What We Know,What We Still Need to Know: Teaching Adolescents to Write

The purpose of this study was to uncover any differences in the early reading and spelling processes of children learning to read in a first language (L1) and children learning to read in a second language (L2). The reading and spelling development of native Dutch-speaking children and minority children in the first two grades of elementary school were compared. The children were given a number of tasks to test their vocabulary knowledge and the efficiency of their word decoding (including grapheme knowledge and word blending), word spelling (including cipher knowledge and phonemic segmentation), and reading comprehension processes. Analyses of variance were used to test for differences between the L1 and L2 learners. LISREL analyses were used to explore the components underlying the reading and spelling processes in the 2 groups of children. The results showed that the minority children kept up with the native Dutch-speaking children on word blending and word decoding tasks. On word spelling and reading comprehension, however, the minority children were found to be less efficient than their monolingual Dutch peers. The structural models for word decoding and word spelling were highly comparable for the 2 groups. For reading comprehension, vocabulary knowledge was found to have more of an impact on the L2 learners than on the L1 learners. This finding suggests that children learning to read in an L2 should be helped to build their lexical knowledge and that reading instruction should be matched to this knowledge.     

You Can Ask Me If You Really Want to Know What I Think

Abstract

Recent social policy discourses in Aotearoa New Zealand focus on vulnerable children’s well-being and the detrimental, long-term and costly impacts of child poverty. The discourse pervading much of the policy labels children and young people as ‘vulnerable’ or ‘at risk’ or ‘in crisis’, a view, which we argue, is both disempowering and marginalising. We propose a shift in focus which views children and young people as agentic, capable and competent. Drawing on several small-scale research projects and reports we demonstrate how, when asked, children and young people can participate effectively in discussions about policy matters that concern them (Article 12, United Nations Convention on the Rights of the Child, 1989 [UNCROC]). We have much to learn from the insights children share with us when asked, but very often existing structures, at both government and community level, do not include adequate processes to hear their voices, let alone act on what has been communicated.     

高职院校毕业生就业需要了解的法律问题

毕业生在签定就业协议和劳动合同过程中,会有哪些利益可能受到侵害？如何避免这些侵害、减少劳动争议？如果出现问题又向哪些机构请求帮助？本文将针对毕业生就业常见的三大法律问题,即试用期的法律问题、三方协议的法律问题和劳动争议处理的法律问题做简要的解析。     

Fundamentals of the Pedagogy of a Teaching Artist

This article examines the contemporary role of teaching artists, affirming the arts as methods of investigating complex academic/psychosocial material and engaging in rich cultural and ever evolving explorations.     

What Schools Need to Know About Fostering School Belonging: a Meta-analysis

Belonging is an essential aspect of psychological functioning. Schools offer unique opportunities to improve belonging for school-aged children. Research on school belonging, however, has been fragmented and diluted by inconsistency in the use of terminology. To resolve some of these inconsistencies, the current study uses meta-analysis of individual and social level factors that influence school belonging. These findings aim to provide guidance on the factors schools should emphasise to best support students. First, a systematic review identified 10 themes that influence school belonging at the student level during adolescence in educational settings (academic motivation, emotional stability, personal characteristics, parent support, peer support, teacher support, gender, race and ethnicity, extracurricular activities and environmental/school safety). Second, the average association between each of these themes and school belonging was meta-analytically examined across 51 studies (N?=?67,378). Teacher support and positive personal characteristics were the strongest predictors of school belonging. Results varied by geographic location, with effects generally stronger in rural than in urban locations. The findings may be useful in improving perceptions of school belonging for secondary students through the design of policy, pedagogy and teacher training, by encouraging school leaders and educators to build qualities within the students and change school systems and processes.     

The Teaching Artist as Cultural Learning Entrepreneur: An Introductory Conceptualization

Cultural learning entrepreneur: A new professional identity for teaching artists?     

Human Sexuality: A Survey of What Counselors Need to Know

A nationwide sample of counselor educators and practicing counselors responded to a survey questionnaire containing 20 items about human sexuality. Their ratings of the items' importance to a new, master's degree counselor about to begin practicing led to conclusions about the sexual information that counselors may need to have and priorities for instruction in sex counseling.     

库娃的数字世界

5: Age at which Anna began playing tennis; both parents were athletes in the USSR' s state-run sports program.9: Age at which she became the youngest client ever signed by the International Management Group.1992: Year Anna and her mother left Rus-     

《青年艺术家的肖像》中的重复叙述

本文以结构主义叙事学家热拉尔·热奈特对叙述频率的透辟阐析为理论依据,着重探讨<青年艺术家的肖像>中的重复叙述.本文认为詹姆斯·乔伊斯在小说的修改过程中,巧妙调整故事与叙事的频率关系,大量运用"印时重复"与"演进重复",为读者提供多重视角来理解主人公纷繁芜杂的心智变化.     

What Teachers of Science Need to Know about Models: An overview

The purpose of this article is to provide an overview of the nature of models and their uses in the science classroom based on a theoretical review of literature. The ideas that science philosophers and science education researchers have in common about models and modelling are scrutinised according to five subtopics: meanings of a model, purposes of modelling, multiplicity of scientific models, change in scientific models and uses of models in the science classroom. First, a model can be defined as a representation of a target and serves as a ‘bridge’ connecting a theory and a phenomenon. Second, a model plays the roles of describing, explaining and predicting natural phenomena and communicating scientific ideas to others. Third, multiple models can be developed in science because scientists may have different ideas about what a target looks like and how it works and because there are a variety of semiotic resources available for constructing models. Fourth, scientific models are tested both empirically and conceptually and change along with the process of developing scientific knowledge. Fifth, in the science classroom, not only teachers but also students can take advantage of models as they are engaged in diverse modelling activities. The overview presented in this article can be used to educate science teachers and encourage them to utilise scientific models appropriately in their classrooms.     

《一个青年艺术家的画像》中的水意象

《一个青年艺术家的画像》中的水意象表现了斯蒂芬意识的混沌、精神的净化和艺术的再生。作为小说文学艺术和思想内容的灵魂,水意象不但揭示额主人公的精神成长历程,而且见证了乔伊斯的文学衍变轨迹。斯蒂芬的精神困境和不懈追求揭示了现代人的深层精神危机,只有意识的能动才能消解社会的精神桎梏。     

浅析《一个青年艺术家的肖像》中的写作技巧

《一个青年艺术家的肖像》是一部现代主义小说的先驱之作。乔伊斯在这部长篇自传体小说中实现了其写作风格从现实主义向现代主义的转变。该文试从语体变化、心理描述、情节设置等方面,探讨这部小说中乔伊斯写作技巧上的突破及创新。     

Sixteen Things I've Learned to Know for Now in Twenty-Five Years of College Counseling

Abstract

The author reflects on his twenty-five years as a college counselor. Cornerstones of the counseling relationship and process are considered-listening and speaking; technique and intuition; the languages of silence and of the body. Contemporary and timeless issues are discussed including: Grief; Confidentiality; Vision and Supervision; Psychiatry, Psychoses and Psyche; Spirits and Spirit; Bouquets of Self-esteem; Politics and the Political; Culture and Multiculture; The Body and the Invisible; God, the Good and the Ungodly; and Counseling for a Lifetime. Issues are considered within the context of the author's college counseling center experience, as well as his work as a poet and traveler in Ecuador.     

The Legal Side of Campus Threat Assessment and Management: What Student Counselors Need to Know

This article identifies what student mental health professionals need to know about legal issues of relevance to threat assessment and management. The article summarizes the common law duties and the common law and statutory standards of care that are likely to apply to the work of college and university threat assessment and management teams. The article also addresses privacy law, disability law, policy, and documentation-related issues that often present challenges in the campus threat assessment and management context. In sum, the article strives to educate student counseling center professionals so that they can contribute effectively to the important work of threat assessment and management teams without being hindered by potential misconceptions about legal issues.