ABSTRACTSchools have a key role in promoting student social and emotional development and are encouraged to serve as a primary source of support, especially for those learners in need of special attention for addressing their needs. Young people’s subjective emotional-social well-being is a general indicator of their mental health status. In this article, we present an assessment of the emotional, psychological and social well-being of Greek adolescent students, determine whether they are flourishing or languishing and investigate whether well-being varies by gender, age and year level. Analysis of data from over 500 Greek adolescent students (year levels 6–10) who completed the Mental Health Continuum (MHC) scale indicated that over half of the participants were flourishing, while only a small proportion were languishing and the remainder had moderate mental health. Gender differences were identified with female students reporting more challenges to their well-being than their male peers. Additionally, younger students were more likely to be flourishing than older students. 相似文献
Journal of Science Education and Technology - Integrating computational thinking (CT) and science education is complex, and assessing the resulting learning gains even more so. Arguments that... 相似文献
It has been suggested that children acquire spelling by picking up conditional sound-spelling consistencies. To examine this hypothesis, we investigated how variation in word characteristics (words that vary systematically in terms of phoneme-grapheme correspondences) and child factors (individual differences in the ability to extract phonological, morphological, and orthographic information) simultaneously relates to spelling accuracy. A total of 143 Korean-speaking children were assessed on spelling 4 times from prekindergarten to kindergarten. Words in the spelling task systematically varied in orthographic transparency stemming from phonological shifts. At Time 1 they were also assessed on emergent literacy or linguistic awareness skills (e.g., phonological awareness, morphological awareness, letter-name knowledge). Explanatory item response model revealed that (a) growth trajectories of spelling differed as a function of orthographic transparency, and (b) the effect of emergent literacy skills on words of varying transparency differed as a function of children’s emergent literacy skill levels and time. 相似文献
Writing is critical for college and career readiness, yet secondary students in America are not good writers (National Center for Education Statistics, 2012). Unfortunately, researchers know relatively little about secondary students’ writing skills, and even less about their digital writing. In this study, we explored prior computer use, keyboard activity during writing, and their relations to writing achievement using the 8th grade 2011 National Assessment of Educational Progress writing assessment, the first national computer-based writing assessment for U.S. secondary students. We found that prior computer use predicted students’ writing skills directly (0.08) and indirectly (e.g., keypresses, 0.14) via keyboard activity during the test. We found differential effects for certain groups including current English learners and disadvantaged students. We also found a small positive interaction effect of prior use and keypresses on writing. That is, the benefits of prior computer use for school writing and the value of students’ additional keypresses on writing achievement were amplified when both were present.
Gough and Tunmer’s (1986) simple view of reading (SVR) proposed that reading comprehension (RC) is a function of language comprehension (LC) and word recognition/decoding. Braze et al. (2007) presented data suggesting an extension of the SVR in which knowledge of vocabulary (V) affected RC over and above the effects of LC. Tunmer and Chapman (2012) found a similar independent contribution of V to RC when the data were analyzed by hierarchical regression. However, additional analysis by factor analysis and structural equation modeling indicated that the effect of V on RC was, in fact, completely captured by LC itself and there was no need to posit a separate direct effect of V on RC. In the present study, we present new data from young adults with sub-optimal reading skill (N = 286). Latent variable and regression analyses support Gough and Tunmer’s original proposal and the conclusions of Tunmer and Chapman that V can be considered a component of LC and not an independent contributor to RC. 相似文献
Written bilingualism represents a particular type of bilingualism that is not frequently approached. The aim of this study was to investigate the writing and reading abilities of second-generation immigrants, Spanish–English bilinguals in South Florida. 58 participants (36 females, 22 males; 18–39 years of age) were selected. Both parents were native Spanish speakers and the home language was Spanish; 37 were born in the United States and 21 were born in a Latin American country, but arrived to the US before the age of 10. Equivalent reading and writing tests were administered both in Spanish and English. Performance was significantly higher in English than in Spanish in the following tests: reading aloud (speed and errors), writing sentences, spontaneous writing number of words, and spontaneous writing errors (spelling and grammatical). When comparing those participants born in the US and abroad, no significant differences were found in Spanish, but in English; participants born in the US did better in reading aloud (errors), and spontaneous writing errors (spelling and grammatical). It was concluded that reading and writing abilities are in general higher in English than in Spanish in this group of bilinguals, which is correlated with the language used in the school they attended. This study emphasize the importance to analyze not only oral but also written bilingualism. Toward the future, it would be particularly important to study written bilingualism in other types of bilingualism. 相似文献
General education teachers, special education teachers, social workers, psychologists, and a myriad of specialists are responsible for delivering content to all students within inclusive environments. These educational teams continue to search for strategies that can be recommended or used in an inclusive environment. Researchers have discovered that an instructional strategy such as Numbered Heads Together (NHT) increases both academic and behavioral outcomes for students with and without disabilities. This article provides consultants, Response to Intervention (RtI) team members, and coteaching teams with a specific strategy of NHT that can be used by two or more professionals to develop lessons or deliver instruction using a coteaching or consultant approach with both professionals (consultant and general education teacher) assessing learner outcomes after the completion of the activity. 相似文献
Although online education is popularized, it is in a developing stage that continues to struggle with communicating and engaging with students. The question remains on how students can be better engaged in online educational materials that are presented in asynchronous media, especially in lecture videos. Thus, using engagement theory, the present study explored how online lecture videos can be improved by incorporating entertainment education. Using a public lecture video found on YouTube, an online survey (N = 133) was conducted to identify digital storytelling techniques and their effects. Results revealed that these techniques that are often utilized in entertainment became meaningful components to increase student engagement and learning outcomes. However, they can also negatively affect instructor credibility, which could suggest the need to increase instructors’ skills. The implications for the development of lecture videos using entertainment and its potential to positively impact online education are discussed. 相似文献
Information and communication technologies such as radio and television have long been used in education. The advent of the technology of the Internet has created pressure for Internet access in primary and secondary schools across the world. This paper reviews some of the available evidence on the impact and cost of such technologies in developing countries. It concludes that while there is strong evidence for the efficacy and efficiency of interactive radio instruction, the evidence on the impact of computer-supported education remains mixed, and costs are prohibitive for many LDCs (less developed countries). 相似文献