Dynamic Transition Patterns in Acculturation Among Hispanic Adolescents     

Tae Kyoung Lee  Alan Meca  Jennifer B. Unger  Byron L. Zamboanga  Lourdes Baezconde-Garbanati  Melinda Gonzales-Backen  Elma I. Lorenzo-Blanco  Miguel Á. Cano  Sabrina E. Des Rosiers  Daniel W. Soto  Juan A. Villamar  Monica Pattarroyo  Karina M. Lizzi  José Szapocznik  Seth J. Schwartz 《Child development》2020,91(1):78-95

Acculturation consists of multiple domains (i.e., cultural practices, identifications, and values). However, less is known about how acculturation processes influence each other across multiple domains of acculturation. This study was designed to investigate transition patterns of acculturative processes within and across domains in a sample of 302 recent-immigrant Hispanic adolescents, M_age (SD) = 14.51 years (0.88) at baseline; male = 53%). Adolescents were assessed six times over a 3-year period. Latent profile analyses identified two profiles (high [or increasing] vs. low) for each domain at each timepoint. We found largely stable transition patterns in each domain over six timepoints. Importantly, sequential associations among profiles in acculturation domains were also detected. Implication for acculturation theory and research are discussed.  相似文献   

Special educational needs and inclusion,moving forward but standing still? A critical reframing of some key issues     

Alan Hodkinson 《British Journal of Special Education》2020,47(3):308-328

This article draws together my thinking in relation to special educational needs and inclusion that have dominated my practice. The article, through the concept of embodiment, revisits, reviews and reframes the key issues of the construction of special educational needs, inclusion and the ideology that binds them together. Through this exploration, I argue we often seem to move forward with policy while in reality standing still in ensuring the ‘success’ of all of our pupils. By critiquing and reframing taken‐for‐granted assumptions and the sacred words ‘success’ and ‘achievement’, this article maps out the future directions of inclusive education. It concludes with a reflection on my first days as a ‘teacher of special educational needs’ and my work to support Kenny, a student with cerebral palsy. This personal reflection maps out a different form of educational success that perhaps could provide a forward momentum to develop more successful inclusive education policy and practice.  相似文献   

After this,nothing happened     

Block  Alan 《Prospects》2021,51(1-3):193-203

PROSPECTS - The presence of COVID-19 means that the world will not return to a prior normal, but we cannot yet know into what future we will head. The world will have considerably changed from the...  相似文献   

Distance Education During the COVID-19 Pandemic in Turkey: Identifying the Needs of Early Childhood Educators     

Alan  Ümran 《Early Childhood Education Journal》2021,49(5):987-994

This study aims to identify the needs of early childhood educators regarding distance education during the COVID-19 pandemic. This basic qualitative research was carried out with a study group of 24 early childhood educators, all of whom were determined via a maximum variation sampling method. The study data were gathered via interviews conducted with the participants and analyzed through an inductive approach. The study findings showed that early childhood educators need to improve their technological competencies, have more interactive resources at their disposal, be able to take advantage of a user-friendly educational platform specifically designed for the early childhood period, be provided with the resources to serve families, and have support for their psychological well-being. Considering the essential role of teachers, which the COVID-19 pandemic has called to mind, it is of vital importance to meet the abovementioned needs so as to improve the quality of distance education in early childhood.

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AECT/RTD young researcher paper effect of color and monochrome versions of a film on incidental and task-relevant learning     

Alan G. Chute 《Educational technology research and development : ETR & D》1980,28(1):10-18

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Knowing what you know: improving metacomprehension and calibration accuracy in digital text     

Alan J. Reid  Gary R. Morrison  Linda Bol 《Educational technology research and development : ETR & D》2017,65(1):29-45

This paper presents results from an experimental study that examined embedded strategy prompts in digital text and their effects on calibration and metacomprehension accuracies. A sample population of 80 college undergraduates read a digital expository text on the basics of photography. The most robust treatment (mixed) read the text, generated a summary for each page of text, and then was prompted with a metacognitive strategy. The metacognitive treatment received metacognitive strategy prompts only, and the cognitive group implemented the cognitive strategy (summarization) only. A control group read the text with no embedded support. Groups were compared on measures of achievement, attitudes, cognitive load, and metacomprehension and calibration accuracy. Results indicated that a combination of embedded cognitive and metacognitive strategies in digital text improved learner achievement on application-level questions, yielded more accurate predictive calibration, and strengthened the relationship between metacomprehension and performance, all of which are common attributes of an academically successful learner.  相似文献   

Higher education institutions and work-based learning in the UK: employer engagement within a tripartite relationship     

Tehmina N. Basit  Alan Eardley  Rosemary Borup  Hanifa Shah  Kim Slack  Amanda Hughes 《Higher Education》2015,70(6):1003-1015

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Bottom Line: From Zombies to Frontal Lobes          下载免费PDF全文

Alan M. Woody Schwitzer 《About Campus》2015,20(1):25-31

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Mapping multiple literacies: An introduction to Deleuzian literacy studies     

Alan Rogers 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2015,61(6):865-867

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Online homework impact in undergraduate mathematics and business statistics courses     

Alan F. Chow 《Educational studies》2015,41(3):244-248

This evaluation examines the impact on student success rates related to changes in instructional programmes in undergraduate mathematics and statistics courses. Success for students taking courses with a computer-based homework component was compared with success of students who took the course in prior semesters without the computer-based component. Graphical and analytical tools are used to compare results. Results come from multiple semesters of each type of homework application, for both pre-calculus algebra and business statistics courses. Students whose performance is utilised in this study are undergraduate students taking introductory level college mathematics or business statistics courses, with mostly no prior instruction at this level. Comparing the success of the intervention group with the success of the baseline control group, findings support that the students using the computer-based homework instruction are just as successful as those using the traditional method of homework instruction. Utilising the online homework applications, provide several important advantages in today’s universities, including the reduced time for faculty grading, consistency of graded assignments across all sections of a course and most importantly, immediate feedback for students.  相似文献