Analysis of lexical quality and its relation to writing quality for 4th grade,primary school students in Chile

Few studies have addressed vocabulary quality in developing writing skill in Spanish. Even less addressed it within the Chilean educational system. The specific objective of this study was to characterize, using a comprehensive set of indicators, the quality of the vocabulary produced by Chilean 4th grade students. Based on a national writing survey, a sample of 2056 texts written by 685 students was collected (narrative, persuasive, and informative texts). Current literature defines lexical quality as a composite of diverse factors that, while distinct, are interrelated. To represent the properties of the vocabulary, a set of indicators were selected: (a) lexical diversity; (b) lexical sophistication; and (c) lexical density. Using multilevel modeling (students and schools as levels 1 and 2) to explain a global writing score we found that diversity was a significant determinant for narrative and persuasive texts, density was a significant determinant for the three genres and sophistication was a significant determinant for narrative and expository text. In addition, indicators related to gender and socioeconomic conditions were only significant determinants of narrative stories. The parts of speech most often used also varied according to the purpose of each text. In all genres, words had a short extension and were very sensitive to the input presented in the stimuli. These results imply a significant challenge to this education system: how to promote the development of vocabulary in all children in order to support language learning.     

‘La Maîtresse dit que je suis lent’: Représentation de l'école française dans le discours d'élèves immigrés

Résumé Les difficultés scolaires éprouvées par les élèves immigrés ont été généralement étudiées en mettant l'accent sur leurs carences ou sur les stratégies d'adaptation dont ils se servent. Le travail qu'on présente ici vise à renverser cette optique — en inserant cette problématique dans le cadre théorique de la Transculturation, et en étudiant la façon dont ces élèves perçoivent l'institution scolaire.Une étude de l'énonciation porte sur 101 entretiens dans la langue d'origine, avec des sujets hispanophones et lusitanophones, garçons et filles, âgés de 10 à 17 dans.Sur la base d'une analyse statistique informatisée on a établi des indices visant à saisir (a) les rapports chercheur/sujet dans l'entretien; (b) les liens qui rattachent l'individu à son groupe (moi — nous); (c) sa perception de l'autre; et (d) la façon dont il se situe par rapport à son expérience (assumée ou subie, actant ou acté). Des mots-clé illustrent et soulignent les difficultés éprouvées par ces sujets et par l'institution scolaire pour appréhender les normes temporelles comme un modelage culturel et en saisir leur relativité.

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The difficulties of immigrant children at school have generally been studied with the emphasis either on their deficiencies or on the schemes which they devise to enable them to adapt. The study which is presented here, however, aims at a radically different approach by viewing the problem within the theoretical framework of transculturation and by examining the way in which the pupils themselves perceive the French school system.A study is made of the outcome of 101 interviews which were conducted in their mother tongue with Spanish- or Portuguese-speaking boys and girls aged between 10 and 17 years old.On the basis of statistical analysis by computer, indices were formulated with the intention of establishing (a) the relationship between the researcher and the subject during the interview; (b) the links between the subject as an individual and his/her peer-group (me — us); (c) his/her perception of others; and (d) the way in which he/she relates to his/her experience (as something to be positively accepted — or to be suffered; active or passive). Keywords illustrate and underline the difficulties encountered both by pupils and by the school to grasp the idea of time norms as a cultural shaping and to perceive how relative they are.

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Zusammenfassung Die schulischen Schwierigkeiten von Einwandererkindern sind allgemein entweder mit Schwerpunkt auf ihren Unzulänglichkeiten oder auf den von ihnen gewählten Anpassungsstrategien untersucht worden. In der vorliegenden Untersuchung jedoch wird ein radikal anderer Ansatz beabsichtigt, indem das Problem innerhalb eines theoretischen Bezugsrahmens der Transkulturation betrachtet und indem die Art und Weise geprüft wird, die die Schüler selbst dem französischen Schulsystem gegenüber empfinden.Die Studie wurde aufgrund von 101 Interviews von in ihrer Muttersprache spanisch- und portugiesisch-sprechenden Jungen und Mädchen im Alter von 10 bis 17 Jahren erstellt.Auf der Grundlage statistischer computergestützter Analyse, wurden Indices mit der Absicht formuliert, folgendes nachzuweisen: (a) die Beziehung zwischen dem wissenschaftlichen Befrager und dem Befragten während des Interviews; (b) die Verbindungen zwischen dem Befragten als einem Individuum zu seiner/ihrer Gruppe von Gleichaltrigen (ich — uns); (c) seine/ihre Wahrnehmung der Anderen; und (d) die Art und Weise auf der er/sie sich in Beziehung zu seiner/ihrer Erfahrung sieht (als etwas, das als positiv erleb wird, oder an dem man leitet; aktiv oder passiv). Schlüsselworte veranschaulichen und unterstreichen die Schwierigkeiten, auf die sowohl die Schüler als auch die Schule stossen, um die Vorstellung der Zeitnormen als Kulturform zu begreifen, und um ihre Relativität zu empfinden.

     

When differences do not matter: inclusion in a Mexican primary school / Cuando las diferencias no importan: la inclusión en una escuela primaria mexicana

Studies show that disability is a cause of educational exclusion worldwide. Different countries adopt different views of the inclusion movement. Different variables seem to be associated with the success or failure of inclusion. This study takes place in a primary school located in Mexico. It aims to identify how inclusion is experienced by children with and without special needs, and the connections between inclusion and quality of life. Measures utilized were the questionnaire My Primary School from the Index for Inclusion and the Questionnaires on Assessment of Quality of Life for Children, self-report, and parents’ report. Participants are 69 regular students and 15 students with special education needs. Self-reports from regular children and proxy reports from the mothers of the special education needs students were analysed. Results indicated that there is an association between perceived inclusion and experiencing quality of life; having special needs does not impact on scores on QoL or inclusion; educational level does not impact on perceived QoL or inclusion for special education students. These results are discussed in light of a culture that appreciates diversity.     

Distinct Influences of Mothers and Fathers on Kindergartners’ Numeracy Performance: The Role of Math Anxiety,Home Numeracy Practices,and Numeracy Expectations

The current study analyzed maternal and paternal differential influences on numeracy performance in kindergarten children. Participants were 180 Chilean children from backgrounds of low and high socioeconomic status (SES), their mothers, and their fathers. A path analysis was used to explore the influences of both maternal and paternal numeracy practices on children’s numeracy performance and the influences of maternal and paternal expectations and anxiety on those activities. Research Findings: Results showed that mothers and fathers who endorse higher numeracy expectations for their children and who report lower levels of math anxiety also report engaging more frequently in advanced numeracy practices with their children. Mothers’—but not fathers’—engagement in numeracy practices at home predicted children’s numeracy performance. Also, low-SES mothers engaged more frequently in numeracy practices with their children, and mothers in general engaged more often in numeracy activities with girls than with boys. Practice or Policy: These findings improve understanding of how maternal and paternal processes relate differently to numeracy performance in kindergarten children. Moreover, these results highlight the need to take into account parents’ numeracy attitudes and practices, as well as their SES, when designing interventions directed at increasing family support for math achievement.     

The application of production functions to the higher education system — some examples from Portuguese universities

Production functions were established for the Arts and Law Faculties of Coimbra and Lisbon Universities and for the Higher Institute of Engineering of Lisbon, in which the number of enrolled students was related to the number of professors and assistants. It was possible to find in Coimbra and Lisbon Universities the existence of possibilities of substitution among those factors and economies of scale. In the case of the Higher Institute of Engineering there seems to exist a relation of complementarity between the number of professors and assistants. Also with regard to this Institute, a production function for graduates was estimated which relates them to the expenditures on academic staff and materials. It was found that in this case it was necessary to introduce time as a representative of technological progress, although it was found to be negative. These results are discussed, and the interest and the limitations of the use of production functions for educational management purposes are outlined.     

“The Day That Changed My Life,Again”: The Testimonio of a Latino DACAmented Teacher

This article, based on the testimonio of a Latino DACAmented teacher, underscores the impacts and benefits of immigration policies for individuals and their communities. Deferred Action for Childhood Arrivals (DACA) has benefitted about 750,000 people; most have used the benefits to pursue higher education and to enter public service careers, including teaching and nursing. Mr. Juárez’s testimonio walks us through his educational trajectory and current role as an educator. This testimonio contributes to current debates and struggles demanding the new U.S. presidential administration to maintain DACA. As researchers, we urge students, educators, policymakers, and the incoming administration to listen to the testimonios of DACA beneficiaries prior to making hasty decisions that will have dire consequences for individuals, families, and the nation, as a whole.     

Technology as ‘a human practice with social meaning’–a new scenery for engineering education

In a world sustained and interconnected by technology, people make choices. Therefore, they have to consider that technology is subject to analysis and interpretation because it is designed by humans with varied histories, experiences and cultures. To generate an understanding of the technological phenomenon, this article proposes to view the technology as a human practice, with social meaning and an attending change in classical technology-related education. The hidden resumé of the professors, the development of contents and didactic methods to be used in the educational process are fundamental elements in the appropriation of knowledge. Modifying these elements requires paradigmatic shifts, especially in the education of engineers, which would have to be focused on the knowledge acquisition and capabilities to allow an adequate practice of the technology management.     

‘Let's Save Energy!’: incorporating an environmental education dimension in the teaching of energy

A curricular unit called ‘Let's Save Energy!.’ was developed and tested as part of a project of Science Materials for Secondary Education. The project is focused on human needs, and how Science relates to them. This paper discusses how E.E. is built into a ‘traditional’ science topic (Energy), and some of the activities used to develop an awareness about the need and ways to ‘save’ Energy. A simulation game is presented with a focus on international co‐operation and environmental protection. The process of the development of the materials, and some results of its use in the classroom with 15/16‐year‐old pupils are discussed.