreign words and phrases can be misunderstood and mostly these words are perceived and interpreted according to learners＇ own cultural figures. The aims of this study are to show the significance of culture-based foreign language courses and to make a contribution to the literature by regarding the views of researchers beheving that culture and language are inseparable concepts. In this context, Erzincan University French Language Teaching Department students＇ opinions on the relation between culture and language learning were received with the application of qualitative structured written response method. Then, document analysis of written comments was evaluated. Consequently, the analysis on the participants＇ written comments showed that a culture integrated foreign language course can make positive contributions to students＇ learning, language learning process and learning environment. 相似文献
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This article reports on a study that examined the relationship between the mission statements and performance of Basic Education Schools in Oman. The process of mission statement framing was also investigated. A sample of 161 school mission statements was randomly collected from the Ministry of Education school mission portal database representing 19% of the total population. A sequential mixed method of analysis was chosen. The mission statements being classified with respect to 12 themes of which the most frequently of them appearing Academic Achievement (74.5%) and the least frequent Scientific Research Methods (26.1%).Results show that Learning Outcomes Excellence significantly correlated with a theme around Reconstructing School Environment (r?=?0.243). Also, Islamic Values and Ethics significantly correlated with Scientific Research Methods (r?=?0.221). It was also appeared that school principals spent great efforts on designing school mission statements that directed schools towards achieving their purpose and improving their performance. 相似文献
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Omer Ari 《Community College Journal of Research & Practice》2013,37(7):685-689
An increasing number of college students enrolling with poor reading fluency and comprehension skills pose a significant challenge to the college reading field in the absence of a strong understanding of the construct of reading fluency and its instruction. In order to contribute to this area of college reading, this article discusses instructional components that have been found to be effective in previous research in terms of their effectiveness and applicability for building fluent reading skills in struggling college readers. 相似文献
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