排序方式: 共有94条查询结果,搜索用时 15 毫秒
51.
Luís Filipe Barbeiro Cláudia João Susana Santos 《International Journal of Lifelong Education》2013,32(3):309-329
In the past few years there has been an increase in the number of adult students in higher education courses, many of whom have returned to school after a break. Most of these students do not intend to continue their studies from the point where they stopped; rather, they want to prepare for specific tests in order to have direct access to higher education courses, which in Portugal is a legal option for students over the age of 23. In response to this new cohort, higher education institutions need to find out what kind of students these are, determining their characteristics, capabilities and major problems, if they are to provide them with successful learning opportunities alongside younger students. This article presents a comparative study of lexical competence, focusing on lexical availability, contrasting those adult applicants to higher education who are attending a course preparatory to higher education with first-year students who have just entered higher education. The results show significant differences between the two groups, the adult group in general showing poorer results. Their withdrawal from schooling is clearly reflected in their vocabulary activation with regard to transversal themes. The most salient contrasts are related to the number of words mentioned and the frequency of words in the group, as well as the greater or lesser proximity to the topic of the terms mentioned. 相似文献
52.
53.
Susana C. Marques Shane J. Lopez Anne Marie Fontaine Susana Coimbra Joanna Mitchell 《Psychology in the schools》2015,52(4):325-334
This study investigated the characteristics of students who report extremely high levels of hope. A sample of 682 students (ages 11–17) completed measures of hope, school engagement, life satisfaction, self‐worth, and mental health. Academic achievement was obtained from students’ school records. Based on their hope scores, students were divided into three groups: “extremely low” (bottom 10% of the distribution), “average” (middle 25%), and “extremely high” (upper 10%). Results indicate that students in the extremely high hope (EHH) group differed from students with average (AH) and extremely low hope (ELH) on all measures. Further, EHH and AH are associated with mental health benefits that are not found among students reporting comparatively ELH levels. Taken together, the findings support the notion that EHH in students is associated with adaptive psychological and school‐related functioning. Overall, given the superior adjustment profile, perhaps ‘‘enough hope’’ should be defined as “EHH.” 相似文献
54.
Antonio Valle José Carlos Núñez Ramón G. Cabanach Susana Rodríguez Pedro Rosário Cándido J. Inglés 《教育心理学》2015,35(5):634-650
The aim of the current study was to obtain information from students in higher education on different motivational profiles that resulted from the combination of three academic goals (i.e. learning goals (LG), performance-approach goals and performance-avoidance goals). Moreover, information related to the relevance of each goal within each motivational profile was explored to explain conditions closely related to the academic engagement. The sample consisted of 2556 students from five Spanish universities. Motivational profiles were obtained by using cluster analysis followed by a relevance analysis of each goal within each motivational profile. The results support the hypothesis concerning motivational profiles, and further suggest for motivational profiles with a predominance of LG to be more adaptive. According to our findings, high level of LG in one’s motivational profile appear to be a powerful protective factor in maintaining high interest in academic work, as well as high control beliefs and self-efficacy. 相似文献
55.
56.
German Posada Ting Lu Jill Trumbell Garene Kaloustian Marcel Trudel Sandra J. Plata Paola P. Peña Jennifer Perez Susana Tereno Romain Dugravier Gabrielle Coppola Alessandro Constantini Rosalinda Cassibba Kiyomi Kondo‐Ikemura Magaly Nóblega Ines M. Haya Claudia Pedraglio Manuela Verissimo Antonio J. Santos Ligia Monteiro Keng‐Ling Lay 《Child development》2013,84(6):1896-1905
57.
Shanan Fitts Lisa Winstead Evelyn M. Weisman Susana Y. Flores Christine Valenciana 《Equity & Excellence in Education》2013,46(3):357-371
This study examined the development of bicultural voice in Latina/o preservice teachers. Researchers used survey, interview, and observational data to probe students' knowledge, beliefs, and orientations related to teaching culturally and linguistically diverse students. The researchers found that the bilingual cohort courses afforded students with opportunities to juxtapose personal narratives with broader social contexts, thereby allowing students to examine and critique the ideology and curricula of schools. The authors assert that cultivating social justice orientations in bilingual-bicultural preservice teachers is crucial to the empowerment of bilingual-bicultural teachers and their students. 相似文献
58.
ABSTRACTThis study presents a meta-analytic review of serial rapid automatized naming (RAN) deficits in individuals with dyslexia relative to typical readers (based on 216 effect sizes comprising 8335 dyslexic readers, 14,083 age-matched controls, and 921 reading-matched controls). A random-effects model analysis indicated a large impairment in speeded RAN in individuals with dyslexia compared with age-matched controls (d = 1.19) but a similar performance when compared with reading-matched controls (d = 0.13). In addition, dyslexic readers presented a deficit in discrete-naming formats (d = 0.74), although the deficit in serial RAN was notably larger; hence, adding seriality is particularly detrimental for these readers. The deficit appears to span all stimulus types (alphanumeric and nonalphanumeric), indicating that processes beyond letter processing are responsible for the delays and are independent of set size. Poor RAN is a long-term and universal symptom of dyslexia, and the transparency of the writing system does not influence its severity. 相似文献
59.
60.
In 2014 a new policy for special educational needs and disability (SEND) provision was introduced in England. As it has been the case in countries where SEND reforms were introduced, these changes raised challenges and opportunities for the professionals supporting children with SEND. However, to date, little systematic and large-scale evidence has been made available on how professionals perceive these changes. In this study, the views of 349 professionals were ascertained using a semi-structured online survey. The results revealed that although many professionals agreed in principle with some of the key changes introduced, several constraints were reported including tight timelines, budget cuts, and difficulties in the collaboration between education, health and care, suggesting a rather fragmented implementation of the new policy. No significant differences were found between groups of professionals for most items, however educational psychologists and special needs co-ordinators disagree on the extension of the provision age range, on how well the children’s needs are described in the education, health and care plans, and on the professional requirements of this process. The findings are discussed in light of their implications for meeting children’s needs and in comparison with other policy changes worldwide. 相似文献