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Alexandra Gottardo Penny Collins Iuliana Baciu Robert Gebotys 《Learning disabilities research & practice》2008,23(1):11-24
We examined the components of first (L1) and second language (L2) phonological processing that are related to L2 word reading and vocabulary. Spanish‐speaking English learners (EL) were classified as average or low readers in grades 1 and 2. A large number of children who started out as poor readers in first grade became average readers in second grade while vocabulary scores were more stable. Binary logistic regressions examined variables related to classifications of consistently average, consistently low, or improving on reading or vocabulary across grades. Good L2 phonological short‐term memory and phonological awareness scores predicted good reading and vocabulary scores. L1 and L2 measures differentiated consistently good performers from consistently low performers, while only L2 measures differentiated children who improved from children who remained low performers. Children who are EL should be screened on measures of pseudoword repetition and phonological awareness with low scorers being good candidates for receiving extra assistance in acquiring L2 vocabulary and reading. This study suggests measures that can be used to select children who have a greater likelihood of experiencing difficulties in reading and vocabulary. 相似文献
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Journal of Science Teacher Education - 相似文献
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A two-stage process by which a holistic rubric is applied to the assessment of open-ended items, such as writing samples, is defined. The first stage involves scoring a performance by the assignment of an integer rating that is congruent with the proficiency level that is exhibited in the performance. The second stage is the subsequent assignment by the rater of an augmentation that indicates whether or not the writing competency reflected in the paper is a bit higher or lower than the competency level reflected in the benchmark paper for the given proficiency level. If the rater feels that the paper represents benchmark proficiency for the given level, no augmentation is assigned to the rating. The results of this study indicate that the use of rating augmentation can improve the inter-rater reliability of holistic assessments, as indicated by generalizability phi coefficients, correlation coefficients, and percent agreement indices. Implications and suggestions for follow-up research are discussed. 相似文献
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Alan J. Penny Mehru Ahmed Ali Iffat Farah Sissel Ostberg Robert L. Smith 《International Journal of Educational Development》2000,20(6):443-455
This paper seeks to offer insights into the complexities involved in cross-national collaborative research. It identifies and provides an account of the various issues running through the research process, whilst at the same time derives principles upon which such work should be based. Key narratives were identified by highlighting a number of critical incidents. These narratives were related to issues of ownership, trust, and power, whilst in the course of theorising the research process itself, the metaphors of voice and crossing borders were found to be profoundly empowering and transformative. The complexities of working cross-nationally in the research group, understanding roles, clarifying professional frames and ethical values, at the same time as creating and maintaining a context for effective partnership and participation, made managing and sustaining the research process challenging. 相似文献
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Penny Van Bergen Linda J. Graham Naomi Sweller Helen F. Dodd 《Emotional and Behavioural Difficulties》2015,20(1):64-81
The number of students in special schools has increased at a rapid rate in some Australian states, due in part to increased enrolment under the categories of emotional disturbance (ED) and behaviour disorder (BD). Nonetheless, diagnostic distinctions between ED and BD are unclear. Moreover, despite international findings that students with particular backgrounds are over-represented in special schools, little is known about the backgrounds of students entering such settings in Australia. This study examined the government school enrolment data from New South Wales, the most populous of the Australian states. Linear and quadratic trends were used to describe the numbers and ages of students enrolled in special schools in the ED and BD categories. Changes between 1997 and 2007 were observed. Results showed an over-representation of boys that increased across the decade and a different pattern across age for boys and girls. Consistent with international findings, these results indicate that trends in special school placements are unrelated to disability prevalence in the population. Rather, it is suggested that schools act to preserve time and resources for others by removing their more challenging students: most typically, boys. 相似文献
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AbstractIn recent years, the ‘Western tradition’ has increasingly come under attack in anti-colonialist and postmodernist discourses. It is not difficult to sympathise with the concerns that underlie advocacy of historically marginalised traditions, and the West undoubtedly has a lot to answer for. Nonetheless, while arguing a qualified yes to the central question posed for this special issue, we question the assumption that the West can be neatly distinguished from alternative traditions of thought. We argue that there is fundamental implicit and explicit agreement across traditions about the most difficult of issues and on standards about how to reason about them and that the ‘West’ has demonstrably learned from within and without itself. But, we question the very viability under conditions of heightened globalisation and neo-colonialism of distinguishing between thought of the ‘West’ and thought outside the West. It is time to move beyond the reified assumptions that underlie the idea of ‘Western thought’, cast as an agent with a collective purpose. 相似文献
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Natalie Lea Amram Michael C. Klein Heidi Mok Penny Simkin Kathie Lindstrom Jalana Grant 《The Journal of perinatal education》2014,23(2):96-103
This study examined how doulas adapt to challenges in client’s labors. There were 104 Canadian and 92 American doulas who responded to a survey distributed at a doula conference. We report results from open-ended questions in which doulas describe how they manage changes deviating from the mother’s birth plan and how they navigate differences of opinion between themselves and providers. Four themes emerged: giving nonjudgmental support, assisting informed decision making, acting as a facilitator, and issues with advocacy. Although 30% of doulas said that advocacy and information giving could result in conflict with providers, doulas reported working within their scope of practice and striving to be part of the team. Issues in doula responsibility and patient advocacy remain, and ongoing role clarification is needed. 相似文献
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This article considers how developments in technologies have transformed the kind of social interaction possible over the Internet, making it feasible to undertake discourse and dialogue without having to rely solely on text-based mediation. This represents a fundamental change to learning, shifting from passive acquisition of someone else’s ideas to active learning experiences that empower people to inquire, critique, create, collaborate, problem-solve and create understanding. Such technologies are also about the portability of mobile digital devices which now have the potential to allow any-time access for users either through Wi-Fi or mobile broadband providers and for those devices to become personal. The implications for education are enormous and the anticipated change probably ranks alongside the introduction of the printing press in terms of historical importance. This article considers those implications and draws on research recently conducted in schools and other educational settings in the United Kingdom. The authors conclude that the need to allow use of personal digital devices in schools seems inexorable, the further we go into the new millennium. This simple premise is fraught with many difficulties and challenges, however, which suggest that for many students the current situation is ‘Access denied’. 相似文献