This article examines the association between school ethnic composition and immigrant students’ intentions to finish high school and to move on to higher education. We used data from 1324 immigrant and 10,546 native students gathered in the school year 2004–2005 in a sample of 85 Flemish (Belgian) secondary schools. Logistic multilevel analyses (HLM6) show that students attending schools with a majority of native students (enrolling less than 20% immigrant students) were twice as likely to plan to finish high school and to plan for higher education than those attending high concentration schools (more than 50% immigrant students). These associations were due to students’ socio‐economic status (SES) and there was no difference in aspirations between high and low concentration schools after controlling for students’ SES and the SES context of the school. All else being equal, immigrant students in high concentration schools tended to aspire to finish high school and move on to higher education slightly more than those attending medium concentration schools (20–50% immigrant students). The analyses further show that these differences between high and medium concentration schools can be explained by the more optimistic culture in high concentration schools. The main conclusion is that high concentration schools are not necessarily detrimental for students’ educational aspirations. 相似文献
To investigate the effect of concurrent instruction in Dutch and English on reading acquisition in both languages, 23 pupils were selected from a school with bilingual education, and 23 from a school with education in Dutch only. The pupils had a Dutch majority language background and were comparable with regard to social-economic status (SES). Reading and vocabulary were measured twice within an interval of 1 year in Grade 2 and 3. The bilingual group performed better on most English and some of the Dutch tests. Controlling for general variables and related skills, instruction in English contributed significantly to the prediction of L2 vocabulary and orthographic awareness at the second measurement. As expected, word reading fluency was easier to acquire in Dutch with its relatively transparent orthography in comparison to English with its deep orthography, but the skills intercorrelated highly. With regard to cross-linguistic transfer, orthographic knowledge and reading comprehension in Dutch were positively influenced by bilingual instruction, but there was no indication of generalization to orthographic awareness or knowledge of a language in which no instruction had been given (German). The results of the present study support the assumption that concurrent instruction in Dutch and English has positive effects on the acquisition of L2 English and L1 Dutch. 相似文献
Some physicists have pointed out that we do not know what force is. The most common definition of force in textbooks has been
criticized for more than two centuries. Many studies have shown that the concept of force is a problem for teaching. How to
conceive force on the basis of the concepts and criticism of force in the works of Newton, Euler, d’Alembert, Lagrange, Lazare
Carnot, Saint-Venant, Reech, Kirchhoff, Mach, Hertz and Poincaré is the question of the present article. This part of the
article is followed by an overview of definitions of force in contemporary textbooks. In the next part, an answer to the question
is given: how to understand force within the framework of the laws of motion and in applications. Finally, some educational
implications are considered. 相似文献
The data in this paper represent the experiences and perspectives of parents and teachers who worked as communities of practice, designing support plans for the inclusion of three students with intellectual disabilities in general education classrooms. Their reflections, obtained through interviews and questionnaires, show how they constructed relevant knowledge to support these children with special educational needs in their class. The findings show the potential benefits of partnerships and local knowledge in addressing the educational challenge of inclusion. 相似文献
In this study we investigated pre-training hydration status, fluid intake, and sweat loss in 20 elite male Brazilian adolescent soccer players (mean?±?s: age 17.2?±?0.5 years; height 1.76?±?0.05?m; body mass 69.9?±?6.0?kg) on three consecutive days of typical training during the qualifying phase of the national soccer league. Urine specific gravity (USG) and body mass changes were evaluated before and after training sessions to estimate hydration status. Players began the days of training mildly hypohydrated (USG?>?1.020) and fluid intake did not match fluid losses. It was warmer on Day 1 (33.1?±?2.4°C and43.4?±?3.2% relative humidity; P?0.05) and total estimated sweat losses (2822?±?530 mL) and fluid intake (1607?±?460 mL) were significantly higher (P?0.001) compared with Days 2 and 3. Data also indicate a significant correlation between the extent of sweat loss and the volume of fluid consumed (Day 1: r?=?0.560, P?=?0.010; Day 2: r?=?0.445, P?=?0.049; Day 3: r?=?0.743, P?=?0.0001). We conclude that young, native tropical soccer players arrive hypohydrated to training and that they exhibit voluntary dehydration; therefore, enhancing athletes' self-knowledge of sweat loss during training might help them to consume sufficient fluid to match the sweat losses. 相似文献
In developing graduates for the knowledge society lecturers in higher education may seek to strengthen links between research and teaching. Much of the previous work on the research-teaching nexus is within traditional universities and subject disciplines. In aiming to deepen understanding of the research and teaching nexus this paper focuses on the academic identities of higher education lecturers working in newer higher education institutions and in the professional fields of nursing and of teacher education. A qualitative study, informed by professional identity construction as an ecological concept, was conducted. The findings align with previous studies concerning similarities between lecturers in nurse and teacher education, but they contrast with previous studies concerning differences between these two groups of lecturers. Similarities include the priority given by professional educators to their responsibility for preparing new clinical practitioners; the research-led model as the lecturers’ main approach to the research-teaching nexus; and their difficulties in coping with current demands in academic work. Differences between the two groups of lecturers include the way that ‘practitioner identity’ is positioned within their current academic identities and the way that they position initial education within the wider professional field. These differences indicate different kinds of connections between teaching and research. The paper proposes an ecological approach to understanding the research-teaching nexus. 相似文献
This paper investigates how pupils' growth trajectories in three language domains (reading fluency, spelling, and reading comprehension) are related to their own socioeconomic and ethnic background and to the socioeconomic and ethnic composition of their primary school. Using multilevel piecewise growth curve analysis, the growth trajectories of approximately 5000 pupils from 170 primary schools were estimated. The results indicate that a pupil's socioeconomic and ethnic backgrounds have the largest impact on achievement and growth in reading comprehension and the smallest impact on reading fluency. Furthermore, school ethnic composition—but not socioeconomic composition—was related to pupils' achievement in all three language domains at the first measurement occasion, though none of the types of school composition was related to growth. The research findings therefore imply that to combat the deficits in language proficiency often found in ethnic minority pupils, priority should be given to investments in individual intervention programmes over policy plans to desegregate schools. Moreover, our study identifies the specific points in time during primary school at which intervention programmes are needed the most. 相似文献
An appropriated level of motor competence is essential for children´s healthy growth and development and a key factor in the promotion of lifelong active lifestyles and health.
The purpose of this study was to examine associations between motor competence and different physical activity intensities (light, moderate, moderate-to-vigorous and vigorous physical activity), as well as total physical activity, over a two-year period, in adolescents. The sample comprised of 103 adolescents (13.49 ± 0.87 years, 53 girls), from the north of Portugal. Motor competence was evaluated with the body coordination test, Körperkoordination-Test-für-Kinder. Physical activity was objectively assessed with GT1M accelerometers (ActiGraph, Pensacola, FL, USA). Physical activity variables were expressed as proportions of accelerometer wear time. Regression analyses showed positive longitudinal associations between motor competence at baseline and moderate physical activity (B = 0.0033, p = 0.018), moderate-to-vigorous physical activity (B = 0.0052, p = 0.024) and total physical activity (B = 0.067, p = 0.040) at follow up, after adjustments for age, sex, the corresponding physical activity intensity at baseline, body mass index, pubertal stage and socioeconomic status. Our ?ndings highlight the importance of motor competence development to promote moderate-to-vigorous physical activity during adolescence. 相似文献