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1.
James Cohen 《The Urban Review》2012,44(2):265-280
In this paper, I explore the perspectives of three adolescent Mexican English language Learners regarding their high school
English as a Second Language (ESL) classroom experiences within an urban city in the southwestern part of the U.S. An additional
purpose is to demonstrate how the three student participants did or did not invest their identities into the imagined communities
of the mainstream program. The paper focuses on two major themes: (1) The ESL classroom provided a socially comfortable learning
environment with little cognitively challenging material, and (2) The ESL class/program did not meet students’ expectations
for their future careers. Due to the students’ disillusionment with the ESL program, despite its many strengths, they projected
their hopes onto an imagined community of the mainstream program. This research can be of use to both teachers and researchers
interested in understanding adolescent immigrants’ perspectives on their ESL schooling experiences. 相似文献
2.
Explicitly informing students about learning goals has been argued to foster intentional learning. This study tested three
theoretical hypotheses regarding the facilitating effects of learning goals by investigating 72 students’ actual reading behaviour
and cognitive processes (i.e., the use of learning goals). Participants studied a text presented on 15 separate computer screens
with/without learning goals. In line with the three hypotheses, the analyses focused on three aspects: students’ interpretations
of the learning goals, information selection processes and monitoring behaviour. Results indicated variability among students
in their perceptions of the learning goals in terms of goal consistency and specificity. Students in the learning goal condition
recorded more goal-relevant information in their notes. However, only few students deliberately used learning goals to monitor
their goal-directed activities while studying the text. Analysis of students’ reading behaviour and cognitive processes suggests
that the absence of significant performance differences between the conditions can be explained by referring to students’
actual use of learning goals. 相似文献
3.
Jeannette Mancilla-Martinez Michael J. Kieffer Gina Biancarosa Joanna A. Christodoulou Catherine E. Snow 《Reading and writing》2011,24(3):339-354
The development of reading skills in language minority (LM) learners, particularly during the middle school years, remains
unclear despite the increasing need for educators to serve this rapidly growing population. In this study, the English reading
comprehension growth of middle school LM learners was investigated using a longitudinal design and the simple view of reading
as a theoretical framework. Students were assessed at four time points between fifth and seventh grades on standardized measures
of listening comprehension, word reading, and reading comprehension. Individual growth modeling revealed that both listening
comprehension and word reading assessed in fifth grade predicted the elevation of students’ developmental trajectories in
reading comprehension. However, neither skill predicted students’ growth in reading comprehension, and there was no significant
variation across children in growth rates, indicating that students in seventh grade remained on a trajectory established
in fifth grade. The implications of the slowing rate of reading comprehension development during the middle school years are
discussed. 相似文献
4.
Yoko Kobayashi 《Higher Education》2010,59(3):323-333
Drawing from social identity theory and its categorization process, the present study crossexamines Japanese students’ contrastively
different attitudes toward Asians and European (-looking) people in two different contexts: (1) Japanese students in the overseas
English language school context who perceive a sense of solidarity with other Asian, particularly Korean, students in the
presence of European students and (2) Japanese students’ yearning for ‘white English’ speakers in Japan and their disregard
for Asian and African-looking students on campus. Based on primary data and literature knowledge base, the present study argues
that Japanese students’ inclination to make friends with other Asian friends in English speaking countries is context-bound
and once they return to their less multicultural home country, their intact yearning for the Imagined West is rekindled. Further
discussions are provided for those involved in international education and foreign language education as well as English-as-a-world-language
education in postsecondary education. 相似文献
5.
6.
This study investigated the relationship between family factors and students’ scientific literacy performance in Hong Kong,
which has excelled in science performance in previous international studies. Data were obtained from the 2006 Programme for
International Student Assessment. Multilevel analysis was used to examine the relationship between parental involvement and
investment and students’ scientific literacy performance. It was found that students’ scientific literacy performance, which
was measured by their science achievement and self-efficacy towards science, were significantly associated with certain types
of parental investment and involvement even after controlling background factors of both students and schools. Parental investment
in cultural resources and parental involvement in terms of organising science learning enrichment activities at an early age
were found to be significantly associated with students’ scientific literacy performance. Activities that could be provided
at an early age (e.g. watching TV programmes about science, reading books on scientific discovery, watching, reading or listening
to science fictions) were found to be highly effective activities for promoting children’s science achievement and self-efficacy. 相似文献
7.
Teachers’ acquisition of knowledge about English word structure 总被引:1,自引:0,他引:1
Previous research suggests that teachers’ knowledge about English word structure (e.g., the phonological structure of words
and common orthographic patterns in English) may be limited, although this knowledge is important for effective teaching of
word decoding. This study examined teacher education students’ knowledge about word structure, and improvements in their knowledge
as a result of instruction, using three tasks: graphophonemic segmentation, classification of pseudowords by syllable type,
and classification of real words as phonetically regular or irregular. Participants came from a special education certification
program and included both preservice and inservice teachers. Results indicated that prior preparation to teach reading influenced
participants’ initial performance on two of the three word-structure tasks (all but graphophonemic segmentation); however,
prior experience in teaching reading did not influence word-structure knowledge. A subset of participants who received specific
instruction about word structure improved their knowledge relative to a comparison group of teacher education students who
did not receive word-structure instruction. Prior preparation did not influence participants’ responsiveness to instruction.
Conclusions support the viewpoint that teacher education must include information about English word structure for educators
who will teach reading and suggest that sufficiently intensive instruction may be important in developing word-structure knowledge. 相似文献
8.
L. Figueredo 《Reading and writing》2006,19(8):873-905
Currently, there is a practical demand and necessity for research on how English-as-a-second language (ESL) learners acquire literacy skills, such as spelling. One important issue of this research agenda is how ESL learners apply first-language knowledge to learning to spell in English. Twenty-seven studies were reviewed that investigated the influence of the first language on ESL learners’ development of English spelling skill. Evidence was found for both positive and negative transfer of first-language knowledge and processes to ESL learners’ English spelling. These results are in agreement with theoretical propositions about the interdependence between first- and second-language academic skills [e.g., Cummins, J. (1981). In California State Department of Education (Ed.), Schooling and language minority students: A theoretical framework (pp. 3–49). Los Angeles: Evaluation, Dissemination, and Assessment Center, California State University, Los Angeles]. The findings are discussed in relation to the ESL learner’s first-language proficiency level and distance between first language and English. Comparisons are drawn between ESL learners’ and English monolinguals’ spelling development and suggestions for future research are provided. 相似文献
9.
Preparing special educators who are knowledgeable about evidence-based interventions for teaching reading to students with
reading difficulties and who are capable of using curriculum-based assessments to monitor student progress and differentiate
interventions is vital to the success of current school reform efforts. The primary purpose of this exploratory study was
to examine the effect of tutoring and using assessment to monitor the progress of struggling readers on preservice teachers’
(PSTs’) knowledge and preparedness to teach reading. Also of interest was whether reading scores of tutored students improved.
PSTs (n = 18) in an undergraduate reading methods course tutored at-risk second graders using an evidence-based intervention and
monitored students’ progress weekly. PSTs made significant growth on a measure of teacher knowledge about the structure of
language and on a survey of their preparedness to teach reading. A qualitative analysis of PSTs’ weekly reflections and final
reports revealed that the majority used curriculum-based assessment data to describe students’ response to tutoring and were
beginning to use that data to make instructional decisions. On average, tutored students improved reading fluency, but did
not demonstrate significant growth in reading relative to national norms. Implications and limitations of the study are described
and directions for future research are discussed. 相似文献
10.
Children’s Participation in a Virtual Epidemic in the Science Classroom: Making Connections to Natural Infectious Diseases 总被引:1,自引:3,他引:1
Nina Neulight Yasmin B. Kafai Linda Kao Brian Foley Cathleen Galas 《Journal of Science Education and Technology》2007,16(1):47-58
This study investigated students’ understanding of a virtual infectious disease in relation to their understanding of natural
infectious diseases. Two sixth-grade classrooms of students between the ages of 10 and 12 (46 students) took part in a participatory
simulation of a virtual infectious disease, which was integrated into their science curriculum. The results from our analyses
reveal that students perceived the simulation as similar to a natural infectious disease and that the immersive components
of the simulation afforded students the opportunity to discuss their understandings of natural disease and to compare them
to their experiences with the virtual disease. We found that while the virtual disease capitalized on students’ knowledge
of natural infectious disease through virtual symptoms, these symptoms may have led students to think of its transfer more
as an observable or mechanical event rather than as a biological process. These findings provide helpful indicators to science
educators and educational designers interested in creating and integrating online simulations within classroom environments
to further students’ conceptual understanding. 相似文献
11.
Jae-Eun Jon 《Higher Education》2012,64(4):441-454
This paper explored the power dynamics between domestic and international students in the context of higher education in an Asian non-English speaking country, Korea. Despite increased international student mobility in recent years, little is known about the relationship dynamics among students from different countries, especially related to power issues. The findings in this study suggested that international students’ countries of origin and language of communication created different power statuses compared to Korean students by their empowerment and discrimination. Power differentials also existed among Korean students due to variations in their English ability to interact with international students. Conversely, international students’ attitudes and acceptance influenced Korean students’ attitudes toward them, irrespective of power differentials created by countries and language, as perceived by Korean students. The implications related to the recent trend of international student mobility are discussed. 相似文献
12.
Vera Nincic 《Learning Inquiry》2007,1(3):189-202
The growing trend of the internationalization of universities has provoked an interest in the academic participation of students
coming from non-English speaking universities. Fashioned by theory and research as a group with “problems”, nonnative English
speakers are depicted as in constant need for help, and unsatisfied with Western academic practices. Consequently, the researchers
interested in the potentials of computer technologies have turned toward the ways computer technologies might facilitate students’
participation. By taking for granted the nonnative English speaking students’ dissatisfaction with traditional academic practices
because of students’ cultural/linguistic differences, this approach fails to explore how the differences between the nonnative
English speakers and other students have been established and maintained in traditional classrooms in the first place. This
paper argues that we need a better understanding of the complex nature of relations between students and academic spaces that
would challenge the approach that offers computer technologies as a “solution” to the problems of classroom participation
by nonnative English speakers and develop a new framework to consider all aspects involved in the process. Empirical component
of the paper offers several possible approaches in the analysis of nonnative English speaking students’ academic participation. 相似文献
13.
Critical reading comprehension in an era of accountability 总被引:1,自引:0,他引:1
This paper argues for the need for critical reading comprehension in an era of accountability that often promotes reading
comprehension as readily assessable through students answering multiple choice questions of unseen texts. Based upon a 1 year
study investigating literacy in Years 4–9 the ways strong-performing primary schools develop serious and in-depth reading
for learning are explored. School and teacher features which allow for the development of sophisticated pedagogical repertoires
and space for critical reading comprehension, without losing the complexity of curriculum offerings, are outlined. How one
experienced middle primary teacher operates strategically, ethically and critically in supporting her ESL students to learn
to read is illustrated. The teacher’s work is situated within the complex accountability demands faced by classroom teachers.
This was accomplished by a teacher whose pedagogical repertoire has been assembled across a career teaching in low-SES high
ESL communities in a school with a balanced literacy program and high level of collegial support. Risks for schools and teachers
whose circumstances work against their capacities for prioritisation and strategic decision-making are identified and discussed. 相似文献
14.
Rajabhat and traditional universities: institutional differences in Thai students’ perceptions of English 总被引:1,自引:0,他引:1
This research explores the perceptions students at three traditional university campuses and four Rajabhat university campuses
in Central-Western Thailand have of English. The students were surveyed on (1) their backgrounds, (2) their thoughts about
English in general, (3) their thoughts about their own ability in English, and (4) their thoughts about their current English
teachers. The researchers found that traditional university students had better backgrounds in English. Additionally, most
students at both types of institutions thought positively about English and their teachers, but didn’t think so positively
about their own English ability. However, the differences in students’ responses were small and therefore any implications
from the institutional differences in students’ perceptions are limited. 相似文献
15.
The aim of the study was to explore the relationship between degree of participation and learning outcomes in an e-learning
course on medical informatics. Overall activity in using course materials and degree of participation in the discussion forums
of an online course were studied among 39 medical students. Students were able to utilise the course material in discussion
groups focusing on the lectures, quizzes and students’ own notes. Each student’s data recording of activities and individual
participation in discussion in the online course was analysed in order to assess which activities predicted learning outcome.
Higher course grades were associated with studying the course material frequently and also with regular participation in reading
postings and replying to them. There were no connections between learning outcome and the students’ original contributions
to the discussion forums. There were no statistically significant differences between male and female students in how they
utilised the various components of the learning material. 相似文献
16.
Korean elementary school students’ English learning demotivation: a comparative survey study 总被引:1,自引:0,他引:1
Tae-Young Kim 《Asia Pacific Education Review》2011,12(1):1-11
This study explores Korean elementary school students’ decreased motivation for English learning by analyzing the questionnaire
data obtained from 6,301 students in a large city in South Korea. The students’ school grades and their prior experience in
private institutes were considered as the major factors behind the decrease in their motivation. There was a statistically
significant and consistent decrease in the students’ satisfaction with their English learning experience; expectation of ultimate
success in English; and intrinsic/extrinsic motivation and integrative/instrumental motivation. Prior experience in attending
private institutes had a substantial impact on the students’ motivation. Those who attended private institutes (hakwons) exhibited higher levels of instrumental and intrinsic motivation. However, in terms of other motivational constructs of
integrative and extrinsic (parental, academic) motivation, private instruction had a negligible or negative impact. By comparing
the results with those of Lamb (2007), the present study proposes that Korean students should be made to internalize the beneficial role played by English so
that their English learning motivation can be maintained. 相似文献
17.
Stephen Billett 《The Australian Educational Researcher》2005,32(1):49-66
This paper proposes co-opting high school students’ paid part-time work experiences to develop their critical understanding
of the world of work, beyond their schooling through post-school pathways. It argues that unlike work experience program or
work placements organised through schools, students’ paid part-time employment provides authentic workplace experiences that
have the potential to inform students deeply and critically about the world of work. These experiences include the reciprocal
obligations that arise from paid employment and, as such, provide a rich base for high school students to explore the world
of work, relationships in the workplace, what constitutes more and less valued work and how work is organised and rewarded.
The co-opting of students’ work experiences for school-based activities may provide a useful base to explore the world of
work both for those students who are employed part-time and those not employed in part-time work, but able to learn from their
peers’ experiences. To assist achieving these goals some pedagogic tools are required to effectively describe, analyse and
illuminate these experiences in classroom settings. A way of describing and critically appraising this paid work is proposed
through individual and collective consideration of the activities and interactions that constitute students’ paid work experience.
Given the difficulty of organising workplace placements and work experience programs, and the potentially richer outcomes,
co-opting students’ paid work experiences presents a viable and worthwhile resource available in most classrooms for learning
more about the world of work. 相似文献
18.
The goal of this experimental intervention study was to determine if evidence-based instructional strategies for general vocabulary
words are effective with middle school English learner (EL) students and academic vocabulary words. Participants showed significantly
more growth in their knowledge of academic vocabulary during the treatment condition than during the control condition. A
secondary goal of this study was to examine the predictive utility of students’ English language proficiency, and students’
general vocabulary knowledge in English was a positive predictor for their academic vocabulary growth during the intervention.
However, participants’ growth during the control period had the greatest predictive utility for their growth during the intervention.
Furthermore, this relationship was negative, suggesting that the intervention had the greatest benefits for students who made
the least progress in English vocabulary in the absence of the intervention. Implications for instruction, policy, and future
research are presented. 相似文献
19.
Sri Rahayu A. L. Chandrasegaran David F. Treagust Masakazu Kita Suhadi Ibnu 《International Journal of Science and Mathematics Education》2011,9(6):1439-1458
This study was a mixed quantitative–qualitative research to evaluate the efficacy of a designed student-centred instructional
(DSCI) program for teaching about acids and bases. The teaching innovation was designed based on constructivist, hands-on
inquiry and context-based approaches and implemented in seven 45-min lessons with a class of 36 grade 11 students (experimental
group) from a public senior high school in Indonesia. Another class of 38 students (comparison group) from the same school
was instructed using a traditional teacher-centred approach. Data were obtained using a (1) 12-item achievement test on acids
and bases that was administered to both groups as a pretest and a posttest, (2) self-evaluation 13-item questionnaire on students’
perceptions of their competence and confidence in carrying out the inquiry activities that was administered to the experimental
group and (3) 3-item open-ended questionnaire on students’ perceptions of the instructional process using the DSCI that was
administered to the experimental group. The results of the study showed that the teaching innovation was effective in improving
students’ understanding of acid–base concepts with significant difference between the two groups on the posttest mean scores.
Moreover, the effectiveness of the innovation was supported by an increase in students’ interest in learning science as indicated
by their (1) positive perceptions of their engagement and competence in doing inquiry activities, (2) positive perceptions
of the learning environment and (3) positive outcome expectations. The findings have implications for chemistry teaching in
any institution with similar achieving students as well as for the professional development of teachers. 相似文献
20.
This survey study explored high school science teachers’ challenges and needs specific to their growing English language learning
(ELL) student population. Thirty-three science teachers from 6 English as a Second language (ESL)-center high schools in central
Virginia participated in the survey. Issues surveyed were (a) strategies used by science teachers to accommodate ELL students’
special needs, (b) challenges they experienced, and (c) support and training necessary for effective ELL instruction. Results
suggest that language barriers as well as ELL students’ lack of science foundational knowledge challenged teachers most. Teachers
perceived that appropriate instructional materials and pedagogical training was most needed. The findings have implications
for science teacher preservice and inservice education in regard to working with language minority students.
相似文献
Jacqueline T. McDonnoughEmail: |